A Leitura de Histórias no Pré-Escolar como Estratégia para o Desenvolvimento da Resiliência, Bem-Estar, Autonomia e Interação Social

Abstract

Childhood is the stage of human development where storytelling naturally takes place and, in pre-school, it has proven to be an effective pedagogical strategy for fostering children's resilience, well-being, autonomy and social interaction skills. The aim of this study is to understand how reading stories in the context of pre-school education can support the development of resilience and well-being skills, with a focus on autonomy and social interaction skills. The participants were a group of 18 children aged between 3 and 6 from a public kindergarten. The instruments used were participant observation, document analysis (portfolios and children's productions) and reflections prompted by the reading of stories. The main results were that the stories selected played a significant role in promoting children's reflection on socio-emotional competences and their difficulties. Through the narratives, the children were able to identify, understand and express experiences related to autonomy, social interaction, well-being and resilience, both in their positive dimensions and in the difficulties they faced. As recommendations from the study, we emphasize that when choosing stories and exploring them, the educator needs to reflect on the richness of this experience for the development of resilience skills that will accompany the child's well-being over the long term.