08.10.2026

Literary Narratives and Their Contribution to the Socioemotional Development of Young Children

“If I were to teach a child the art of reading, I would not begin with letters and syllables. I would simply read the most fascinating stories that would invite them into the enchanted world of fantasy.” — Rubem Alves

There is a challenge that has always been at the heart of education: balancing cognitive and emotional development. For a long time, the cognitive dimension was overvalued, while emotions were placed in the background. Educator Jerome Bruner reminded us that human beings have historically been divided into three “regions” — cognitive, emotional, and physical — and that today we need to build bridges to connect what should never have been separated.

In early childhood, this balance is even more crucial. This is a stage when children are especially receptive and eager to learn, and when the foundations of who they will become are being laid. Socioemotional education is precisely about developing skills to deal with oneself and with others: empathy, self-awareness, autonomy, resilience, patience, and communication.

And here is a point that is especially relevant to all families: developmental psychology research, particularly John Bowlby’s studies on attachment, shows that both the family and school environments deeply shape children’s emotional well-being — and that these experiences of affection influence relationships throughout life. A school that provides safety, emotional support, and positive interactions fosters a sense of belonging, self-esteem, and social skills. A warm and predictable home environment does the same. When school and family work together, the benefits multiply.

This is where literature comes into play. Through language, children internalize values, put their feelings into words, and learn to regulate their emotions. The richer the emotional vocabulary we offer — going beyond “happy,” “sad,” and “angry” — the more confidence and resources children have to express themselves and understand others.

Stories accomplish this in a way that no explanation could. They allow children to identify with characters and experience their emotions; invite them to reflect on moral dilemmas; develop empathy by putting them in someone else’s shoes; and, through the characters’ journeys, show paths toward resilience and conflict resolution. Fairy tales, for example, can help young children face loss, fears, and challenges — strengthening them to navigate the real world.

A practical suggestion: reading is different from storytelling. Through reading, children notice rhythm, repetition, and the intention behind the author’s choice of words. At the end of each story, it is worth having a conversation: What did the character feel? When have we felt this way? It is through these conversations that a story becomes a tool for life.

To get started at home, here are some books that explore emotions: The Colour Monster (Anna Llenas), Emocionário (Cristina Pereira and Rafael R. Valcárcel), The Feelings Book (Todd Parr), and A mágica da respiração (Christopher Willard and Wendy O’Leary).

May every story we share be a doorway to the wider world — and to the inner world of our children.

By Gabriela Campos Okada