THE USE OF STORIES, SONGS, AND NARRATIVES AS TOOLS FOR STRENGTHENING LANGUAGE AND LITERACY
DOI:
https://doi.org/10.56238/levv12n30-027Keywords:
Literacy, Language Development, Storytelling, Narratives, Early Childhood EducationAbstract
This study analyzes the use of tales, songs, and narratives as instruments to strengthen language development and support the literacy process in the early years of schooling, considering that pedagogical practices based on orality, listening, and storytelling favor vocabulary expansion, organization of thought, and understanding of discursive structures. The research is characterized as a bibliographic study, developed through the analysis of recent scientific articles addressing the relationship between narratives, language development, and literacy, allowing the identification of theoretical convergences and empirical evidence regarding the contribution of these practices in the educational context. The results indicate that the systematic inclusion of tales, songs, and narratives in pedagogical routines promotes meaning construction, oral expression, phonological awareness, and reading comprehension, strengthening skills that support reading and writing learning. It is concluded that the planned use of narrative practices contributes to linguistic development and learning, expanding children’s possibilities of participation, interpretation, and textual production in the school context.
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