The developmental, educational, and moral significance of genres of oral folk literature in the upbringing of preschool children

   On January 29, 2026, at the Faculty of Pedagogy and Psychology of Abai Kazakh National Pedagogical University, the Department of Preschool Education and Social Pedagogy, a second-year doctoral student of the educational program 8D01201 – Preschool Education and Upbringing, Zhauqassyn Alibekkyzy (academic supervisor – Doctor of Philosophy (PhD), Associate Professor A.I. Akhmetova), conducted an open practical class in the discipline Children’s Literature for third-year students of the educational program 6B01201 – Preschool Education and Upbringing. The topic of the class was “The developmental, educational, and educational-upbringing significance of genres of oral folk literature (fairy tales, poems and nursery rhymes, proverbs and sayings, riddles, tongue twisters, etc.) in the upbringing of preschool children.” The class was held with the participation of the course instructor, Candidate of Pedagogical Sciences, Associate Professor G.Z. Taubayeva. The purpose of the class was to deepen the theoretical knowledge of future preschool educators regarding genres of oral folk literature, to develop their skills in effectively applying these genres to enhance preschool children’s speech, thinking, imagination, and creative abilities, as well as to utilize their educational and upbringing potential based on national values in professional practice. At the beginning of the class, in order to create an atmosphere of cooperation, students were provided with name badges on which they wrote their names and shared interesting facts about themselves. This activity contributed to the formation of a positive psychological climate within the academic group. During the practical class, interactive teaching methods were widely employed, including group work, brainstorming, methods of analysis and comparison, discussion, and creative tasks. The students analyzed the educational, developmental, and upbringing potential of various genres of oral folk literature using concrete examples and proposed methodological approaches for their implementation in the educational process of preschool institutions. Throughout the class, a close integration of theory and practice was ensured, with particular emphasis placed on enhancing the professional competence of students. At the conclusion of the class, literary books were distributed to students with the aim of increasing their interest in fiction and children’s literature.