Experience of Beauty: Valuing Emotional Engagement and Collaboration in Teacher-Child Storytelling Activities

At the kindergarten stage, storytelling activities are a proven intervention that promotes children’s vocabulary, reading, oral expression and writing development. The purpose of this study was to examine emotional engagement cooperation during by early childhood teachers. This adopted qualitative research method with sample children (aged 5-6 years) in an inclusive K3 China. Data were collected through video recordings activities. Conversation Analysis (CA) Multimodal Interaction (MIA) used as analytical tools for teacher-child collaboration focuses on entertaining nature teachers’ organisation, teaching styles participation (verbal non-verbal). found teachers body language, props vocal tones stimulate cooperation. Children demonstrated their understanding story actively answering questions, catering movements, choral singing creating segments achieve co-participation. data from form initial insights into deepening aesthetic literacy socialisation can further prompt focus diversity organisation activities, well help immerse themselves appraisal events or characters.