Akademik Veri Yönetim Sistemi
Milli Egitim, cilt.54, sa.246, ss.1109-1146, 2025 (Scopus)
This study aimed to determine the views and practical experiences of preschool teachers regarding storytelling. The research was conducted using a phenomenological design, one of the qualitative research models, and data were collected through the focus group interview technique. The study group consisted of nine preschool teachers. The focus group interview was conducted online via a digital communication platform with a moderator and an observer during a 70-minute session. The research data were analyzed using content analysis. The findings revealed that teachers’storytelling and listening habits were shaped by familial and cultural ties during childhood, and modern tools such as social media influenced these habits. Teachers expressed that stories offer a safe, comforting, and healing experience. Additionally, they highlighted that storytelling significantly contributes to children’s social-emotional, cognitive, and language development, and thus it should be practiced from the preschool period onwards. They emphasized the importance of selecting and adapting stories according to children’s age and interests, while avoiding didacticism. Some teachers reported telling stories at specific times, while others adopted a more flexible approach, telling stories at appropriate moments based on children’s wishes. While some teachers prepared in advance for storytelling, others narrated stories more spontaneously depending on the group’s dynamics. It was noted that storytelling significantly benefits children’s social-emotional, cognitive, and language development. The study concluded that storytelling from the preschool period onward provides significant benefits for both teachers and children.