One, two, three tales: The tales and I am fascinated again

Abstract

The activities developed were carried out at the Child Interaction Center - CeCI/Unicamp, on the Tales Class, containing 20 children aged 5 and 6 years old. It occurred in 2015. The children's stories led to curiosities and observations by children, through drawings and make-believe games. They wanted to learn more about traditional children's stories. From that, we started to experience the Red Riding Hood, Snow White, Rapuzel stories and so on. We told traditional stories under other perspectives, such as Colored Riding Hoods, Snow White and Seven Versions, Johns and Marys, Rapunzel, a Fabulous Fairytale. The purpose was to recognize the importance of children's literature and its encouragement to form children's reading habit on child education, with this being a way for the child to develop imagination, emotions and feelings in a pleasing and meaningful way. The experiences resulted in activities such as puppet building, drawings, retelling and role-plays. The languages were the symbolic means by which children could interexchange between repertoire of symbols and meanings acquired from the stories read and the world around them. The results were positive from the activities performed. The importance of inserting the individual in the symbolic world, through stories and influences undergone by them, since "stories stimulate development [...], the hypothetical thinking, the logical reasoning, divergent or convergent thinking, the spatial and temporal relations", and valuing the children's stories contribution.