The place of the tale

The story has its place in the restitution of the world even if it uses a narrative based on the fiction and the marvelous, pact passed between the storyteller and his audience or his readers. The latter agree to believe in the marvelous universe and its laws, to enter with the storyteller into a second world unrelated to ours. This world where heroes are as anonymous, figures more than beings, where distances and time vary, where all kinds of creatures can manifest themselves.

As a storytelling practice, the story belongs to both popular oral tradition and written literature.

Despite a naive image because of the simplicity of the stories, the story is the result of a complex intellectual approach, aimed at extracting the themes inherent to life in society.

An educational tool
the tale nourishes the imagination of the child,
It supports the creative potentialities essential to the balance and development of the child.

If the kindergarten pupil has multiple media or media to express himself freely, in primary the space of the imaginary is reduced considerably.

In fact, from the large section to the middle course II, the pedagogical priorities are reversed: the activities aiming at the development of the creative imagination (characteristics of the pre-elementary education) are substituted for those whose goal is to develop the rational thought.

Working around a story allows the child to get out of fundamental knowledge related to schooling and (sometimes of the failure induced by the non acquisition of his knowledge) to allow himself of divergences related to the imaginary and the symbolic.

The story helps the child to integrate into his environment
The role endorsed, (for example the little boy who becomes the hero), has a social determination in the play that the child will integrate and which will be put in comparison with his own role in reality.

The work of the stage will allow him to confront each other. He will take risks by speaking in front of a group, an audience.

The learning of speaking will facilitate access to the debate to express his desires but also his knowledge.

The story participates in the mental structuring of the child,
He develops his cognitive abilities.

The tale is a form of story where everything is possible. On the other hand, it does not escape a set of elements which govern in an absolute way its structure and its syntax at the risk of losing all interest and all credibility.

He must develop communication skills that require the desire to take an interest in others. To achieve this he will have to adapt his know-how, his behaviors signifying to others the will to share his ideas, It starts from a principle of adaptation and information processing.

Modern tales evoke the child’s daily experience, facilitating its adaptation to reality It must be emphasized once again that the story is only a means, a support to achieve the objectives set in the project. This is a motivating bias for children as they will work in a meaningful environment for them. The role interpretation can be based on their representations and will be loaded with their everyday emotions. But this pedagogy will also allow them to project themselves in time by programming rehearsals, to assume their responsibilities and to be the actors of their learning by producing the play.

The story is a narrative support
It allows the fundamental learning of reading and writing.

The reading elements are ubiquitous in setting up the story. During the first work period, the children will immerse themselves in the structure of the story and the wonderful atmosphere.

This requires specific skills:

– To be able to decipher a text,

– Being able to read difficult words,

– Understand the story as a whole,

– To be able to modulate the language orally appropriately according to the intentions and the requirements that the stage requires,
– To know how to “declaim” without stumbling, in clear, to play without reciting, with the right tone.

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