Stories as a Didactic Resource to Develop Creativity in Preschool Children at 'Francisco Menghine' Educational Unit in Santo Domingo de los Tsáchilas

Abstract

This study aimed to propose the use of children's stories as a didactic resource to foster creativity in preschool children at the “Francisco Menghine” Educational Unit, located in Santo Domingo de los Tsáchilas, Ecuador. The theoretical framework highlights storytelling as a key strategy to stimulate imagination, originality, and expressive thinking during early childhood. The research followed a mixed-method approach (qualitative and quantitative), with a non-experimental, descriptive-analytical design. The intentional sample included 18 children, their legal guardians, and the classroom teacher. Data collection instruments included an observation form for students and surveys for both the teacher and parents. Findings show that children display significant creative potential, especially when stories are used as an educational tool. However, results also reflect an irregular practice of reading at home and the need for more engaging classroom materials. In response, didactic stories were designed to support teachers and enhance the creative learning process. It is concluded that children's stories, when used with pedagogical intent, are a powerful tool to boost creativity and foster holistic development during early childhood education.