This paper investigates children's narrative skills, specifically their ability to tell stories, through both theoretical and empirical approaches. The empirical component is based on a corpus analysis, yielding both qualitative and quantitative results. The primary focus is on free storytelling, where children are tasked with creating original stories based on provided material. The study involves a sample of 42 children, aged 4 to 5 years, all participants in a kindergartven program. The children's stories were recorded, transcribed, and processed using the Sketch Engine program.

The primary aim of this research is to explore how young children use language in storytelling, focusing on the types of words they use and the frequency of their collocations. Specifically, the study seeks to identify patterns in the children's narrative production at this developmental stage and to characterize the nature of their storytelling abilities. Through these analyses, the paper aims to better understand the elements that constitute effective storytelling at a young age, and to investigate ways in which these skills can be developed.

Narrative skills are playing a significant role in the learning of story structure, the ability to predict plot developments, and the understanding of narrative content. These skills also contribute to critical thinking, reading comprehension, and broader cognitive development. By examining the linguistic features and structures used by children in their storytelling, this research contributes to the understanding of how narrative competence emerges and how it can be supported in educational contexts. Additionally, the study offers insights into how language acquisition is reflected in children's imaginative and creative outputs, providing a basis for enhancing storytelling abilities in young learners.

This research not only provides a detailed analysis of the narrative abilities of children aged 4-5 years but also contributes to the development of educational practices aimed at fostering and improving storytelling skills. The findings have implications for early childhood education, specifically in terms of creating conducive environments for language development and narrative competence.

Keywords: Storytelling, narrative skills, preschool children, corpus analysis.