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WHY ARE (PRE)SCHOOL TEACHERS (NOT) PRONE TO TELLING
THEIR PUPILS STORIES?
$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