Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 1-17, 2025
https://doi.org/10.62574/qzftxw04
1
Protective narratives with embracing words, the story is a shield and
childhood flourishes safely
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la
infancia florece segura
Daisy Alicia Alejandro-Cortés
daisy.alejandro@unl.edu.ec
National University of Loja, Loja, Loja Ecuador
https://orcid.org/0000-0003-0458-1052
Emilia Romina Alejandro-Salazar
emiliarominaalejandro16@gmail.com
National University of Loja, Loja, Loja Ecuador
https://orcid.org/0009-0004-0748-1166
ABSTRACT
Child sexual abuse remains a critical issue in both school and family settings, highlighting the
urgent need to implement preventive strategies from early childhood. This study aimed to evaluate
the effectiveness of storytelling as an educational resource to strengthen the prevention of sexual
abuse in 4- to 5-year-old children at the La Pradera Municipal Primary School. The research was
conducted using a qualitative approach with a quasi-experimental design, using surveys directed
at parents and a questionnaire adapted for children as data collection instruments. Initial results
showed that 83% of children had a low level of knowledge about prevention. After implementing
a guide of activities based on stories, the percentage of children with a high level of knowledge
increased to 45%.
Descriptors: early childhood; sex education; story. (Source: UNESCO Thesaurus).
RESUMEN
El abuso sexual infantil persiste como una problemática crítica tanto en contextos escolares como
familiares, lo que plantea la necesidad urgente de implementar estrategias preventivas desde la
primera infancia. Este estudio tuvo como objetivo evaluar la eficacia del cuento como recurso
pedagógico para fortalecer la prevención del abuso sexual en niños de 4 a 5 años de la Escuela
de Educación Básica Municipal “La Pradera”. La investigación se desarrolló bajo un enfoque
cualitativo con diseño cuasiexperimental, utilizando encuestas dirigidas a padres de familia y un
cuestionario adaptado para los niños como instrumentos de recolección de datos. Los resultados
iniciales evidenciaron que el 83 % de los niños presentaban un nivel bajo de conocimientos en
prevención. Posterior a la aplicación de una guía de actividades fundamentadas en cuentos, el
porcentaje de niños con un nivel alto de conocimientos se incrementó al 45%.
Descriptores: primera infancia; educación sexual; cuento. (Fuente: Tesauro UNESCO).
Received: 05/06/2025. Reviewed: 10/06/2025. Approved: 01/07/2025. Published: 01/09/2025.
Research articles
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 1-17, 2025
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
2
INTRODUCTION
Child sexual abuse is currently one of the most serious problems affecting the
well-being and development of children, especially in their early years. This form
of violence, often hidden by fear or lack of knowledge, leaves deep emotional,
physical and psychological scars. In this context, children's literature, particularly
stories, is a valuable and effective educational tool for addressing the prevention
of child sexual abuse. Through narratives adapted to children's level of
understanding, we can convey clear and confident messages that encourage
reflection, identification of risky situations, protection of personal boundaries and
strengthening of self-esteem.
Child sexuality continues to be a taboo subject in many social and educational
contexts, creating significant barriers related to fear, insecurity, and shame when
addressing these issues. In this context, Cando and Valverde (2021) found, in
their research with teachers of Early Childhood Level 2 at the Santiago de
Guayaquil Intercultural Bilingual Community Educational Unit, that a considerable
proportion of teachers do not have pedagogical training in sex education. This
lack of training limits their ability to adequately guide children, which increases
their vulnerability to sexual abuse as they do not have the tools or information to
identify, prevent or report risky situations.
Similarly, the study by Ludizaca et al. (2024), conducted at the Enriqueta Cordero
Dávila Basic Education School in Azogues, revealed a worrying lack of
knowledge about child sexual abuse among children aged 4 to 5. This lack of
information prevents children from distinguishing between play and violence,
affecting their understanding of self-respect and respect for others, and resulting
in inappropriate use of language. The lack of attention given to this issue both at
home and at school limits children's ability to protect themselves or react
appropriately to risky situations. This misinformation can lead to severe emotional
and psychological consequences, such as depression, anxiety, isolation, poor
school performance and even suicidal ideation.
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 1-17, 2025
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
3
On the other hand, the effectiveness of storytelling as an educational resource
for the prevention of child sexual abuse is taken into account by Uchuari (2018)
in his research with children at the José Ingenieros Primary School in Loja. This
study found that, prior to the educational intervention, 61.54% of participants had
an average level of knowledge about child sexual abuse, and 65.39% had an
average level of prevention skills. However, after implementing a guide of
activities based on children's stories, the results showed a notable increase:
91.16% achieved a high level of knowledge and 100% showed a high level of
prevention skills. These findings demonstrate that children were able to acquire
significant knowledge about their bodies, personal boundaries, and the risks
present in their social environment, highlighting the effectiveness of literary
resources as an educational strategy.
Similarly, research conducted by Cuenca (2019) with children aged 4 to 5 at the
Dr. Daniel Rodas Bustamante School, also in Loja, initially revealed that 25% of
participants had a low level of knowledge about child sexual abuse, while 75%
showed a low level of prevention skills. However, after designing and
implementing an educational proposal based on children's stories, a significant
improvement was observed: 75% of the children achieved a high level of
knowledge and 69% achieved a high level of prevention skills. This study
concludes that the use of stories as a teaching resource not only facilitates the
understanding of complex concepts, but also strengthens children's self-
protection skills.
Comparing the results obtained in these studies with the findings of the present
study, it is clear that they make an important contribution to the educational and
social fields, as they all coincide in highlighting a critical issue such as child sexual
abuse and insufficient sex education in the early stages of development. The
relevance of this research lies in demonstrating that, through appropriate
pedagogical strategies such as stories, videos, and games, it is possible to
educate children in a safe, affective, and respectful manner, allowing them to
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 1-17, 2025
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
4
recognise their rights, protect their physical and emotional integrity, and know
how to act in risky situations.
Therefore, the objective of this study was to evaluate the effectiveness of
storytelling as a pedagogical resource to strengthen the prevention of sexual
abuse in children aged 4 to 5 years at the La Pradera Municipal Primary School
in Loja, Ecuador.
THEORETICAL FRAMEWORK
The story as an educational tool
According to López (2017), a story is a short narrative structured around real or
fictional events, in which a few characters participate in a central action,
developing until reaching a generally simple and concise conclusion. This
narrative form is presented by a narrator, who introduces the characters,
describes the settings, presents the conflict and leads the reader towards the
resolution of the story.
The short story, as a cultural manifestation deeply rooted in human history, has
origins that predate oral language and writing, when stories were transmitted
through symbols and graphic representations. With the evolution of language and
writing, short stories expanded their scope, establishing themselves as
educational and training tools (Jaimes-Rodríguez et al., 2024).
Classification of stories
Stories are classified into two main groups: popular or traditional and literary,
subdivided into different types according to their function and content.
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 1-17, 2025
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
5
Table 1. Classification of stories according to type, description and examples.
Category
Subtype
Description
Example
Folk tale
Folkloric
Traditional narratives
transmitted orally
The Ugly Duckling (Hans
Christian Andersen)
Wonderful or fairy
tales
Stories with supernatural
characters
The fairies of self-care
Literary
tales
Educational
Stories that convey values and
knowledge
The Colour Monster (Anna
Llenas)
Realistic
Stories set in real settings
The Day I Learned to Say No
(Paola Andrade)
About animals
Stories featuring humanised
animals
The Very Hungry Caterpillar
(Eric Carle)
Adventure
Stories where the protagonist
faces challenges
The Brave Bear
Source: Rabal et al. (2020), Vicente (2024), Ortiz (2021).
Story structure
As a short narrative form, stories have an internal structure that gives them
coherence, meaning and appeal. This structure facilitates not only the
understanding of the story, but also its pedagogical application in early childhood
education. According to Pérez-Molina et al. (2013), stories consist of three
fundamental parts:
1) Introduction: This corresponds to the beginning of the story and provides
context for the reader. The main characters, settings and the emergence
of the conflict are presented.
2) Development: This is the central part where the most relevant events take
place and the conflict manifests itself, generating interest and tension.
3) Denouement: This is the ending, where the conflict is resolved, offering a
solution or lesson, usually moral or educational.
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Revista de educción y pedagogía
Vol. 3(3), 1-17, 2025
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
6
Benefits of stories in education
Stories address three fundamental aspects: self-knowledge, allowing children to
learn values and recognise their emotions; understanding of the environment,
helping them to differentiate between reality and fiction; and language
development, facilitating oral and written expression (Macas-Velepucha &
Jumbo-Salinas, 2023). On the other hand, Rondón (2018) highlights key benefits
that position storytelling as a comprehensive educational tool: it fosters creativity,
transmits values between generations, stimulates language development, allows
children to face challenges and fears, promotes active listening, and provides
opportunities for children to create their own stories.
Pedagogical models for the use of storytelling
Various pedagogical approaches recognise the potential of storytelling to develop
cognitive, emotional, and social skills:
a) Reggio Emilia: Values artistic expression as a means of learning, allowing
emotions to be explored through dramatisation, drawing or modelling
(Fernández & Feliu, 2017).
b) Montessori: Promotes autonomous learning where stories are linked to
concrete experiences through manipulative activities (Zambrano &
Villafuerte, 2015).
c) High/Scope: Integrates stories into routines and thematic activities,
stimulating active participation through games and dramatisation
(Castejón, 2015).
Prevention of child sexual abuse
Child sexual abuse (CSA) is defined as any act of a sexual nature committed
against children or adolescents, which occurs through abuse of power, coercion
or manipulation, taking advantage of their vulnerable situation. Statistics reflect
the seriousness of the problem. According to the National Institute of Statistics
and Census (INEC), in 2019, 32% of women surveyed reported having
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 1-17, 2025
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
7
experienced some form of sexual violence during childhood (Pan American
Health Organisation, 2021). Between January 2018 and June 2023, the Attorney
General's Office recorded 52,051 reports of child sexual abuse in Ecuador, of
which only 2,161 resulted in a conviction, equivalent to 4.15% (Ombudsman's
Office of Ecuador, 2023).
Importance of prevention
Prevention of CSA is an essential strategy for ensuring safe and protective
environments. According to the Ministry of Education (MINEDUC, 2020), this
work involves empowering the educational community, promoting respect for the
body, establishing clear boundaries, and strengthening family bonds based on
trust. UNICEF (2022) highlights that emotional education and self-awareness are
key dimensions in this process.
Risk factors
Risk factors can manifest themselves in various contexts. At the personal level,
Franco and Finol (2021) indicate that certain children are more vulnerable due to
their young age, greater dependence on adults, and less knowledge about bodily
boundaries. At the family level, Latorre (2023) points out that dysfunctionality,
domestic violence, neglect, and the absence of protective figures constitute a
high-risk environment.
Roles in prevention
Role of the family: The family is the first protective environment, responsible for
providing love, care, and guaranteeing rights. Strengthening family bonds
through open dialogue, trust, and active listening is essential to prevent abuse
(Cárdenas-Yánez et al., 2021).
Role of the teacher: Teachers play an essential role given their daily contact with
children, which allows them to detect warning signs and offer initial emotional
support. It is essential that educators receive specific training to understand the
issue and identify signs of risk (Leguizamón & Caballero, 2022).
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 1-17, 2025
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
8
Role of the school: Schools play a strategic role as safe and educational
spaces. They should promote respect for the body, education on rights and self-
care, and ensure adequate supervision to minimise risks (Quintero-Mendoza &
Silva-Alfonso, 2022).
Stories in the prevention of child sexual abuse
Stories are a powerful tool for addressing sensitive issues such as the prevention
of sexual abuse, as they allow these issues to be introduced gradually,
respectfully and in a way that is appropriate for children's understanding. By using
accessible language and symbolic situations, stories make it easier for children
to understand fundamental concepts such as respect for their bodies, identifying
personal boundaries and the importance of communicating any situation that
makes them feel uncomfortable.
Stories also facilitate the expression of fears, anxieties, and emotions in general.
By listening, reading, and discussing the narrative, children critically analyse and
reflect on the events of the story, relating them to their own situation. This leads
to better social development thanks to the reorganisation of mental schemas
about individual experience (Michea, 2015).
METHOD
The research was conducted using a quantitative approach, allowing data to be
collected, analysed and interpreted objectively. The design was quasi-
experimental, manipulating only the independent variable to observe effects on
the dependent variable. It was descriptive in scope, characterising the elements
of the variables theoretically and practically. Deductive-inductive and analytical-
synthetic methods were applied.
We worked with a population of 18 children aged 4 to 5 years from the "La
Pradera" Municipal Basic Education School in Loja, Ecuador. We specifically
chose this population because the institution has only one parallel class for early
childhood education II.
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 1-17, 2025
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
9
We used the observation technique through a checklist applied during the
intervention to record the children's performance in the proposed activities. We
also conducted an 8-question survey of 18 parents to find out if they talk to their
children about issues related to the prevention of child sexual abuse.
As instruments for the pre-test and post-test, we used Leslie Tutty's (1992) Sexual
Abuse Knowledge and Prevention Skills Questionnaire, which meets validity and
reliability requirements. This instrument has 33 questions with "Yes," "No," and "I
don't know" answers, evaluating positive and negative statements related to care
and abuse prevention.
RESULTS
To determine the level of prior knowledge about child sexual abuse, we
administered the knowledge and prevention skills questionnaire.
Table 2. Results of the level of prior knowledge about child sexual abuse
Level
f
%
High
1
6
Medium
2
11
Low
15
83
Total
18
100
Note: Data obtained from the questionnaire on prior knowledge of sexual abuse and prevention
skills.
The data show that 6% have a high level of knowledge, 11% have an average
level, and 83% have a low level of knowledge. The results revealed an alarming
lack of knowledge about child sexual abuse in most of the children evaluated, as
they did not recognise the difference between good and bad secrets, were
inhibited when talking about private parts, did not know what personal boundaries
were, and were confused between good and bad touching.
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Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
10
Results of the activity guide
To assess the impact of the story on the prevention of child sexual abuse, we
present the results obtained through the intervention of the activity guide called
"Laugh, tell and learn in the brave adventure."
Table 3. Results of the activity guide.
Indicators
Achieved
Not achieved
6
16
2
4
15
3
11
14
4
4
16
2
Note: Data obtained from the application of the activity guide.
The application of the activity guide showed remarkable progress in the different
components evaluated, achieving a high percentage of compliance in all
components.
Pre-test and post-test comparison
Table 4. Comparative results between the pre-test and post-test.
Level
Pre-test
Post-test
f
%
f
%
High
1
6
8
44
Medium
2
11
6
33
Low
15
83
4
22
Total
18
100
18
100
Note: Results obtained from the pre- and post-test of the questionnaire on prior knowledge of
sexual abuse and prevention skills.
The comparison shows that initially, 6% were at the high level, which increased
to 44% after the intervention. At the medium level, 11% were initially at this level,
which subsequently rose to 33%. At the low level, 83% were initially at this level,
which then fell to 22%.
These results show that storytelling is a feasible tool for preventing child sexual
abuse in children aged 4 to 5 years, with most students showing significant
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 1-17, 2025
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
11
improvement in the areas of body and gender awareness, self-care and hygiene,
abuse prevention and self-protection, and emotional expression and self-esteem.
DISCUSSION
The results of this research provide solid evidence of the effectiveness of
storytelling as a pedagogical tool for the prevention of child sexual abuse,
confirming the theoretical postulates of various authors and complementing the
results of previous research in the field of education. The results obtained show
that 83% of children initially had a low level of knowledge about the prevention of
child sexual abuse, a figure that was significantly reduced to 22% after the
intervention. This result is consistent with the studies by Uchuari (2018) and
Cuenca (2019), who also found worrying initial levels of misinformation in similar
populations. Specifically, Uchuari (2018) reported that 61.54% of participants had
an average level of knowledge before the intervention, while Cuenca (2019)
identified that 75% of children had a low level of prevention skills.
The improvement observed in our study, where the percentage of children with a
high level of knowledge increased from 6% to 44%, even exceeds the results
reported by Cuenca (2019), who managed to get 75% of children to achieve a
high level of knowledge. This difference could be explained by the specific
characteristics of the guide "Laugh, tell and learn in the brave adventure," which
integrated playful and narrative elements specifically adapted to the local context
of the participants. The positive results obtained are theoretically supported by
Piaget's (1984) approach, which argues that children's literature stimulates
language, imagination and creativity, responding to the evolutionary needs at
each stage of development. In our study, this was particularly evident in the
"emotional expression and self-esteem" component, where 16 of the 18 children
(88.9%) achieved the proposed objectives.
Similarly, Vygotsky's (1973) postulates on the value of social interaction and the
role of the mediator as a facilitator of learning were realised in the implementation
of the activity guide. The children not only acquired knowledge individually, but
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 1-17, 2025
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
12
also developed skills through group interaction during the story reading and
dramatisation sessions. This aspect is particularly relevant considering that
Macas-Velepucha and Jumbo-Salinas (2023) identify social interaction as one of
the key benefits of using stories in educational contexts.
When comparing our results with those of Ludizaca et al. (2024), who worked
with a similar population in Azogues, we found consistent patterns in terms of the
initial problem. These authors identified that children could not differentiate
between play and violence, a situation that we also observed in our initial
diagnosis, where participants confused "good and bad touches" and were
unaware of personal boundaries. However, our post-intervention results show
more pronounced improvements in the "self-care and risk prevention"
component, where 14 out of 18 children (77.8%) achieved the objectives,
compared to the 69% reported by Cuenca (2019) in preventive skills. This
difference could be attributed to the integration of specific self-protection
elements in the stories used, following Michea's (2015) recommendations on the
importance of addressing fears and emotions through narratives that allow
children to relate fictional situations to their personal reality.
The results confirm Rondón's (2018) arguments about the multidimensional
benefits of storytelling as a comprehensive educational tool. In our study, we
observed that the implementation of the guide not only improved knowledge
about prevention, but also strengthened aspects related to body and gender
awareness (88.9% achievement) and self-care and hygiene (83.3%
achievement). These results are particularly significant considering the risk
factors identified by Franco and Finol (2021), who point out that young children
are more vulnerable due to their dependence on adults and less knowledge about
bodily boundaries. Our results suggest that storytelling can be an effective tool
for mitigating these specific risk factors.
A concerning finding from our study was that most of the parents surveyed do not
talk to their children about issues related to the prevention of child sexual abuse.
This finding is consistent with the arguments of Cárdenas-Yánez et al. (2021),
Cognopolis
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Vol. 3(3), 1-17, 2025
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
13
who identify lack of communication as one of the factors that can create
vulnerability within the family unit. Parental resistance to addressing these issues
can be explained by what Cando and Valverde (2021) call "significant barriers
linked to fear, insecurity, and shame" that arise when addressing childhood
sexuality. This situation reinforces the importance of the role of the school as an
educational space, as proposed by Quintero-Mendoza and Silva-Alfonso (2022),
who emphasise that the educational institution should be a place that promotes
open communication and the construction of personal boundaries.
Our results provide empirical evidence for the pedagogical models proposed by
different approaches. The effectiveness observed in the "emotional expression
and self-esteem" component validates the principles of Reggio Emilia pedagogy,
as described by Fernández and Feliu (2017), where storytelling allows for the
exploration of emotions and values through activities that strengthen emotional
development. Likewise, the improvement in "body and gender awareness"
supports the approaches of the Montessori method described by Zambrano and
Villafuerte (2015), where stories are linked to concrete experiences, facilitating
the internalisation of values in a meaningful way.
The results of this study have direct implications for teacher training, considering
that Leguizamón and Caballero (2022) identify as essential that educators
receive specific training to understand the issue of child sexual abuse. The
effectiveness demonstrated by the guide "Laugh, tell and learn in the brave
adventure" suggests that teacher training programmes should include specific
strategies for the use of stories in the prevention of child sexual abuse. This
aspect is particularly relevant considering the findings of Cando and Valverde
(2021), who found that a considerable proportion of teachers lack pedagogical
training in sex education, limiting their ability to adequately guide children.
A significant strength of our study lies in the use of Leslie Tutty's Questionnaire
(1992), an internationally validated instrument that guarantees the reliability of
the measurements. In addition, the quasi-experimental design with pre- and post-
intervention measurements allows us to establish causal relationships between
Cognopolis
Revista de educción y pedagogía
Vol. 3(3), 1-17, 2025
Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
14
the implementation of the story guide and the improvements observed in
prevention knowledge. However, we recognise limitations related to the sample
size (n=18) and the specific context (a single educational institution), which could
limit the generalisation of the results. Future research could benefit from multi-
institutional designs that allow these results to be validated in more diverse
contexts.
The results obtained open up multiple avenues for future research. It would be
valuable to explore the differential effectiveness of different types of stories
(realistic, fantastical, didactic) in the prevention of child sexual abuse, as well as
to examine the long-term impact of these interventions on the development of
self-protection skills. Furthermore, considering UNICEF's (2022) views on the
importance of emotional education and self-awareness in prevention, future
research could delve deeper into how different specific narrative elements
(characters, conflicts, resolutions) contribute differentially to the development of
preventive skills in children.
CONCLUSION
It is confirmed that storytelling, used as a pedagogical tool, is a highly effective
strategy for the prevention of child sexual abuse in children aged 4 to 5 years.
Through stories carefully adapted to their level of understanding, children were
able to identify personal boundaries, recognise risky situations, strengthen their
self-esteem, and develop basic self-protection skills.
The results obtained reflect significant advances in both the knowledge and
preventive attitudes of the participants after the implementation of the teaching
guide, which supports the value of storytelling as an integral resource in
prevention education. It is essential to actively involve parents and teachers in
affective-sexual education from an early age, fostering safe, sensitive, and
informed environments.
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Narrativas protectoras con palabras que abrazan, el cuento es escudo y la infancia florece segura
Protective narratives with embracing words, the story is a shield and childhood flourishes safely
Daisy Alicia Alejandro-Cortés
Emilia Romina Alejandro-Salazar
15
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with individuals or institutions linked to the
research.
ACKNOWLEDGEMENTS
To the students who participated in the Saber 11 test in 2024 and who were an
essential part of this research.
REFERENCES
Cando, R., & Valverde, M. (2021). Teaching competencies in sexual education
for the prevention of child sexual abuse in children aged 4 to 5 at U.E.C.I.B
GLS Santiago de Guayaquil located in Bastión Popular during the 2020-
2021 period [Teaching competencies in sexual education for the
prevention of child sexual abuse in children aged 4 to 5 at U.E.C.I.B GLS
Santiago de Guayaquil located in Bastión Popular during the 2020-2021
period] [Thesis, Universidad Laica Vicente Rocafuerte de Guayaquil].
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