The research “Storytelling production in early childhood”, wants to help the development in oral tale-telling in children between 5 to 7 years old, through implementation of a didactical strategy to improve the communicative capacity, therefore, the recognition of characteristics in oral tale-telling produced in the classroom was needed, subsequently, the implementation of the constitutive elements of the tale–telling inside of the design framework, implementation and evaluation of a didactical sequence with the purpose of help the use of the oral tale–telling genre. This way I want to achieve this project transforming the educative practices on teaching and learning so the discursive genre, in this case the narrative genre, the methodology is carried in the interpretative paradigm, due to the relation between the subjects and the way of acting in social life or in the context. The focus given to the research is qualitative, due to the presentation of data and the result of investigation on a tale-telling way, and the methodology design is based on the “Investigación Acción Educativa”, in this sense we find the procedural aspects, there we find the phases of investigation, instruments, population description and analytical categories. The process mentioned had, as a result, a teaching, learning process different from the conceived exercises of reading and writing that outshines the communicative strength and the comprehension of oral discourses. Their relates are characterized by using elements from the tale-telling structures (synthesis, orientation, complex action, coda and evaluation) in this proved that children can understand and use in a better way sense and validity in oral tale-telling, the phonetics (prosodic), syntactic (deistic) and lexicon.