Exploring the Role of Storytelling in Promoting Social-Emotional Development in Kindergarten, Loon Districts, Bohol

Abstract

Storytelling has long been recognized as an engaging instructional strategy, yet its contribution to young children's social-emotional development remains underexplored in the local context. This qualitative study examined the role of storytelling in promoting the social-emotional development of kindergarten learners in the Loon Districts, Bohol during School Year 2024–2025. Specifically, it explored how storytelling contributes to children's emotional and social growth, the social-emotional competencies it nurtures, the influence of culturally relevant stories, the challenges encountered by teachers, the perceptions of teachers and parents, and an action plan based on the findings. Using thematic analysis, data were gathered through in-depth interviews with four kindergarten teachers and twelve parents. The findings revealed that storytelling serves as an effective medium for fostering emotional expression, empathy, self-awareness, emotional regulation, cooperation, and perspective-taking. Stories grounded in local language and culture strengthened children's sense of identity, belonging, and engagement while reinforcing home-school collaboration. Teachers and parents shared similar perceptions regarding the positive influence of storytelling on children's socio-emotional growth. However, limited instructional materials, insufficient time, and inadequate teacher preparation constrained its implementation. The study concludes that storytelling is a culturally responsive pedagogical approach that supports holistic child development and recommends its systematic integration into the kindergarten curriculum through teacher capacity-building, development of localized story resources, strengthened parental participation, and institutional support.