Learning Values Through Stories: The Impact of Narrative-Based Activities on Social and Civic Development in Early Childhood Education

Abstract

Abstract The pedagogical efficacy of children’s stories within the classroom is fundamentally contingent upon critical teacher mediation, thereby transcending the traditional perspective that may regard them merely as a source of entertainment. The primary objective of this research is to analyse the impact of stories focused on social and civic values on a group of four- to five-year-old children. To achieve this, we employed a qualitative methodology and data collection techniques, such as the teacher’s reflective diary (documenting each session), semi-structured interviews with two participating teachers, unfinished stories created by the lead teacher to encourage co-construction, transcripts of children’s responses to ethical dilemmas during assemblies, and creative productions such as drawings and collaboratively composed story endings. The findings revealed that even an unhappy story can provoke meaningful reflection, encourage the proposal of alternatives, and foster prosocial attitudes and emotional well-being in children. Additionally, our study observed that situations involving conflict, play, and experimentation became powerful opportunities to promote learning in cooperation, environmental awareness, equality, diversity, and the exercise of rights and responsibilities.