Abstract

Early childhood is a crucial period for the development of social and emotional skills, shaping children’s ability to navigate relationships, regulate emotions, and engage in prosocial behaviors. This study examines the role of storybook exposure in fostering social-emotional learning (SEL) among Nigerian early learners, drawing on the SEL framework and reader-response theory. Using a descriptive survey research design, data were collected from early childhood education centers in Osun State, Nigeria, involving two hundred children aged 3 to 6 years. The study assessed children’s engagement with local and foreign storybooks, their observed social behaviors, and the perspectives of educators on the role of storytelling in early childhood education. Findings revealed a strong correlation between storybook exposure and key SEL competencies, including empathy, cooperation, and turn-taking. Notably, children who engaged with culturally familiar narratives demonstrated stronger moral reasoning and social adaptability. The study highlights the importance of integrating culturally relevant literature into early childhood curricula to enhance social-emotional development. It recommends that educators and policymakers prioritize diverse storybook selections and interactive storytelling techniques to optimize learning outcomes. The findings contribute to ongoing discussions on the role of storytelling as a fundamental tool for character formation and socialization in Nigerian early childhood education.