This article examines the development of primary school students’ artistic thinking through the systematic and methodologically grounded use of children’s folklore in the educational process. The relevance of the study is determined by the need to develop young learners’ ability to perceive artistic images, construct imaginative representations, express aesthetic attitudes, and interpret artistic content independently. The study analyzes the pedagogical potential of various genres of children’s folklore, including fairy tales, proverbs, riddles, tongue twisters, counting rhymes, folk songs, and lullabies. A methodological approach is proposed that combines the reading and interpretation of folklore texts with discussion, role-play, character creation, story continuation, retelling, visual activities, and creative tasks. Such an organization of learning activities can contribute to the integrated development of students’ imaginative thinking, imagination, speech activity, aesthetic awareness, and creative potential. Particular attention is given to the interdisciplinary integration of folklore materials, which makes it possible to connect literary reading, language education, visual arts, music, and other subjects with national and cultural content. The article also emphasizes the importance of selecting folklore materials according to learners’ age characteristics, cognitive abilities, and individual creative potential. The use of interactive and activity-based methods creates favorable conditions for students’ active participation and artistic self-expression. In this context, children’s folklore can function not only as a means of cultural transmission but also as a pedagogical resource for enriching learning experiences, stimulating imagination, strengthening creative thinking, and developing students’ meaningful relationship with artistic and cultural values.