Fostering Creativity through Cultural Narratives: A Qualitative Study on the Impact of Chinese Folk Picture Books in Early Childhood Education

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.

Folk Picture Books, Creativity, Early Childhood Education, Cultural-Cognitive Scaffolds, Cultural Heritage

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