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Fostering Creativity through Cultural Narratives: A Qualitative
Study on the Impact of Chinese Folk Picture Books in Early
Childhood Education
Liu Xingyan, Ida Puteri Mahsan
Faculty of Art, Sustainability and Creative Industry, Universiti Pendidikan Sultan Idris (UPSI), Tanjung Malim, Perak
35900, Malaysia
DOI: https://doi.org/10.51583/IJLTEMAS.2025.1409000020
Received: 30 Aug 2025; Accepted: 06 Sep 2025; Published: 29 September
Abstract: Cultivating creativity is essential in early childhood education. Folk picture books, which integrate cultural heritage with
artistic expression, show significant potential in stimulating young children’s creativity, though their specific mechanisms remain
underexplored. This qualitative case study, conducted in a kindergarten in Guiyang, China, aimed to: (1) examine teachers’
perceptions and experiences regarding Chinese folk picture books; (2) analyze how these books stimulate creative behaviours in
children aged 5–6; and (3) propose evidence-based principles for their design and application. Through in-depth interviews with 12
teachers and 2 experts, non-participant observations of experimental and control groups over two months, and systematic analysis
of 20 folk picture books using a Piagetian framework, the study revealed that these books function as “cultural-cognitive scaffolds.”
Results indicated that the experimental group demonstrated enhanced narrative complexity, imaginative play, and artistic expression
incorporating cultural motifs. Key facilitating features included animistic characters, open-ended narratives, and distinctive artistic
styles. The findings highlight the value of folk picture books in fostering creativity and suggest that educators should integrate them
intentionally using interactive strategies, while designers should blend authentic cultural elements with developmentally appropriate
narrative and visual techniques.
Keywords: Folk Picture Books、Creativity、Early Childhood Education、Cultural-Cognitive Scaffolds、Cultural Heritage
I. Introduction
Early childhood, particularly ages 5–6, is widely recognized as a critical period for fostering creative thinking (Gajda et al., 2017).
During Piaget’s preoperational stage, children’s cognition is characterized by symbolic play and egocentrism, which provide a fertile
ground for creative development (Babakr et al., 2019). Picture books are a fundamental educational resource in kindergartens, known
for supporting language acquisition, emotional regulation, and social understanding (Rohman, 2024; Donohue, 2023).
While the general value of picture books is acknowledged, the specific impact of folk picture books—rich in cultural narratives,
traditional symbols, and indigenous art forms—on creativity warrants deeper investigation. These books serve as vessels of cultural
capital that shape cognitive frameworks and creative expression (Bourdieu, 1986; González, 2023). However, there is a scarcity of
nuanced qualitative research on how educators perceive these resources and how they trigger creative processes in authentic
classroom settings (e.g., Lena Sari Silaban, 2024; Eckhoff, 2017).
This study addresses this gap by examining the interplay between Chinese folk picture books and creativity development in a real-
world educational context. The objectives are:
1.To explore kindergarten teachers' perceptions and practical experiences regarding the use of Chinese folk picture books in
fostering children's creativity.
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2.To analyse how the cultural and artistic elements within folk picture books stimulate creative behaviours (e.g., narrative,
symbolic play, artistic expression) in children aged 5-6 through empirical classroom observation.
3.To propose evidence-based principles for the design and pedagogical application of folk picture books to effectively enhance
early childhood creativity.
II. Literature Review
Creativity development in early childhood is closely linked to cognitive development. Piaget’s preoperational stage (2–7 years) is
marked by the emergence of symbolic thought, where children represent objects and ideas through play, language, and drawing
(Piaget, 1962). This capacity for representation underpins creativity. Vygotsky (1978) further emphasized the socio-cultural context
of development, noting that cognitive skills, including creativity, are cultivated through social interactions and cultural tools such as
stories and art.
Folk picture books represent a quintessential cultural tool. Their narratives and artistic styles engage the specific cognitive schemas
of preoperational children. Figure 1 illustrates the theoretical framework, mapping how key features of folk picture books interact
with and stimulate cognitive processes leading to observable creative outputs.
Figure 1: Theoretical Framework: How Folk Picture Books Stimulate Creativity in the Preoperational Stage
This model visualizes the mechanism through which specific features of folk picture books activate core cognitive traits in
preoperational children, serving as a “cultural-cognitive scaffold” that fosters measurable creative behaviours.
Picture books support literacy development, introduce new concepts, and stimulate imagination (Salley et al., 2022; Niland, 2023).
The synergy between text and image enables children to construct meaning, make inferences, and explore worlds beyond their
immediate experience (Wright, 2010; Wang, 2025). Research indicates that picture books can enhance vocabulary (Galea et al.,
2025; Salley et al., 2022), foster empathy and prosocial tendencies (Chen et al., 2025), and provoke imaginative thinking (Niland,
2023).
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Folk tales, in particular, possess qualities that align with creative development. They often feature archetypal characters, mythical
creatures, and narratives involving problem-solving and transformation—elements that resonate with children’s animistic and
magical thinking (Asokan & Naganathan, 2023). By engaging with folk narratives, children actively construct meaning, drawing on
cultural schemas to create new connections and ideas; such stories can also scaffold prosocial and moral reasoning (Chen et al.,
2025). Furthermore, picture books—including folk narratives—facilitate cross-cultural communication and help children appreciate
diversity (Rochanavibhata & Marian, 2021; Skaremyr, 2024).
However, research on how the cultural content and artistic style of folk picture books specifically catalyze creative behaviours
remains limited. This study employs Piaget’s framework to analyze how these books interact with the preoperational child’s mind
to stimulate creative expression.
III. Methodology
Research Design
This study employed a qualitative case study design (Stake, 1995), focusing on a single kindergarten in Guiyang, China, renowned
for its focus on folk arts integration. This approach allowed for an in-depth, contextualised investigation of the phenomenon. The
study utilised methodological triangulation, combining in-depth interviews, observations, and document analysis to enhance the
validity and richness of the findings.
Figure 2: Methodology Flowchart
The flowchart illustrates the systematic research process, emphasizing triangulation of data sources to ensure valid and reliable
findings.
Participants and Setting
Purposeful sampling was used to select 12 kindergarten teachers from the case study school, ensuring a mix of experience levels
and classroom responsibilities. Two experts in children's literature and early childhood education were also recruited. The study
involved observing children (N=25, aged 5-6) in an experimental classroom that incorporated folk picture books into its daily routine
and a control classroom (N=25) that followed the standard curriculum without a special focus on folk literature.
A preliminary analysis of the interviews conducted with the twelve teachers indicated several key themes, which subsequently
informed the design and focus of the observational phase of the study.
Theme 1: Perceived Value of Folk Picture Books
Teachers consistently emphasized the unique value of folk picture books in early childhood education. They described these
materials as "cultural bridges" (T-4, 8 years experience) that help children connect with traditional stories while stimulating
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imagination. Most teachers reported observing enhanced engagement and curiosity when using these books compared to standard
picture books.
Theme 2: Implementation Challenges
Despite recognizing the educational value of folk picture books, teachers identified several significant implementation barriers:
limited access to diverse and high-quality folk picture books was emphasized by 9 teachers; a lack of training in culturally responsive
pedagogy was reported by 7 teachers; and time constraints in developing appropriate lesson plans were mentioned by 10 teachers.
These challenges collectively hinder the consistent and effective integration of folk literature into early childhood classrooms.
Theme 3: Observed Child Responses
Teachers noted several consistent patterns in children's responses to folk picture books, including increased questioning about
cultural elements and traditions—as reported by 8 teachers—as well as enhanced narrative creativity and story-telling willingness,
noted by 11 teachers. Additionally, 9 teachers observed greater engagement in symbolic play inspired by story elements, reflecting
how children imaginatively reinterpreted and extended narrative elements in their own play.
The results of the teacher interviews helped refine the observation protocol and provided a context for interpreting the classroom
observation data, particularly in identifying specific creative behaviors that needed to be recorded during the experimental phase.
Characteristic Category Number Percentage
Teaching Experience 1-5 years 4 33.3%
6-10 years 5 41.7%
11+ years 3 25.0%
Educational Background Bachelor's in ECE 8 66.7%
Master's in ECE 4 33.3%
Previous Folk Literature Training Yes 3 25.0%
No 9 75.0%
Table1: Teacher Demographic Information
This preliminary analysis highlighted the value teachers place on folk picture books alongside significant implementation challenges,
underscoring the need for structured support in the experimental phase.
Data Collection
Data collection for this study was conducted over a concentrated two-month period, employing a structured approach to gather
comprehensive and longitudinal observational and qualitative data across multiple classroom settings.
In-depth Interviews: Semi-structured interviews with 12 teachers and 2 experts explored perceptions, experiences, and observed
impacts on creativity. Interviews were audio-recorded and transcribed.
Observational Protocol and Data Collection Procedures: A comprehensive structured observation protocol was developed based on
Piagetian preoperational characteristics to systematically document creative behaviors. The protocol included five key indicators
with specific operational definitions:
(1) Symbolic Play (frequency per session): Episodes where children transformed everyday objects into story-related symbols, such
as using wooden blocks as magical artifacts from folk tales or pretending scarves were dragon scales from legend narratives.
(2) Narrative Elaboration (complexity rating 1-5): Richness and sophistication of storytelling during group discussions, measured
by story length, character development complexity, plot innovation, and incorporation of cultural elements from the books.
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(3) Animistic Thinking (frequency per session): Documented instances where children attributed human emotions, intentions, or
consciousness to inanimate objects, mythical creatures, or natural phenomena featured in the stories.
(4) Divergent Artistic Expression (frequency per session): Creative art activities where children incorporated cultural motifs from
the stories but modified, combined, or reinterpreted them rather than directly copying illustrations.
(5) Cultural Meaning-Making (frequency per session): Verbal explanations where children connected story elements to their
personal experiences, family traditions, or broader cultural understanding, demonstrating deep comprehension beyond surface
narrative.
Two independent observers, trained through 10 hours of protocol familiarization and practice sessions, conducted simultaneous
coding with an established inter-rater reliability coefficient of κ = 0.87. Each observation session lasted 60 minutes, strategically
scheduled during free-play periods immediately following story reading activities to capture peak creative engagement. Field notes
documented contextual factors, peer interactions, and teacher interventions that might influence creative expression patterns.
Literature Analysis: A systematic analysis of 20 famous Chinese folk picture books (e.g., Nian, Kitchen God, and The Magic Brush)
was conducted. A coding framework was constructed based on Piagetian preoperational characteristics (e.g., animism, symbolic
representation, and narrative structure) to analyze the picture books' content, imagery, and potential to stimulate creative thinking.
Data Analysis
Thematic analysis (Braun & Clarke, 2006) was employed for the interview transcripts and observational field notes. Codes were
generated inductively from the data and deductively from the theoretical framework. The coded data were then grouped into themes
related to teacher perceptions, creative behaviours, and book features. The document analysis involved content analysis to identify
and quantify key characteristics across the 20 books. NVivo software was used to manage and analyse the data. Triangulation of
findings from the three data sources was performed to identify convergent evidence and enhance trustworthiness.
Thematic analysis (Braun & Clarke, 2006) was applied to interview transcripts and field notes. Codes were generated inductively
and deductively, grouped into themes related to teacher perceptions, creative behaviours, and book features. Content analysis
identified key characteristics across the 20 books. NVivo software facilitated data management and analysis. Triangulation of data
sources identified convergent evidence and enhanced trustworthiness.
Ethical Considerations
Informed consent was obtained from the kindergarten administration, all participating teachers, experts, and the parents of the
observed children. Anonymity and confidentiality were guaranteed. Children were free to opt out of activities at any time.
IV. Findings
The analysis of the qualitative data revealed rich insights into the perceptions, experiences, and observed outcomes associated with
using folk picture books. The findings are structured around the three primary data sources, addressing each research objective in
turn.
Theme 1: Cognitive and Affective Value Recognition. Teachers universally perceived folk picture books as unique and valuable
resources that extend beyond conventional picture books. They were described as "windows to cultural heritage" (T-PM2) and
"sparks for imagination" (T-EXP3). Teachers noted that these books provided a "shared cultural code" (E-1) that helped children
connect stories to their own experiences and local traditions, facilitating deeper cognitive engagement and affective connection.
Theme 2, Effective teachers used interactive strategies: open-ended questions during read-alouds, role-play, art projects, and group
storytelling. One teacher noted: “We didn’t just read ‘The Story of the Twelve Zodiac Animals’; we became paper-cutting artists,
creating our own zodiac images using patterns we invented” (T-EXP1).
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Figure 3: Interview photos
Theme 3: Identified Challenges and Barriers. Despite recognizing their value, teachers' application was often hindered by a lack
of curated resources and targeted training. Many expressed a need for more guidance on how to select appropriate folk stories and
translate them into effective lesson plans. "We know they are good, but we need more than just the book; we need ideas and support
to use them to their full potential," noted a veteran teacher (T-PM6).
Theme Description Illustrative Quote
Value Recognition Acknowledgment of the books' unique role in
cultural and creative development.
"They are more than stories; they are the roots
we can give to our children." (T-PM4)
Pedagogical Strategies Interactive methods used to extend reading into
creative activities.
"I ask them to tell me what happens after the last
page. Their ideas are always surprising." (T-
PV1)
Implementation
Challenges
Obstacles to consistent and effective use,
primarily lack of resources and training.
"We have few books, and they are not durable
for classroom use." (T-PM3)
Table 2: Summary of Primary Themes from Teacher Interviews
This summary outlines teacher perspectives, highlighting both the potential and challenges of using folk picture books.
Theme 2, which addresses Objective 2 regarding the observed creative behaviours stimulated by folk books, was evident in the
observational data that revealed a marked difference between the experimental and control groups. The experimental group exhibited
more frequent and sophisticated creative behaviours: children frequently engaged in symbolic and animistic play, where objects
became symbols from the stories, such as a blanket transforming into a "magic carpet" or a stick representing Mulan’s sword, and
they readily attributed feelings and intentions to characters, both real and mythical; in terms of narrative creativity, these children
told longer, more elaborate stories during discussions, often incorporating vocabulary and plot structures from the folk books, and
demonstrated a greater willingness to invent new scenarios for characters; furthermore, in artistic expression and cultural meaning-
making, their drawings and crafts incorporated motifs from the books, like Dong embroidery patterns or stylised animals from
legends, which went beyond mere imitation as children created new meanings, such as explaining a blue hue as "the sad colour of
the moon in the Chang'e story." In contrast, the control group's play and expression, while creative, remained more anchored in
everyday experiences and showed less narrative complexity and cultural infusion.
Creative behaviour Experimental Group Control Group Difference
Symbolic Play 4.5 2.1 +2.4
Narrative Elaboration 5.1 2.9 +2.2
Animistic Thinking 3.8 1.7 +2.1
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Divergent Art 4.7 2.3 +2.4
Cultural Meaning-Making 3.2 0.8 +2.4
Table3: Average Frequency of Observed Creative Behaviours per Session
The table clearly shows that the experimental group exposed to folk picture books scored significantly higher than the control group
on all five creative behaviors, The experimental group scored significantly higher across all creative behaviours, with the greatest
difference in cultural meaning-making.
Theme 3: Principles for Effective Design and Application (Addressing Objective 3)
The systematic document analysis of 20 folk picture books was crucial for identifying the specific features that make them effective
tools for stimulating creativity. This analysis allowed us to move from observing outcomes to prescribing design principles. The
prevalence of key features and their theorized primary creative domain are presented in Table 4.
Book Feature Number of Books Featuring
This
Primary Creative Domain Supported
Distinct Cultural Art Style (e.g., ink wash, paper-cut,
embroidery motifs)
20 Artistic Expression
Animistic Characters (e.g., talking animals, mythical
beings)
18 Symbolic Play
Cultural Symbols (e.g., specific patterns, clothing,
architecture)
16 Cultural Meaning-Making
Open-Ended Narrative (e.g., ambiguous endings,
unresolved dilemmas)
15 Narrative Creativity
Table 4: Analysis of Features in 20 Chinese Folk Picture Books and Their Primary Associated Creative Domains
Caption for Table 1: Document analysis of 20 Chinese folk picture books. The table shows the frequency of key features and the
primary creative domain each feature is theorized to support, based on the Piagetian theoretical framework and corroborated by
observational and interview data.
Synthesising data from all three sources yielded the following design principles: the principle of Cultural Symbolism emphasises
the use of authentic and visually clear cultural symbols, such as specific patterns, clothing, or architecture, that children can both
decode and re-use; the principle of Narrative Openness advocates for the incorporation of open-ended plots or questions within the
story to invite speculation, prediction, and co-creation; and the principle of Artistic Authenticity & Appeal highlights the importance
of employing art styles that are both true to the cultural tradition and visually engaging for young children through the use of bold
colours and expressive lines.
The application principles emphasize a structured approach beginning with transitioning seamlessly from reading to creative
activities, such as posing prompts like, "We read about the magic brush; now what would you paint?"; furthermore, it is essential to
scaffold imagination through teacher-led questioning and modelling to guide children from comprehending the story to innovating
upon it; additionally, educators should strive to create a culturally-rich environment by supplementing book reading with other
cultural artifacts, music, or discussions to provide deeper contextual understanding of the stories.
V. Discussion
Theoretical Framework Development and Contributions This study advances early childhood education theory by introducing the
"cultural-cognitive scaffold" framework, which synthesizes Piaget's cognitive constructivism with Vygotsky's sociocultural theory
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to explain how culturally-embedded materials optimize creativity development during the preoperational stage. Unlike generic
picture books that may conflict with children's natural cognitive tendencies, folk narratives create cognitive consonance by mirroring
preoperational characteristics.
The Cultural Resonance Mechanism: Our findings reveal that folk picture books succeed as creativity catalysts because they reflect
children's innate cognitive patterns. The prevalence of animistic characters in 90% of analyzed books directly corresponds to
preoperational children's animistic worldview, creating optimal conditions for engagement. When children encounter talking animals
or magical objects in folk tales, these elements validate rather than challenge their natural attribution of consciousness to non-human
entities, facilitating deeper narrative immersion and creative elaboration.
Symbolic Bridging Theory: The rich cultural symbolism embedded in folk narratives provides children with sophisticated meaning-
making vocabulary that extends beyond their immediate experiential reality. This study demonstrates that cultural symbols function
as cognitive bridges, enabling children to construct increasingly complex creative expressions. The 4-fold difference in cultural
meaning-making behaviors between groups illustrates how folk symbols offer children intellectual scaffolding for abstract thinking
development.
Narrative Incompleteness Principle: The deliberately ambiguous or open-ended structure characteristic of traditional folk tales
(identified in 75% of analyzed books) creates productive cognitive gaps that children instinctively fill through imaginative
speculation. This structural feature transforms passive reading into active co-creation, aligning with research emphasizing the
importance of open-ended narratives in stimulating imaginative thinking (Niland, 2023). Children's tendency to elaborate storylines,
predict character motivations, and invent alternative endings reflects their natural drive to resolve cognitive dissonance through
creative problem-solving.
These theoretical contributions challenge predominant Western-centric creativity frameworks and establish empirical support for
culturally-responsive pedagogical approaches in early childhood education, supporting recent calls for diverse literature in
expanding children's creative thinking perspectives (Noor et al., 2025).
VI. Conclusion and Implications
This study concludes that Chinese folk picture books are not merely vehicles of cultural transmission but are active catalysts for
creative development in early childhood. Their narratives and artistry provide the ideal raw material for the imaginative, symbol-
minded preoperational child.
The implications of this issue lie in both practical application and publication design. Early childhood educators must receive
adequate support and systematic training to organically integrate folk picture books into the curriculum. Professional development
should focus on strategic guidance for interactive reading instruction and, through the design of outreach activities that inspire
creativity, help children make the transition from cultural absorption to artistic expression. Furthermore, the publishing industry
needs to produce more high-quality folk picture books. While respecting cultural authenticity, creators and publishers should strive
to enhance the accessibility and appeal of narrative and visual design, making them not only accessible to young children but also
deeply inspiring. Furthermore, works should demonstrate open narrative structures and clear symbolic expression to support
children's understanding and imagination. A limitation of this study is its focus on a single kindergarten case, which may affect
generalisability. Future research could involve a larger, more diverse sample of schools and include longitudinal designs to track the
long-term impact of exposure to folk literature on creative potential.
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