Symbolic resources and imagination in the context of storytelling

Abstract This article aims to analyze storytelling and the interaction between teacher and children with emphasis on the use of symbolic resources - and, therefore, the expansion of the imagination through the theoretical contribution of Historical-Cultural Psychology. The qualitative research used, for the construction of the data, observations, and videotaping of episodes of storytelling in a school library of Early Childhood Education. Subsequently, microanalysis of interactive episodes has performed. The participants of the research were 18 children between 4 and 5 years old and 1 teacher of school library of Early Childhood Education. Storytelling, interactively, enhanced the use of symbolic resources when participants made references to their everyday experiences permeated by affectivity - which, consequently, triggered the expansion of imaginative processes.摘要 本文旨在分析讲故事活动与师幼互动，重点聚焦符号资源的运用——并依托历史文化心理学（Historical-Cultural Psychology）的理论支撑，实现想象力的拓展。本研究采用质性研究方法，通过观察与录像记录幼儿教育（Early Childhood Education）学校图书馆内的讲故事活动片段以构建研究数据，随后对互动片段开展微观分析。本研究的参与者为18名4至5岁的幼儿，以及1名就职于该幼儿教育学校图书馆的教师。当参与者提及自身浸润着情感的日常经历时，互动式讲故事活动可强化符号资源的运用，进而推动想象过程的拓展。