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Abstract
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The current study examined the efficacy of creative storytelling on
enhancing the creativity of preschool students. Using a randomized
waitlist control design, 34 students were randomly allocated to a
training or waitlist condition and completed pre- and post-training
assessments of either of four tools: two images for story-building,
one image for drawing, and a verbal question. Students in the
intervention group were observed to participate actively in
storytelling sessions, with further interest in stories at latter
sessions. Creativity enhancement was seen to be independent of
gender. Boy and girl students in the intervention group indicating a
significant relationship between creative storytelling and
enhancement of creative thinking. To be noted by psychologists,
libertarians, and school and library managers, the results may
emphasize the value of storytelling and bibliotherapy for students.
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