Peer-reviewed article
A contação de histórias como recurso pedagógico na educação infantil
Eliane Magni Soares, Evani Pereira Espindola, Evelise Dourado Felix ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This article reviews storytelling as a teaching resource in early childhood education. It looks at how storytelling relates to oral language, comprehension, imagination, social participation and becoming a reader. The authors carried out a qualitative narrative literature review using Brazilian curricular documents and national and international studies. They conclude that storytelling works best as a planned, playful daily practice that respects children's ways of expressing themselves.
Key points
- Exposure to books alone does not ensure learning.
- Outcomes depend on the aesthetic quality of the works, regularity of experiences, and responsive teacher listening.
- Children need opportunities to predict, ask, interpret, retell, and create.
- Literature keeps its artistic character when it is not reduced to exercises and combines enjoyment, conversation, and meaning-making.
- Assessment should rely on records of participation and progression, respect multiple forms of expression, and avoid the formal anticipation of literacy instruction.
Limitations
This is a narrative literature review, not an empirical study of an intervention, so it cannot show how much storytelling improves child outcomes. The abstract does not describe how sources were selected or give any quantitative results.
Abstract
This article analyzes storytelling as a pedagogical resource in Early Childhood Education, focusing on oral language, comprehension, imagination, social participation, and reader development. A qualitative narrative literature review was conducted using Brazilian curricular documents and national and international studies on shared reading, literary mediation, and narrative development. The synthesis shows that exposure to books alone does not ensure learning. Outcomes depend on the aesthetic quality of the works, regularity of experiences, responsive teacher listening, and opportunities for children to predict, ask, interpret, retell, and create. Literature preserves its artistic character when planning does not reduce it to exercises, but combines enjoyment, conversation, and meaning-making. Storytelling can therefore be integrated into daily school life as an intentional and playful practice aligned with children's learning rights. Assessment should rely on records of participation and progression, respect multiple forms of expression, and avoid the formal anticipation of literacy instruction.