INNOVATIVE TALE-bASED PEDAGOGY IN THE NEW UKRAINIAN SCHOOL
Abstract
Purpose. This article aims to provide a theoretical justification of innovative tale-based pedagogy as an integrative model that connects young learners’ natural narrative thinking with the demands of competency- based, STEM-oriented, and digital education within the New Ukrainian School. The study seeks to determine the potential of this approach for developing creative, critical, and elementary algorithmic thinking in primary school pupils. Methods. The research employs theoretical analysis of works in cultural-historical psychology, narrative pedagogy, fairy-tale therapy, STEM education, and digital learning; comparative analysis of traditional and contemporary approaches to using fairy tales in primary education; theoretical modelling of the concept of innovative tale-based pedagogy; and a systemic approach to interpreting the fairy tale as a component of a holistic educational framework. Results. The study proposes an original interpretation of innovative tale- based pedagogy as a model that views the fairy tale not merely as a tool for moral education or emotional support, but as a cognitive technology enabling the transition from emotionally coloured imagery to elementary scientific concepts and technological analogies. The article substantiates the key principles of the model (child- centredness, cognitive transparency, technological analogy, developmental sequencing, emotional safety) and introduces a three-level algorithm for cognitive transfer – from “fairy-tale image” to “technological model.” This algorithm includes visual modelling, guided identification, and heuristic exploration. Age- appropriate examples of tasks for Grades 1–4 are presented. Conclusions. Innovative tale-based pedagogy forms a humanistic bridge between children’s innate narrative reasoning and the expectations of modern STEM- and digital-oriented education. It enhances students’ creativity, critical and algorithmic thinking, emotional intelligence, and motivation to learn. Future research should empirically validate the proposed model, develop diagnostic tools, and design methodological support for teachers.
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