Use of Storytelling to Develop Awareness of Social Skills inside the Classroom

Abstract

Nowadays, the young learners’ lack awareness of the classroom social rules. These are here understood as the set of organized systems of guidelines which regulate human social activity (Burns & Flam, 1987). That is codes of conduct, ethic norms and laws. For the intervention was designed a course in which first and second graders work with peers to read stories, propose solutions to conflicts there presented, and make connections with classroom situations. The lessons, at the same time, help them develop knowledge of the content, problem-solving, reasoning and communication skills. Working from literary works it is expected that aggressive behaviors are acknowledged and corrected by the participants themselves (Barrows, 1996). The goal is to empower children in an environment where they interact to learn, and in which arguments substitute aggression. The proposal follows Vigotsky’s tenet that a child learns best in interaction with others to solve problems (1978).