"Telling stories" is a term that is often misused, as most people will take a pen or keyboard to "tell" their story rather than convey it verbally. Authors often write stories, not tell stories. So why do we ignore this when we want children to learn to tell stories? It may be because at the age and developmental stage of children, they are inherently unable to write too much. Many children are not born into literate families. Sometimes because no one bothers to explain to the child the concept or the way to do it. Parents are often compared to children's first teachers, this is not wrong, but it is also true to a certain extent. Parents are not literal teachers, that's why society still needs teachers. The primary duty of a teacher is to complement, develop, and extend the educational work that parents have begun at home. Therefore, setting an example from schools is very important to develop and expand children's potential early in life.


Integrating a culture of storytelling into the curriculum 

Schools can play an important role in encouraging students to tell their own stories through integration verbal storytelling activity into the curriculum, such as:

  • Introduce storytelling as a regular activity in language, drama, and public speaking lessons. "Public speaking" might be an overstatement. But I believe that every student should have the opportunity to be in front of the class to try, practice, and learn. After all, it is a reason for children to go to school. Of course, at first some children will often be so scared that they "freeze" and don't know what to say, but gradually they will definitely change! Some kids won't even be able to stop talking once they start! Please sympathize with them. From the "first time standing in front of the class" will come the time when children can "speak in public" later. Think of the experience as taking the first toddler step. 

  • Incorporate storytelling projects into other subjects like STEM, to encourage an integrated learning model.

  • Organize storytelling clubs or courses where kids can collaborate, share, and get feedback from friends and teachers for their stories.

Building a school culture that values ​​the art of verbal storytelling

Building a school culture that values ​​and supports the art of verbal storytelling can have a big impact on children's motivation to tell stories. Schools can:

  • Invite storytellers, actors, or other performers (who can be students from older grades or from local schools) to give presentations and organize workshops to inspire children through sharing their personal experiences and perspectives.

  • Organize storytelling events, such as open mic nights or storytelling contests, to give children a chance to perform their act. You can also invite parents to join!

  • Encourage children to participate in local or national storytelling competitions. A professional event co-organized by schools can be a great idea for students to get to know and learn from new friends. This will also help them feel recognized and become more confident in their own abilities.


Provide resources and support for verbal storytelling

Schools should ensure that children have access to resources and supports for verbal storytelling through:

  • Organize workshops and training sessions on storytelling techniques such as voice control, body language and facial expressions.

  • Provide students with access to a wide variety of story resources, including audio and video recordings that introduce different genres of stories to children (Refer to Children's Library by Schoolisting - this is a good example of a great resource for storytelling).

  • Organize extracurricular activities after school or on weekends that focus on specific aspects such as: character development, story building. or the art of improvisation when telling stories.

The suggestions above may seem a little over the top, but for some schools they can work, so I've purposefully listed all the varied strategies and results to help you see a clear vision. Several scenarios benefit both students and teachers.


Facilitating collaborative storytelling activities

Collaborative storytelling activities can help children learn from each other as well as develop storytelling skills. Schools can:

  • Encourage group storytelling projects in which children are allowed to create a story together by taking turns coming up with an idea or sentence.

  • Organize storytelling sessions (a bit like a book club) where children are encouraged to tell their own stories while freely giving feedback to friends in a safe environment. complete and supportive.

  • Use online platforms or forums to connect students from other schools or countries, giving them the opportunity to collaborate in storytelling and exchange ideas.

Encourage diverse and inclusive storytelling

Encouraging diverse and inclusive storytelling activities helps children understand the importance of respecting different perspectives and experiences. Schools can:

  • Encourage children to explore stories from different cultures and traditions, including oral storytelling and ancient legends (Ensuring Diversity and Inclusion).

  • Provide opportunities for children to share their cultures and personal experiences through the art of storytelling.

  • Encourage discussions about the representation of diversity in storytelling, emphasizing the importance of diversity in tone and perspective in the art of storytelling.

How to cultivate the art of verbal storytelling in children?

As a teacher, it's important to first be aware that creating and sharing a story verbally can be very abstract and intimidating for some children. Even for adults, telling stories is not an easy task. So to help your students better understand your expectations, model them. Stand in front of the class and start telling the story. Let children see, hear and feel what is going on around them. As you tell the story, ask your child to close his or her eyes to feel every word you say, and encourage them to associate the image and picture the story in their own mind.

Remember to often change the pitch and tone of your expression as you raise or lower your tone. Occasionally, you can also pause at an appropriate time if you want to emphasize a particular detail. Voice expression is very important in making children feel happy and motivating them to try new things. Children are curious about everything in life but often worry about failure. This, for some children, is mainly due to the fear of being teased, for example, by their peers. However, if they see another person (in this case, a friend) telling a story in front of the class easily, the child will find it not too difficult and gradually will want to experience it for himself.

Once you've solved all the "what if" questions and finished your story, you can incorporate an element of art into the process. Ask students to draw what they feel after listening to your story. This is a useful way to expand and develop children's thinking, vocabulary and communication skills.

In the past, students were always scolded for telling something about another child. Why don't we try the opposite: let the child do it himself, then give him praise and encouragement when he does it? Developing students' verbal storytelling skills is essential to fostering their imaginations, creativity, and communication skills. However, many children still struggle with what and how to say when they first learn how to tell their own story.

Teachers need to emphasize that children are actually playing a game with no specific rules, and so it doesn't matter if children suddenly want to change their story. Children can absolutely create anything and talk about anything. “The art of storytelling” is simply an activity that allows children to practice and learn how to do something. Alphabets, A-Z characters, or a story are just that, they help children learn to do something. Sounds easy, but how do you get started?


This overview guide is intended to help schools create an environment that encourages and motivates students to use words to tell stories, thereby helping children become confident, articulate and natural. . Don't forget to maintain continuity and consistency, and involve parents in the process, as children also need to practice storytelling at home.


In short, the construction verbal storytelling culture Kindergarten is a meaningful and rewarding journey that requires careful planning, meticulous teaching and most importantly, maintaining the fire of your passion. Remember that we have been given the unique opportunity to spark creativity and the desire for verbal expression in our students from the very beginning.

By integrating the art of storytelling into our educational curriculum, we are not merely teaching, but opening the door to the wider world out there, promoting tolerance and equipping children with confidence to speak for themselves. Collaborative storytelling activities aren't just about having fun; They are also the first bricks in building teamwork, empathy and active listening skills. The resources and support we provide for the art of verbal storytelling are instrumental in helping preschoolers become curious explorers, creators of compelling stories. most leading.

But most importantly, as we nurture this rich culture of storytelling, we are also nurturing a generation of creative and talented storytellers whose words speak for themselves. can contribute to adorn the world with great and brilliant dreams, ideas, and adventures.

So don't forget to make the most of the privilege of being an educator. Let's encourage, support and celebrate each child's story-telling journey while we continue to marvel at the compelling stories they create. And remember, every story told in your kindergarten is a powerful testament to the safe, nurturing, and creatively stimulating environment you can offer your little angels. me.