WAYS OF USING LEGENDS IN A PRESCHOOL EDUCATIONAL INSTITUTION

Authors

  • Mavlonova Marjona Master’s student at Asia International University

DOI:

https://doi.org/10.55640/

Keywords:

preschool education, legends, folklore, storytelling, narrative competence, moral development, language development, dramatic play, cultural heritage, early literacy.

Abstract

Legends and oral narratives (“rivoyatlar”) are more than entertaining stories in preschool settings: they are culturally grounded learning tools that can strengthen children’s language, imagination, moral reasoning, and social interaction. Building on narrative-based learning traditions and early childhood research, this article explains practical, classroom-ready ways to integrate legends into everyday routines in a preschool educational institution: from story circles and guided retelling to dramatization, puppet theatre, art-based responses, and family storytelling partnerships. Special attention is given to choosing age-appropriate legends, adapting complex plots into child-friendly language, supporting multilingual learners, and turning listening into active meaning-making through play, dialogue, and creative production. The article also outlines simple observation-based assessment strategies and ethical considerations (avoiding fear-based content, stereotypes, or exclusion). Overall, systematic use of legends helps preserve cultural memory while developing foundational skills that support later literacy and holistic child development.¹²

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References

1.Bruner, J. (1986). Actual Minds, Possible Worlds. Harvard University Press.

2.Vygotsky, L. S. (2004). Imagination and Creativity in Childhood. Journal of Russian and East European Psychology, 42(1), 7–97.

3.Egan, K. (1986). Teaching as Story Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School. University of Chicago Press.

4.Paley, V. G. (1997). The Girl with the Brown Crayon. Harvard University Press.

5.Nicolopoulou, A. (2019). Using a storytelling/story-acting practice to promote narrative and other decontextualized language skills in disadvantaged children. In E. Veneziano & A. Nicolopoulou (Eds.), Narrative, Literacy and Other Skills: Studies in Intervention. John Benjamins.

6.Rowe, M. L. (2013). Decontextualized language input and preschoolers’ vocabulary development. Seminars in Speech and Language, 34(4), 260–266.

7.Cremin, T., Flewitt, R., Mardell, B., & Swann, J. (2018). Storytelling and story-acting (research report/PDF).

8.Reese, E., Suggate, S., Long, J., & Schaughency, E. (2010). Children’s oral narrative and reading skills in the first 3 years of reading instruction. Reading and Writing, 23(6), 627–644. https://doi.org/10.1007/s11145-009-9175-9

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Published

2025-12-25

Issue

Vol. 4 No. 11 (2025): Journal of Multidisciplinary Sciences and Innovations

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.

How to Cite

WAYS OF USING LEGENDS IN A PRESCHOOL EDUCATIONAL INSTITUTION. (2025). Journal of Multidisciplinary Sciences and Innovations, 4(11), 3015-3017. https://doi.org/10.55640/

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