Oral storytelling and the contribution to the creative imagination of preschool children

Abstract

Oral storytelling is commonly used in school spaces, especially when it comes to the development of imagination. However, how does this development take place in preschool children, in the phase in which the essential activity that guides psychic development, the functioning of the complexity of psychic functions, is role playing? Based on the epistemological basis of Historical-Cultural Psychology, supported by Vygotsky (2010), this research aims to analyze the contribution of oral storytelling to the development of creative imagination, specifically in preschool classes (children 4 and 5 ), of early childhood education. Therefore, a qualitative research was carried out, based on an exploratory study that aims to clarify concepts, through bibliographical research. The aim of this study was to point out the need and contribution of oral storytelling to creative imagination, especially for preschool classes in early childhood education, as well as to disseminate the study to teachers in training proposals and publications. It presents, to Early Childhood Education professionals and other interested parties, some aspects related to the methodological procedures that can be used to tell a story, namely: for whom? as? When? Where? What's the point? Furthermore, it is indicated that, with the narration of a story, from the use of gestures, voice, facial and body expressions, pauses and emphasis at the strategic moment, the child's interest in the class is awakened, stimulated for her to (re)create things, objects, situations from her imagination.