Features of Using Environmentally Themed Fairy Tales in the Educational Process of Primary School

Abstract

The article explores the essence and pedagogical potential of using environmentally oriented fairy tales in the educational process of primary school. Special attention is given to the relevance of fostering an ecological culture among young learners in the context of current environmental challenges and the need to develop responsible attitudes toward nature from an early age. Based on the analysis of contemporary psychological and pedagogical studies, the fairy tale is interpreted as an effective educational tool that combines cognitive, emotional, and value-based components, contributing to the holistic development of a child’s personality.

The study clarifies the concept of an ecological fairy tale as a specific type of literary and didactic text that presents natural phenomena, environmental issues, and models of human interaction with the environment in an accessible and imaginative form. It is emphasized that such narratives not only facilitate knowledge acquisition but also enhance emotional responsiveness, empathy, and moral awareness, which are essential for shaping ecological thinking in primary school students.

The article examines the possibilities of integrating the natural science and language-literary educational domains through the use of ecological fairy tales. This integration is shown to support the simultaneous development of reading competence and environmentally responsible behavior, as well as to promote critical thinking, imagination, and interpretative skills. Particular attention is paid to the role of emotional engagement in understanding the content of fairy tales and in forming students’ perceptions of interconnections within nature.

In addition, the paper outlines approach to classifying ecological fairy tales according to their content, didactic purpose, and functional characteristics. Effective forms, methods, and modern pedagogical technologies for their implementation are presented, including integrated lessons, interactive and problem-based learning, creative tasks, dramatization, and project activities. The use of digital tools to enhance the impact of ecological narratives is also highlighted.

The article concludes that the systematic and purposeful use of ecological fairy tales contributes to the formation of ecological culture, the development of reading competence, and the establishment of value-based orientations in young learners, ensuring their readiness for environmentally responsible interaction with the world.