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-454 Težak, Stjepko. 1998. Govorne vježbe. Zagreb: Padagoško-književni zbor. Velički, Vladimira. 2013. Pričanje priča – stvaranje priča. Povratak izgubljenomu govoru. Zagreb: Alfa. Wells, Gordon. 2009. $e Meaning Makers. Learning to Talk and Talking to Learn. 2nd edition. Multilingual Matters. WHY ARE (PRE)SCHOOL TEACHERS (NOT) PRONE TO TELLING THEIR PUPILS STORIES? Summary $e hypothesis considered in this paper su%ests that preschool teachers and especially teachers in lower grades of elementary school are not prone to telling their pupils stories. $e question why children should be exposed to storytelling has been answered a long time ago and confirmed by modern research: storytelling contributes to the childʼs overall development and encourages cognitive, emotional, social, ethical, and speech development. It also influences school success and later the development of childrenʼs writing skills. However, regardless of these empirical and scientific facts, storytelling in preschools and especially elementary schools is not performed enough. $e reasons for this lie in the demanding nature of preparations, as well as a lack of theoretical knowledge about this type of performance.$e hypothesis is tested via a questionnaire focused on the attitude of preschool and elementary school teachers towards storytelling. $e main objective of this paper is to raise awareness of the necessity of more frequent storytelling among preschool and elementary school children. Keywords: performance, storytelling, elementary school, preschool