Contação de história na Educação Infantil: Aspectos Didáticos e Metodológico no Desenvolvimento Socioemocional e Cognitivo

Abstract

This article discusses storytelling as a pedagogical strategy for the socio-emotional and cognitive development of children aged 4 to 5 in early childhood education. It aims to develop studies on storytelling strategies and procedures that can effectively contribute to their development. The guiding problem of this scientific research was: What are the didactic and methodological aspects that teachers need to adopt so that storytelling can effectively contribute to the socio-emotional and cognitive development of children aged 4 to 5 in Early Childhood Education? Based on a bibliographical investigation from a qualitative perspective, we sought the answer to the established problem using the following authors as a reference, among others: Santos and Oliveira (2024); Borges and Rodrigues (2023); Fernandes and Oliveira (2023); Dantas (2019); Prieto, Sampaio and Lima (2018); Mesquita (2021); Bacich and Moran (2017); Brasil (2012); Dalla-Bona, Leal and Vaz (2022); Dos Lima and Dos Santos Oliveira (2022); Prodanov and Freitas (2013); Santos and Arapiraca (2022); Sousa and Santos (2020); Combinato, Moraes, Bahiense and Dos Reis (2022). The study showed that the practice of oral storytelling promotes essential skills such as attention, language, empathy and respect, as well as strengthening emotional bonds between educators and children. It also highlights that storytelling enriches the teaching-learning process by stimulating imagination, creativity and the formation of critical readers. The conclusion is that, when planned intentionally and with sensitivity to cultural and emotional diversity, this pedagogical strategy contributes significantly to the integral development of children and to the qualification of educational practice in Early Childhood Education.