Volume 14, N. 1.
STORYTELLING AND NARRATIVE PRACTICES IN EARLY CHILDHOOD EDUCATION: LANGUAGE DEVELOPMENT, INCLUSION AND MEANING-MAKING

This special issue explores the role of storytelling and narrative practices in early childhood education and care (ECEC), with particular attention to their contribution to language development, inclusion, and meaning-making processes. Drawing on interdisciplinary perspectives from education, developmental psychology, and linguistics, the issue reaffirms the centrality of narrative engagement in children’s cognitive, linguistic, and socio-emotional development.

The contributions examine a wide range of narrative forms and practices, including oral storytelling, shared and dialogic reading, picture books and silent books, embodied and performative narration, music and singing, and autobiographical and reflective approaches. Particular attention is given to the challenges and opportunities posed by contemporary educational contexts, marked by digital transformations, increasing cultural and linguistic diversity, and growing educational inequalities.

Across empirical studies, theoretical analyses, and practice-oriented contributions, the issue highlights storytelling as a core pedagogical resource capable of fostering participation, relational engagement, and inclusive learning environments. Rather than treating narrative as a secondary or traditional activity, the collected works position it as a strategic and adaptable practice for supporting children’s development and for strengthening the professional competences of educators.