CHILDREN'S LITERATURE AND STORYTELLING FOR YOUNG CHILDREN: ACTIONS OF THE EXTENSION PROJECT - EDUCATION AND HEALTH FROM THE PERSPECTIVE OF SOCIAL PEDAGOGY

Abstract

In this study, we present one of the successful practices of social educators in the context of the Postdoctoral Internship of the Graduate Program in Social Change and Political Participation (PROMUSPP) at the School of Arts, Sciences, and Humanities of the University of São Paulo (EACH/USP). Children's literature and storytelling as tools for the development of social-emotional skills in young children from the perspective of Social Pedagogy was the focus of this work and is linked to the actions of the institutionalized Extension Project (Registration: EXT-2023-0126) entitled “Child and Adolescent Education and Mental Health” promoted by the Federal University of the Southern Border (UFFS-PR), at Realeza campus. Addressing the emotions of children in this age group is essential for their cognitive, social, and affective development. The objective of this study was to analyze the importance and effectiveness of Children's Literature and Storytelling as a strategy for the socio-emotional development of 4- and 5-year-old children. This is a qualitative research study of an exploratory, subjective, and spontaneous nature. Books by author Trace Moroney that address the theme of emotions were chosen. After narrating these stories, we created “The Emotions Game.” During this activity, we recorded the children's responses for later analysis. The stories told and the play of emotions provoked reactions in the children, resulting in the following categories: love, anger, jealousy, joy, frustration, sadness, and fear. The emotions that proved most challenging for the children to identify were jealousy and frustration. This practice highlighted how attentive young children are, recognizing and sharing their emotions.