Educational Milestones in Primary School: When “Telling” Becomes More Important Than the “Story”
Educational Milestones in Primary School: When “Telling” Becomes More Important Than the “Story”

Author(s): Angelica Hobjilă
Subject(s): Social Sciences, Education, Communication studies, Theory of Communication, School education, Pedagogy
Published by: Editura Eikon
Keywords: storytelling; primary school; oral communication; story; individual variables;
Summary/Abstract: Storytelling, in its classic and digital forms, is a constant presence in the communicative reality of various fields, including the educational environment. Beyond the general coordinates of this issue, this paper proposes a synthesis of ideas from the specialized literature regarding the role of storytelling in the primary school, in different education systems. The emphasis will be placed, in this context, on the importance of the “telling” - subordinate to oral communication (narration, description, dialogue, etc.) and adapted to the individual variables detectable at this age level - more than on the actual content of the “story”, given that this is not a datum / a predetermined sequence of events, with typical characters, but is built by relating precisely to these individual variables (age challenges, relationships - including conflict - between children / between children and adults, emotions, aspirations, questions, etc.).

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