This study explores the use of storytelling as a pedagogical tool to support the holistic development of children in early childhood. It analyzes educators’ awareness of storytelling’s educational roles and evaluates current storytelling practices in Tunisian educational settings. The research hypothesizes that systematic, intentional use of stories—when combined with appropriate educator training—can enhance children’s linguistic, social, emotional, motor, and creative abilities. Data were collected through a field questionnaire for kindergarten and preparatory school teachers, as well as an observation grid to assess children’s interactions with stories and the pedagogical methods applied. Findings indicate significant variability in storytelling practices, a shortage of specialized training, and a lack of structured plans for integrating storytelling into daily curricula. The study underscores the need to include storytelling in teacher training programs and to establish it as a core component of the educational process.