Storytelling in Early Childhood Education and the formation of readers

Abstract

The theme presented in this article refers to storytelling for development and learning in Early Childhood Education and its influence in the construction of new readers. This article aims to analyze storytelling in an early childhood education institution in the municipality of Florânia-RN. As for the methodological aspects, the research is exploratory and qualitative. The data collection instrument was the questionnaire. The research subjects are teachers who work at an institution in the city of Florânia / RN. As for the theoretical framework, the concepts of Vigotski, Abramovich, Wallon, among others, are used, recognizing that children's literature is a way that gives children the opportunity to build their imagination, to develop emotional and cognition, in a pleasant and meaningful way. This study presents the conceptions about the importance of contact with stories and books, from an early age in educational institutions. In this sense, tales, retelling and rewriting are presented not only as a vehicle for the manifestation of culture, but as instruments for understanding, accepting their emotions and their social place and for the bonds and relationships that they establish with others. people. Finally, Children's Literature, more precisely storytelling, can contribute to the practice in the pedagogical daily life and training of readers in early childhood education.