Storytelling as a tool for the development of primary emotions in initial 2

Abstract

In this research, the problems associated with traditional teaching, characterized by monotony and the lack of new strategies to motivate children in the development of primary emotions, were addressed. The study focused on the Dante Alighieri Educational Unit and the Munaja Humanist Psychopedagogical Center. Its purpose was to present story therapy as an effective tool to promote primary emotions in children. From a methodological perspective, a basic research approach rooted in a qualitative theoretical framework was chosen. The data collection involved a semi-structured interview addressed to teachers from both institutions, as well as the use of observation sheets in the classes. These instruments allowed evaluating how children perceived and responded to emotions presented in the form of stories. The results of the interviews revealed that the educators consider emotional development crucial in the integral formation of children. Likewise, it was observed in the classes that the children managed to understand and capture various emotions through the stories. These findings support the idea that story therapy is a viable tool for educators to enrich the educational environment and encourage the development of primary emotions. In summary, this study highlights the importance of story therapy as an enriching pedagogical strategy. It facilitates the exploration and understanding of primary emotions, which can significantly contribute to the emotional education of children.