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The purpose of this paper is to reflect on the possibilities of using storytelling as a way to insert theater in early childhood education. For that, I developed a Scenic-Narrative Experience based on the William Shakespeare’s plays The Tempest, which had as its main objective the use of space and materialities to involve children in the story. Early childhood education, the first school stage for children, is a time of great change and development for them. All learning and cognitive, motor, physical, social and emotional development go through playful experiences and play. Two qualities that we find in theatrical work. In this way, the focus of the research developed was to place the telling, narrating and playing as elements belonging to the theater. In Brazil, early childhood education addresses children from zero to 5 years old; however, this study is specifically for children from three to 5 years old, addressing three guiding axes: storytelling, theater with children and scenic space. Having children as protagonists and research participants. Documentary analysis, fieldwork and literature review were present in the applied methodology.

Having a New Point in Each Story: Potential Insertions of Theater in Childhood Education