Why fairy tales are still relevant to today's children

Zehetner, Anthony

doi:10.1111/jpc.12080

Cited by 8 publications

(7 citation statements)

References 3 publications

(2 reference statements)

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“…Çocuk her bir sonucu tartıştıktan sonra kendi kişisel duruşuna karar verir. Anlatım yoluyla çocuk, doğrudan öğütlenmeyen etik muhakemeye maruz kalır (Zehetner, 2013). Masallar konu dışı ayrıntılar barındırmazlar.…”

Section: Resultsunclassified

Keloğlan Masallarında Tutum ve Davranışlar: Anne-Çocuk İlişkisi

Ulutaş

Batur

2020

Kastamonu Eğitim Dergisi

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Öz "Keloğlan Masalları" Türk dünyası kültür ve edebiyatının en önemli ürünlerindendir. Bu masallarda ana karakter Keloğlan'ın karşılaştığı zorluklarla mücadelesi konu edilmektedir. Birçok masalda yaşlı annesiyle geçim sıkıntısı yaşayan Keloğlan'ın gayreti, kısa yoldan geçim kaynağı sağlama veya zengin olma üzerinedir. Yaşadığı olaylar zinciri çoğunlukla annesinin yönlendirmesi, azarlaması ya da evden kovması üzerine başlamakta ve yine annesinin yanında son bulmaktadır. Bu çalışmada Keloğlan Masalları'nın önemli bir figürü olarak "anne"nin, çocuğunun eylemleri karşısındaki tavrı "anne-çocuk ilişkisi ve annenin çocuğunun eylemlerine yaklaşımı" açısından ele alınmıştır. Betimsel nitelikte olan bu araştırma nitel bir çalışmadır. Çalışmanın verileri, nitel araştırmada kullanılan veri toplama yöntemlerinden biri olan doküman analizi yardımıyla toplanmıştır. Çalışma kapsamında Tahir Alangu'nun Keloğlan Masalları adlı kitabında Keloğlan ile annesinin birlikte yer aldığı masallar taranmıştır. Veri analizi sürecinin inanırlığını sağlamak için araştırmacı çeşitlemesine gidilmiştir. Bu bağlamda, üç Türkçe eğitimi uzmanı çalışmaya veri sağlayan masalları anne-çocuk ilişkisi ve annenin çocuğunun eylemlerine yaklaşımı doğrultusunda ayrı ayrı zamanlarda incelemiş ve kodlamıştır. Elde edilen bulguların tutarlılığı ve inanırlığı sağlanmaya çalışılmıştır. İncelenen masallar içerisinden çocuk eğitimi ve gelişimi açısından olumsuz örnek teşkil edebileceği düşünülen örnekler belirlenmiştir. Elde edilen veriler ışığında "anne"nin olumsuz örnek oluşturan davranışları tartışılmış ve değerlendirmeye tabi tutulmuştur.

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Section: Resultsunclassified

Keloğlan Masallarında Tutum ve Davranışlar: Anne-Çocuk İlişkisi

Ulutaş

Batur

2020

Kastamonu Eğitim Dergisi

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“…For many children, their first exposure to storytelling is the fairy tale. Tales written hundreds of years ago still appear in various forms and remain as popular as ever (Dewan, 2016;Zehetner, 2013). Fairy tales are generally defined as a prose narration with an indefinite setting, include the trials and tribulations of a character who has adventures of a magical kind that end happily and include folkloric features such as giants, goblins and fairies (Hasse, 2008;Teverson, 2013).…”

Section: A Brief History Of Fairy Talesmentioning

confidence: 99%

“…Young children learn that characters that are purely good or evil exist only in fairy tales and that to make mistakes is human (Kulikovskaya & Andrienko, 2016). According to Zehetner (2013), fairy tales have been used positively by parents for centuries to encourage personal growth and impart morals and that they are just as relevant today as they have ever been. Teachers in the contemporary classroom often select fairy tales for their therapeutic and didactic effects.…”

Section: Social and Emotional Lessonsmentioning

confidence: 99%

Searching for a happily ever after: using fairy tales in primary classrooms to explore gender, subjectivity and the life-worlds of young people

Saxby

2022

AJLL

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Fairy tales are ubiquitous in Australian primary schools. Drawing on a review of key literature, this paper aims to determine the implications of teaching fairy tales in the twenty-first-century primary classroom. Research points to the benefits of including fairy tales as a tool to improve all subject areas of the curriculum. Fairy tales present opportunities to positively engage students through the teaching of social justice and the development of emotional intelligence. The review of literature found that teachers need to be cautious and critical when teaching traditional fairy tales which often perpetrate an outdated, gender-ignorant representation of society, and allow students an opportunity to confront these ideas. The book form of Disney fairy tales can be problematic, particularly the earlier versions, which are criticised for being domesticated, sentimental and overly simplistic. The review has also found that multicultural fairy tales have enormous potential to increase cultural equity in the contemporary classroom, but unfortunately, they do not appear to be easily accessible in Australia. The fairy tale is constantly being reinvented and reimagined to fit into modern society, which has led to the emergence of the fractured fairy tale genre, where a traditional fairy tale is subverted. This review found that when used in a critical and inclusive manner, fairy tales have the potential to be an effective resource to teach primary school students in the contemporary classroom.

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“…Pedagogically, fairy tales are found to be a good instructional media to build students' behavior (Sayer, Kristiawan & Agustina, 2018) and convey basic values useful for children lives (Pulimeno, Piscitelli & Colazzo, 2020). Psychologically, fairy tales are trusted to develop children emotion for futuristic goals' attainment (Zehetner, 2013).…”

Section: Fairy Tales As Instructional Mediamentioning

confidence: 99%

Integrating Fairy Tales into Reading Class: Do They Catch Young Learners’ Reading Interest?

Romdanih

Yuningsih

2021

jip

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The aim of the present research is to investigate how fairy tales attract young learners’ interest in reading. Qualitative approach with ethnography method was applied. The participants involved consisted of 30 fifth graders and an English teacher of a public elementary school in Bekasi, West Java, Indonesia. The data were collected through observation, interview, and document analysis. The data were analyzed using data reduction, description, and verification. The finding demonstrated that fairy tales are proven to catch the young learners’ reading interest as they provide imaginative and enchanting content. By way of addition, it was indicated that affective and cognitive factors influence the students’ reading interest.

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Why fairy tales are still relevant to today's children

Cited by 8 publications

References 3 publications

Keloğlan Masallarında Tutum ve Davranışlar: Anne-Çocuk İlişkisi

Keloğlan Masallarında Tutum ve Davranışlar: Anne-Çocuk İlişkisi

Searching for a happily ever after: using fairy tales in primary classrooms to explore gender, subjectivity and the life-worlds of young people

Integrating Fairy Tales into Reading Class: Do They Catch Young Learners’ Reading Interest?

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