Developing language and narrative competence through Propp’s fairy-tale morphology: practical directions for teachers

Abstract

Abstract. This article examines how Vladimir Propp’s theory of fairy-tale morphology can support language and narrative development in preschool and the early years of elementary school. By transforming recurring narrative functions and character roles into age-appropriate visual cards, children are encouraged to understand, retell, organize, and create stories. This approach develops vocabulary, oral fluency, grammatical accuracy, coherence, imagination, and critical thinking. Practical activities include collaborative storytelling, role-playing, sequencing, matching exercises, and creating original stories. The article also presents implementation principles and a teacher training program, demonstrating that educators gain confidence in designing inclusive, interactive, and linguistically rich learning experiences.