READING CHILDREN'S STORIES TO IMPROVE CHILDREN'S EMOTIONAL WELL-BEING AND LEARNING

Abstract

This article presents an important discussion about childhood, highlighting the value of reading to children in the development of future readers, and how important it is for institutions to encourage the growth of critical individuals, competent readers and emotionally healthier adults. The general objective is to verify the effects of reading children's stories with positive content on the emotional state of children and their learning. The participants in the research will be children aged 5 and 6 and teachers from a daycare/orphanage in Goiás. Methodologically, this is a bibliographical research, based on the research modality known as state of the art or state of knowledge. The research instruments will be: observation, application of didactic sequence, questionnaire and analysis of free drawings. For the data collection technique, they will be analyzed based on a descriptive statistical treatment, where the results will be cataloged, tabulated and transformed into graphs and tables in order to elucidate the research theme. We will use content analysis to treat the research data presented by Bardin (2004). The expected results focus on proving that reading stories with positive and uplifting content will have the ability to positively change the child's emotional state and, therefore, improve their learning in the teaching-learning process. It is concluded that when listening to stories with positive content, children show improvements in their learning, relationships, and the way they behave with themselves and with others.