The Effectiveness of the Storytelling Strategy in Developing Creative Thinking Skills in Kindergarten Children

Abstract

This study aimed to examine the effectiveness of the storytelling strategy in developing creative thinking skills among kindergarten children. To achieve the study objectives, a quasi-experimental approach was employed as it was the most suitable for the nature of the topic. A pictorial creative thinking test for children—whose validity and reliability were properly established—was administered to a sample of 60 male and female children selected from two kindergartens. The sample was divided into two equal groups: a control group (n = 30) taught using the traditional method, and an experimental group (n = 30) exposed to the storytelling strategy to measure its effectiveness in enhancing creative thinking skills. The findings revealed no statistically significant differences between the experimental and control groups in the pre-test scores of the creative thinking test. However, statistically significant differences were observed at the (α ≤ 0.01) significance level between the mean scores of the two groups in the post-test, favoring the experimental group (with a post-test mean score of 24.80). Furthermore, statistically significant differences at the (α ≤ 0.01) level were found between the pre- and post-tests of the experimental group, favoring the post-test (with mean scores increasing from 8.26 to 24.80). These results confirm a substantial development in the children's cognitive abilities and the enhancement of their creative skills.