The importance of history

Stories and fairy tales in early childhood education are extremely important, as they always contain a problem or a drama to be solved, but the child does not perceive this so seriously, but is already learning to face life in a playful way. It's simple; children often even put themselves in the shoes of the characters in the stories, experiencing what happens in them. According to Abramovich (2006, p 16), “It is important for the formation of any child to hear many stories. And listening to them is the beginning of learning, to be a reader and to have an absolutely infinite path of discoveries and understanding of the world”.

In addition to stories and fairy tales to entertain and streamline activities with children, they also help in the education of these subjects, working on mutual respect, cooperation, social relationships and interaction, helping to build children's knowledge in Early Childhood Education.

When we listen to stories, we enrich our examples of experiences even more, in addition to feeling integrated into the social environment where we notice that we are not alone. The fact of finding stories based on conflicts and realities like ours takes away the idea of isolation, as these stories present an example of resolution that makes us want to look for other types of resolution, such as debates, conversations and exchanges in general.

For a child who lives with the same intensity as an adult, within his own reality, it is just as important to feel safe talking about an issue raised by the story as it is for an adolescent or adult.

The story creates a safe exchange environment, without direct exposure, which allows, if the atmosphere is created, to debate, share points of view and question new experiences. Entering the magical world that storytelling provides, the child expands his vocabulary knowing new words, working on new meanings, knowing new ways to position himself and use words and contexts. According to Abramovich (2006, p. 18),

Storytelling is an art... And so beautiful! It is she who balances what is heard with what is felt, and by not and not even remotely declamation or theater... She is the simple and harmonic use of the voice. Hence, when you go to read a story – whatever it may be – to the child, you can't just do it anyway, picking up the first book you see on the shelf.

Listening to stories causes emotions in students such as sadness, anger, irritation, well-being, fear, joy, dread, insecurity, tranquility, among others; this is very good for stimulating the imagination and even making the child create or tell their own stories. According to Carvalho (2010, p. 26), “the telling of a story should be a moment of fantasy and ecstasy”. The child (even the adult) must feel, at that moment, that he is finding a new path. Something that offers you a chance to see life in a new light”.

We should tell stories to children from babies, or even before birth, storytelling is an act of love and involves several other feelings, but the mother can transmit this love to her child even though he is still in her womb. Often, it is believed that you should not tell stories to babies because they still do not speak, do not understand, are not fully developed. Quite the contrary, babies are still developing and stories are fundamental for this, it is important that during storytelling for this age group, images, music, puppets, sticks, etc. are used. And the teller must draw the attention of his audience through gestures and having a soft speech that accompanies the story. For Kramer (2010, p. 34), “the importance of children's coexistence with literature since nursery, that is, the premise that orality can announce the pleasure of reading and, therefore, the role of the storyteller is of the most fundamental in literacy”.

With a story or tale we can teach our students a lot, for example: the story of Little Red Riding Hood, teaches that children should listen and follow the advice of their parents or older people, if Little Riding Hood had listened to her mother the wolf would not would have broken into grandma's house.

And in the story of the Three Little Pigs, he teaches that one should not be lazy, one should do things well; the wolf knocked down the poorly made houses, which were built in a hurry, the brick one may have taken longer to get ready, but the wolf couldn't knock it down and they managed to hide and stay safe inside.

It is also important to remember the encouragement of reading in Early Childhood Education; children should be encouraged to read from an early age, and this usually happens through stories, preschoolers should listen to the stories and be interested in reading them as soon as they are literate, this incentive can be carried out from the nursery.

Reading encouragement happens even if the listener is a baby; it's never too early to encourage. The important thing is that the reading is pleasant and, at the same time, unpretentious.

When children begin to speak and understand situations, it is important for the teacher to distribute books with interesting stories and pictures, so that interest in them can begin to develop, thus developing a taste and habit of reading.

However, we must always emphasize how this incentive should be worked with the students, at this moment we must tell the stories in rich detail, create, imagine together with them, make them fall in love with the idea. Carvalho (2010, p. 15) states:

Read, see, hear, touch the book with all your senses, enter it to glimpse charms and novelties, make surprises, imagine unreality and live, real emotions. This path is open to the new, to the deep irrational layers, which apprehend, make inferences and intuitions and keep images, sensations and feelings.

In addition to encouraging reading and an interest in literature in children, storytelling can also promote socialization in the classroom, the teacher can work with history in several ways, especially with the students.

You can, for example, stage a story or tale, so the educator will be socializing the class and the children will feel like characters, emphasizing their imagination and development.

Stories and tales have several different functions and importance both in early childhood education and in other stages and modalities of education, educators need to leave these practices present in the school day to day; this will make learning more dynamic and will create people who are more cultured and interested in literature since childhood.