Fernandes, Elaine Ferreira, and Luis Ortiz Jiménez. “The Fairy Tales in Building Children’s Values.” Amadeus International Multidisciplinary Journal, vol. 3, no. 6, 2019, pp. 38–50., Web.
The article highlights how the use of fairy tales as a didactic technique affects the education of values in children. The authors note that the contexts of fairy tales usually refer to different human, moral, and ethical values. Since most children’s stories have a subjective language, the transfer of social values is facilitated by stimulating conflict resolution processes in the child by transferring subjectivity onto oneself (Fernandes and Jiménez 39). The article is essential for research, as it allows us to study how the elements of fairy tales can be considered in the context of the manifestation of the human personality.
Wilkes, Johannes. “What Fairy Tales Contribute to Children’s and Adolescents’ Mental Health.” Izi, 2018, Web.
The author of this article argues that fairy tales are moral but do not moralize, and their use in the context of education is auxiliary material for maintaining mental health. By stimulating children’s imagination, there is a better assimilation of the moth and society’s values when compared with ineffective pedagogical methods (Wilkes 50). It allows them to convey moral ideas, form children’s consciousness, and consolidate their inherent social qualities (Wilkes 50). This article is helpful for research in terms of studying the influence of fairy tales on the psycho-social development of children.
Lewin, David. “Between Horror and Boredom: Fairy Tales and Moral Education.” Ethics and Education, vol. 15, no. 2, 2020, pp. 213–231., Web.
In his research, the author examines the differences between pedagogical reductionism and reductionism when utilizing fairy tales to teach moral lessons. Lewin argues that a justified pedagogical reduction is intended to facilitate understanding, while reductionism considers using content to be accomplished (Lewin 11). The difference is that the first approach implies the tale’s context but gives one generally accepted interpretation. The second method smoothes the hermeneutic attitude to the world, not seeing the reduction as only one interpretation. The article is of particular value for research, as it allows us to consider approaches to introducing fairy tales into human life.
Vučković, Dijana. “A Fairy Tale (R)Evolution: The Value and the Critical Reading of Fairy Tales in the Contemporary Educational Context.” History of Education and Children’s Literature, 2018, Web.
In his article, the author claims that fairy tales can be beneficial and contribute to social-emotional, cognitive, and volitional development. Still, it is essential to consider at what level the interpretation of a fairy tale takes place for children. Many fairy tales deal with “difficult” realist themes, and instead of using a fairy tale as a moral lesson, it is better to interpret it as a story that requires critical reading (Vučković 334). The article considers the change in the paradigm of using fairy tales in an educational context. Therefore, it is essential for the study.