Storytelling as a Tool for Emotional Regulation in Early Childhood | ||||
| مجلة الدراسات التربوية والإنسانية | ||||
| Volume 17, Issue 4, October 2025, Page 499-520 PDF (871.82 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/jehs.2025.451382 | ||||
 View on SCiNiTO | ||||
| Author | ||||
| Lena Ibrahim Alkhuraiji | ||||
| Lecturer, Department of Early Childhood Education, College of Education, King Saud University, Riyadh, Saudi Arabia | ||||
| Abstract | ||||
| Storytelling is an imperative tool for developing emotional regulation in children in early childhood, but its particular effect in children aged 4 to 6 years has been little researched. This study aimed to determine how storytelling can promote emotional regulation in young children by analysing its impact on emotional vocabulary, identification, and coping mechanisms. The survey-based design collected data from one hundred respondents, comprising fifty preschool teachers and fifty parents who consistently use children in interactive story sessions. The findings identified that storytelling has a marked effect on improving children’s emotional identification and labelling of feelings, improving emotional vocabulary, and offering tangible coping mechanisms. Teachers and parents highlighted that interactive storytelling, where children actively read an actual story, was more beneficial than passive reading. The study highlights the need for storytelling in early childhood education to promote emotional growth. Future research should explore different formats of storytelling for emotional regulation. Keywords: Storytelling, Emotional Regulation, Early Childhood, Emotions, Interactive Learning, Emotional Development. | ||||
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