(Lee, 2015)South KoreaFolklore serves as a tool to increase children’s sensitivity to the supernatural world. Folklore creates supernatural imaginations in children and leads them to higher realities, ultimately reaching divine truth.Realist imagination and consolation imaginationAn exploration of C.S. Lewis’s perspective on mythopoeia and fantasy literature as a means of ethical and spiritual formation for childrenFocus on one character so that the perspective is limited to the values they uphold(Bakhtiyorovna et al., 2022)UzbekistanFolklore, especially the genre called “kyzykmachak” in Uzbek tradition, has a crucial role in enriching imagination, increasing curiosity, and providing aesthetic education to children.Fantasy and myth imagination, visualization of environmental reality, logical thinking and humorExploring the history, genres, and poetics of Uzbek children’s folkloreThe ambiguity of the boundaries of the folklore genre (Kanik, 2025)TurkiFolklore elements reinterpreted in popular culture products like cartoons play a crucial role in capturing the attention of young audiences and enriching their imaginations. Folklore cartoons take elements from fairy tales, legends, and myths and present them in a format that is familiar, engaging, and easily understood by children through character performances and narrative.Creation of fantasy worlds, interaction of eclectic traditions and science, self-positioning and social structures, decision-making Knowing the messages of food culture and the values of modern society are conveyed to children through reinterpretation of folklore elementsChildren prone to misinformation, negative image(Nurbekov & Salkynbay, 2023)KazakhstanFairy tales can stimulate children’s imaginations. Besides stimulating their imaginations, fairy tales also play a role in developing children’s behavior, speaking skills, language skills, and vocabulary. These fantastic stories are born from a belief in goodness and sincerity, and from the fantasy that victory in life always favors the good. These stories are easy to listen to and are enthusiastically embraced by children.Understanding of the world, fantasy imagination, concepts of space and time, self and social reflection, character and valuesA content analysis of Kazakhstani folklore on how simple and easy-to-understand fairy tales can convey profound cultural messagesMany children prefer watching fairy tales to reading them. This affects the depth of their cognitive interest in folklore(Das, 2025)IndiaFolklore serves as a medium for creating an intimate inner space between mother and child, protected from the rigid and rule-filled outside world (father’s world). Furthermore, folklore can also help children feel the presence of history and the ancient past, as if they were happening “here and now.”Sensory and sonic imagination, spatial and territorial imagination, fantasy imagination, and emotional imaginationAn exploration of Tagore’s thoughts on folklore as a means of building an imagination that transcends the rigid boundaries of colonial educationGender bias due to a predominance of boys. There is a conflict between the interpretations of childhood by adults and the interpretations of children today(Hajisoteriou et al., 2022)USAFolklore acts as a tool for “world-making” and “world-changing.” Folklore serves not only as entertainment, but as a means for children to understand the world, give meaning to their experiences, and connect with others. Specifically, folklore acts as a catalyst for social imagination, enabling children to imagine alternative societies that are more just than the current state.Social imagination and creative and critical imaginationWorkshop for children. Children engage in collaborative storytelling and critical dialogue about social justice issuesNot generalizable outside Cyprus, limited participants(Gray, 2024)South AfricaBen Okri’s folklore work, “Every Leaf a Hallelujah,” plays a crucial role in transforming distorted beliefs about human control over nature and our separation from the natural world. Folklore serves as a means of ecological education, connecting human nature with Mother Nature through the power of creative imagination (Imaginatio Creatrix). This imagination is seen as a gateway to wisdom that underlies righteous action for living in harmony with the ecosystem.Ecological imagination, intersubjective consciousness, mystical conjunction, inter-species consciousness, transcendence of space and timea literary and ecocritical analysis of Sir Ben Okri’s first children’s book, Every Leaf a Hallelujah (2021)Subjectivity of interpretation(Howe, 2022)UKThe Legend of Zelda is an online game based on mythology that shapes children’s experiences. For the case study subject, “R,” playing The Legend of Zelda series was a way to access mythology that felt relevant to him and a form of active imagination.Active imagination, psychological imagination, visualization imagination of powerAn exploration of the role of video games (particularly The Legend of Zelda series) as a form of “modern folklore” or new mythology that helps shape and develop children’s imagination and psychological stateResearcher bias, small scale of research(Pinheiro & Simão, 2021)BrazilThis research shows that children’s imagination develops through the interaction between collective myths and personal fantasies. Myths are considered discursive constructions inherited from other cultures and used by subjects when facing obstacles or challenges. Myths provide a framework for children to deal with everyday challenges and uncertainties. Children take meaning from cultural myths and integrate them into their personal developmental structures (phantasms), which then become imaginative patterns for acting and anticipating the future.Flexibility, Plasticity, Malleability, Surplus of VisionExploration of comic strip works by elementary school studentsResearchers cannot explore the entire research protocol and all the characters that appear in the data thoroughly(Phalafala, 2020)South AfricaFolklore, passed down from matrilineal family members to their children, is a primary knowledge system that informs and shapes Black intellectual culture and radical imagination. Folklore serves as a “primary archive” that restores a sense of community shattered by the colonial system. Through folklore, children are equipped with the wisdom to survive in the hostile environment of colonial modernity and apartheid.Epistemic resistance, transnational identityExploration of folklore passed down through the maternal line (matriarchy) becomes the main foundation in forming identity and intellectualityFocus on individual cases(Hutton, 2019)UKFolklore with its “Wild Hunt” motif served as a paradigmatic element in shaping children’s and young adult fantasy literature in Britain in the late 20th century. Folklore provided rich mythological material and constructed creative narratives for young readers.Primordial Natural Powers, Supernatural Visualization, Ambivalent MoralityThis study uses the “Wild Hunt” motif as a paradigmatic example (primary model) for understanding how mythological material is reused in modern British children’s literatureThis analysis is closely tied to a particular time period (the 1960s and 1970s) and a particular genre (teen fantasy), and acknowledges that the popularity of this motif may simply be a literary trend that waxes and wanes(Oliveira & Cruz, 2018)PortugalThis research uses African oral traditions combined with the philosophy of Ubuntu as a pedagogical tool to stimulate children’s imagination. Through folklore, children are encouraged to develop an understanding of other people, races, and religions, which in turn broadens the horizons of their social imagination.Creatical Thinking (a combination of creative and reflective thinking)Research on 24 4th grade elementary school students using a qualitative ethnographic approach by creating the “Kwesukasukela” projectThe sample size and duration are limited, making it difficult to generalize due to its subjective nature(Agbenyega et al., 2017)Australia, USA, ThailandFolklore serves as a pedagogical tool that allows children to create imaginary situations. Through stories, children not only listen but also engage in collective imagination, giving new meaning to animal characters (such as the personification of the spider Ananse) and connecting these fantasy situations to the realities of their social lives. Folklore positions children to engage in complex imaginative activities, going beyond the immediate parameters of the story.Visualizing and Conceptualizing the Unknown, Relational Imagination, Meta-imaginary and Reflective ThinkingThis study involved 23 children aged 5–6 years and two elders as storytellers using the stimulated recall methodLimited scale, differences in geographical context, risk of over-idealizing folklore(Papadaki & Dakouri-Hild, 2017)Greece & USAFolklore plays a key role in shaping children’s constellations of ideas, perceptions, and beliefs about the past. Folklore, along with school knowledge and family contexts, provides a framework for children to interpret the physical archaeological remains they see around them. This allows them to imaginatively connect seemingly “lifeless” artifacts or ruins to more “living” and meaningful narratives of the past.Topographic Visualization, Mythological Creature Visualization, Archaeological Space Visualization, Artifact PersonificationThis study aims to measure how local communities, especially primary school children, accept and engage with the past amidst a modern urban environment where ancient ruins often “collide” with everyday lifeChildren’s imaginations are heavily influenced by visual representations from museums or cultural animations, which sometimes obscure their original perception of the physical site. There is a distance between the “mythologized” past and the reality of rescue archaeology, which is often perceived by some communities as an obstacle to economic development or a disruption to daily activities(Baynes-Rock, 2016)EthiopiaBaynes-Rock’s research provides an in-depth look at how folklore plays a crucial role in shaping children’s imagination and cognitive development regarding their relationships with animals, particularly hyenas (waraba). Folklore plays a role in constructing abstract concepts and fears, as a means of social control, and as a form of play for children.Simple imagination related to Hyena, Anthropomorphism, Social Metaphor, Spatial Differentiation.This study uses Paul Shepard’s theory that healthy human development depends on interactions with animals. It focuses primarily on the ontogeny of hyenas evolving from imaginary monsters in childhood to “social companions” (as Derma Sheikh conceptualizes) in adulthoodThe theories used tend to be existential in nature, but they do not emphasize that imaginative play about animals is also a practical exercise for children to learn to avoid real dangers in their environment(Majd & Bakhshaliyev, 2016)AzerbaijanLullabies, as part of folklore, have a very high musical power that can carry children into a world beyond their real experience. This folklore helps children sleep with various kinds of dreams. In addition, mothers in Iran use skillful imagination in the song lyrics to describe their problems, worries, as well as their hopes and dreams, which indirectly stimulates children’s imagination.Visualization of Nature and Abstract Values, Visualization of Roles and CharactersQualitative analysis of Iranian folklore sung by mothers in various regions such as Khorasan, Fars, Kerman, and East AzerbaijanUse of a single methodology, lack of resources during research, and difficulty in generalizing(Van der Riet et al., 2014)Australia & ThailandFairy Garden (FG) is a storyline or common thread centered on imagination. FG is also described as a space designed to stimulate children’s imaginations. Nurses read beautifully illustrated books about fairies, which helps spark their imaginations. Through FG, children can see and touch real objects inspired by the stories read to them, further encouraging the development of their imaginations.Creativity through Symbols, Visualization and Meditation This study explores the role of a healing environment called ‘Fairy Garden’ in a hospital in Thailand, where folklore elements are a key theme to stimulate the imagination of sick childrenThe findings are based on perspectives or stories from the nurses’ perspectives. Researchers note that these stories are not direct narratives from the children themselves, but rather interpretations of what the medical staff observed(Walker, 2010)UKFolklore has the power to capture children’s imaginations because it often presents fantastical creatures, transformational experiences, or complex situations that allow children to immerse themselves in the story and connect it to their inner world. Harnessing children’s imaginations through folklore can be a powerful tool for providing transformative experiences on a psychic level, with positive impacts on emotional well-being. Mental health practitioners can reach children’s imaginations by exploring their memories of folklore. Folklore resonates strongly with the imagination, especially in children and adolescents who still possess a vibrant sense of wonder and creative potential.Moral and Symbolic Imagination, Future OrientationThe context of this research is mental therapy for children and adolescentsThere is no substantive evidence base (empirical evidence) that proves the efficacy of using fairy tales, myths, and legends in psychotherapeutic work(Rubin & Livesay, 2006)UKMyths and the process of mythmaking form the basis of children’s fantasy realms, fantasy play, and the world of superheroes. Superheroes are seen as “contemporary mythological or folkloric icons” that hold a vital place in play because they help children confront real-world threats. The heroes or superheroes in these collective dreams and fantasies help children center and express their ideals, foster hopes and aspirations for the future, and provide an anchor connecting them to history.Temporal fantasy, Meaning makingThis research explores how superhero mythology can be used as a clinical tool to help children who have experienced multiple severe traumasLack of supporting empirical studies, gender and racial bias(Lindqvist, 2003)SwedenFolklore, especially in the form of fairy tales, plays a crucial role as a foundational framework for children’s play. Research findings indicate that children’s imaginations are not tied to objects directly, but rather to narratives that give meaning to those objects and the actions they perform. Folklore narratives stimulate children to create and enter “play worlds” where they can act meaningfully.Abstract Thinking Ability, Syncretic Creativity, Fantastic HypotheticalsThis research uses a cultural approach to play inspired by Vygotsky’s theory of the close relationship between play, art, and cultural awarenessSuccess depends on the role of adults(Sky, 2002)NorwegiaFairy tales were considered valuable because they intensely engage the imagination. Romantics viewed fairy tales as essential childhood reading for fostering imagination. In England, Romantic thinkers even declared that fairy tales were the most appropriate reading material for children.Spiritual and Visionary Imagination, Symbolic Imagination, Intuition and Subjective FeelingsThis research highlights how fairy tales are used to normalize patriarchal ideologies, where women and children are often locked into assumptions of infantilism or a primitive closeness to natureThe fairy tales we know today have often been altered by upper-middle-class male writers to incorporate their own ideologies, thus losing the authentic voice of the folk oral tradition(Bramwell, 2002)UKMyths serve as a source of inspiration that expresses imagination and awe. Myths are also closely related to other childlike qualities, such as imagination, delight, and wonder. The imagination of the child character, Kay Harker, is shaped by her knowledge of various popular story genres, which then serve as a framework for understanding the events she experiences.Awe and Delighet, Self-consciousness, spiritual imaginationThis research focuses on exploring the concept of “childness”, namely the quality of being a child that is dynamic, imaginative, experimental, interactive, and unstableResearch notes a strong nostalgic element from adult authors that may influence the way children’s worlds are portrayed (as idealized pasts)(St Thomas & Johnson, 2004)USAChildren use their imaginations to construct mythical structures that serve as symbolic spaces for healing and self-understanding. The stories and dramas they create are fairy-tale-like, possessing the transformative and communicative qualities of dreams at an archetypal level. In their play, children create a symbolically rich playscape that allows them to draw upon energies, characters, and representations from both animated and non-animated worlds.Visual ThinkingThis research focuses on play as an instrument of hope and a therapeutic tool for childrenIt should be noted that the content in this publication is the author’s opinion and its accuracy should be independently verified with primary sources of information