Contributions of telling stories and the education of young readers

Authors

  • Norma Lucia Queiroz Secretaria de Estado da Educação do Distrito Federal - SEEDF
  • Diva Albuquerque Maciel Universidade de Brasília - UnB

DOI:

https://doi.org/10.4013/edu.2014.181.1389

Abstract

This article aims to discuss the contribution of listening children’s stories and the socializing nature of the literature for the education of children readers even when they have not yet known how to read conventionally. This study was carried out with an early childhood education group from Paranoá Community Center (Centro Comunitário do Paranoá) in Brazil. We focused on the analysis of one of the Structured Sessions (SS) which integrated the project The Story Time and the Meaningful Text Writing. Based on the sociocultural constructivist approach, the microgenetic analysis of SS explores the concepts of Zone of Proximal. Development (ZPD), Zone of Free Movement (ZFM), Zone of Promoted Action (ZPA), as well as the concepts of complementarity, specularity, and alternation of roles. Children’s delight indicators with the story hearing and co-construction are emphasized as key elements for the education of readers.

Keywords: hearing of children’s stories, early childhood education, sociocultural constructivist approach.

Author Biographies

Norma Lucia Queiroz, Secretaria de Estado da Educação do Distrito Federal - SEEDF

Doutora e Professora da Secretaria de Estado de Educação do Distrito Federal

Diva Albuquerque Maciel, Universidade de Brasília - UnB

Doutora e Professora visitante do Departamento de Psicologia Escolar -  Instituto de Psicologia - UnB

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Published

2013-12-02

Issue

Vol. 18 No. 1 (2014): January/April

Section

Articles

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