Objective

To analyze the perception of teachers about storytelling in Early Childhood Education.

Methods

This is a descriptive, longitudinal study with a qualitative approach. Two early childhood education students from a private school in the Metropolitan region of Recife and their respective children participated in the study, aged between 4:0 and 5:11 years old. The research was carried out in two stages: Phase I – storytelling and cognitive-linguistic stimulation of preschoolers and Phase II – interview with teachers.

Results

In the analysis of the content, it is possible to identify three thematic categories: 1. Challenges of the pandemic in school learning; 2. Contribution of storytelling to child development; 3. Importance of the educational speech-language pathologist’s role.

Considerations

The observed results indicate that, in the teachers’ perception, storytelling can contribute to school learning in Early Childhood Education, enhancing the teaching of predictive skills for and writing. In addition, there is a need for research that contributes to the stimulation of precursor skills of reading and writing in childhood.

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