سوران رجبی

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.