Academic literature on the topic 'A fairytale play for children'

Fairytale therapy is one of the effective methods of working with preschool children who are experiencing various emotional and behavioral difficulties. The essence of this method is to create a special fabulous atmosphere that makes the child’s dreams come true, allows the child to fight their fears and complexes. Fairytale therapy well overcomes the high level of anxiety in children, various fears, aggression, adapts to different children’s groups. Fairytale therapy can be used to deal with aggressive children, insecure, shy, susceptible to deception, as well as in cases of all kinds of psychosomatic illnesses. The process of fairytale therapy allows the child to understand and analyze their problems, to see ways to solve them. The basic principle of fairytale therapy is the holistic development of the individual, the care of the soul, the healing of the fairy tale. According to the results of theoretical and empirical study of fairytale therapy as an element of corrective influence on the formation of psychological health of preschool children, it is determined that the use of fairy tales in daily lessons with them gives an effective result in overcoming children’s anxiety, fears and complexes, stabilizes their emotional state, overcomes excessive aggressiveness in interaction with peers. The main task of fairy tales: to offer alternative behaviors, other exits from problematic situations through fairy-tale events and fairy-tale characters. At the same time performing various functions – diagnostic, prognostic, educational, corrective. At the choice of objects or audience, fairy tales can be individual and group, author and folk. We can choose them arbitrarily for the purpose of direct psychological and pedagogical influence on the problem, depending on the set goals. By freeing children from gaming addiction, the fairy-tale atmosphere allows toddlers to work out certain behavioral and role-playing stories, shaping adaptive and sparing, constructive and creative approaches to addressing urgent children’s problems. Listening, illustrating, playing fairy tales, supplementing and ending a fairy tale allows you to form adequate self-esteem and criticality today, and most importantly – independence and autonomy in the future. However, the results also gave us the opportunity to analyze that the immediate results of the lessons provided do not always give a lasting effect, and often children need reminders, re-discussing, playing the same fairy tale with the use of other activities, consolidating the acquired knowledge and skills in the form of play. Fairy tale as a cultural-philosophical and psychological-educational phenomenon significantly influences the mental health of the younger generation.

Abstract Literature builds children’s personal resources. It not only confers knowledge, but also helps to know other ways of thinking and acting. It shows patterns of behaviour that give considerable support in emotionally difficult situation; compensates for any deficiencies; relaxes releasing a good mood. Such an approach to the role of literature shows that the influence on a child using a variety of psychological mechanisms, mainly imitation and identification plays an essential role in the therapy and prophylaxis. Fables, fairy tales (these two concepts often used interchangeably) build a lot of bridges to the art of imagination, to other people and to each other. Therefore, knowing their role is not only interesting but also necessary. Fairy tales are therapeutic means for independent and creative way to cope with the world. They are an excellent way to build relationships between parents and children. They allow to establish a closer contact with a toddler, understand its situation, emotions and a way of looking at the world. Thus, a treatment by fairy tales is one of the best methods to reach the child’s understanding of its problems and provide support in difficult times. The main purpose of the following article is to show how great and educational value of literature is in the life of children; how it can be used to help a child overcome his difficulties. It presents the fairy tale not only as a factor in developing imagination, raising an interest in reading, satisfying curiosity and transmitting moral values providing many emotions, but also as a therapeutic agent

<p><em>This article focuses on the theory of German philosopher and literature critic Walter Benjamin (1892-1940) on the role of children</em><em>’</em><em>s literature and the degree by which his aesthetical theory, as expressed in the early 20th century, may be applied in modern education. Particularly in preschool ages, children’s literature plays a defining role in children</em><em>’</em><em>s development, stimulating learning memory and providing the foundations for the child</em><em>’</em><em>s perception of the world around him/her. Children</em><em>’</em><em>s literature and illustrations of children’s books, introduce children in learning and writing. In his theory, Benjamin describes how literature, and in particular the magic perceived by children’s mentality in fairytale, can and should be an integral part of education that does not apply standardized pedagogic norms or psychological interpretations, but promotes the way in which the child observes the world, imagination and intuitive perception.</em></p>

<p class="Abstrak">Anak penyandang tunanetra memiliki keterbatasan dalam mengakses informasi, hiburan, dan hal lain yang bisa diakses anak normal. Salah satu keterbatasan yang tidak mampu dilakukan oleh anak tersebut yakni membaca dongeng. Buku dongeng adalah salah satu yang dibutuhkan oleh anak untuk mengasah daya imajinasi dan kreatifitasnya. Buku dongeng biasanya dilengkapi dengan ilustrasi yang menarik untuk anak. Bagi anak penyandang tunanetra hal tersebut tidak bisa dilakukan. Mereka tidak dapat melihat gambar maupun tulisan di dalam buku dongeng. Namun mereka masih dapat mendengar cerita dongeng dari orang lain. Membaca dongeng membutuhkan ketrampilan khusus karena tidak hanya sekedar membaca tapi juga mengilustrasikan gambar dan teks di buku dongeng sesuai cerita dan karakter dari tokoh-tokoh yang ada di dalam buku sehingga anak seolah-olah masuk dalam cerita di buku tersebut meskipun mereka tidak melihat gambar yang ada di buku. Penelitian ini bertujuan merancang dan membangun <em>Windows Communication Foundation</em> untuk aplikasi <em>Audiobook</em> dongeng agar dapat dimanfaatkan oleh anak penyandang tunanetra. Penelitian ini dilakukan dengan 3 tahapan, yaitu analisis sistem, desain sistem, serta implementasi dan pengujian sistem. Hasil riset ini adalah perangkat lunak Windows Communication Foundation dengan 3 layanan, yakni layanan untuk menambah data audio dongeng, layanan untuk memilih dan memutar audio dongeng, dan layanan untuk melihat daftar audio dongeng. Berdasarkan hasil pengujian terhadap Windows Communication Foundation, seluruh layanan tersebut telah berfungsi dengan baik.</p><p class="Abstrak"> </p><p class="Abstrak"><em><strong>Abstract</strong></em></p><p class="Abstract"><em>Children with visual impairments have limitations in accessing information, entertainment, and other things that can be accessed by normal children. One of the limits that cannot be done by the child is reading a fairy tale. A fairy tale book is one that is needed by children to hone their usability and creativity. A fairy tale book that is usually equipped with exciting illustrations for children. For children with visual impairments, this cannot be done. They cannot see pictures or writings in fairy tales books. But they can still hear tales from other people. Reading a fairy tale needs special skills such as how to read it aloud and how to illustrate pictures and texts in a fairytale book according to the stories and characters in it. Children might feel that they are involved in the story even though they could not see the picture given. The purpose of the research is to design and to develop Windows Communication Foundation for the fairytale Audiobook application to be used by children with visual impairments. This research was conducted in 3 stages, namely system analysis, system design, and system implementation and testing. The results of this study are Windows Communication Foundation software with three services, namely services to add audio data tales, services to select and play tale audio, and services to view a list of fairy tales audio. To conclude, the result of testing of the Windows Communication Foundation shows that all these services have been well equipped.</em></p><p class="Abstrak"><em><strong><br /></strong></em></p>

AbstrakKegiatan Pengabdian Kepada Masyarakat ini dilatarbelakangi oleh keterlibatan kaum muda dan terlebih anak-anak dalam pusaran ideologi radikalisme. Anak muda yang menganut ideologi radikalisme merupakan isu yang harus dicermati di tengah bonus demografi yang tengah berlangsung di negeri ini tidak terkecuali pada salah satu daerah di Kota Magelang yaitu di Kampung Karanggading. Adapun tujuan dari pengabdian masyarakat ini adalah untuk meneguhkan nilai keindonesiaan melalui kegiatan bermain sambil belajar dan kegiatan cinta lingkungan sebagai upaya meningkatkan rasa cinta tanah air, budaya,� keagamaan dan lingkungan. Metode yang digunakan dalam pengabdian ini diantaranya dengan beberapa tahapan program dongeng nusantara bagi anak, program outbond, belajar dan bermain bagi anak dan program bersih lingkungan bagi anak. Hasil kegiatan pengabidan kepada masyarakat ini diantaranya kegiatan dongeng nusantara, outbond dan kerjabakti menumbuhkan budaya anti kekerasan dan radikalisme dan masyarakat Kampung Karanggading, khususnya anak-anak mendapatkan pemahaman nilai-nilai nasionalisme dalam kehidupan mereka sehari-hari.�Kata kunci: nasionalisme; deradikalisai; anak usia dini.��Abstract This Community Service Activity is motivated by the involvement of young people and especially children in the impact of radical ideology. Young people who adhere to the ideology of radicalism are an issue that must be observed in the midst of the demographic bonus that is taking place in this country, not least in one area in the Magelang City, in Kampung Karanggading. The purpose of this community service is to strengthen the value of Indonesianism through play activities while learning and loving activities in an effort to increase the patriotism, culture, religion and environment. The methods used several stages of the Indonesian fairytale program for children, outbound programs, learning and playing for children and a clean environment program for children. The results of community service activities include the folklore activities of the archipelago, outbound and collaborative work fostering a culture of anti-violence and radicalism and the people of Kampung Karanggading, especially children get an understanding of the values of nationalism in their daily lives.�Keywords: nationalism; deradicalization; early childhood.

This study focuses on the development of executive functions in preschool children during a series of science activities. A longitudinal play-based learning intervention was designed and implemented following the design of an educational experiment. Data were collected through visual ethnography in hot situations with adult supervision. Results show how entwined the concepts of inhibitory control and cognitive flexibility are within young children’s development. The development of cognitive flexibility or attention shifting readily occurred when there were fictive characters (such as the king and his royal family), but changing perspective toward a nonfictive environment (i.e., taking other children’s perspectives) was a more difficult and time-consuming process. This process began in an individual perspective and expanded to acknowledging others’ perspectives, then moved toward creating common perspectives or alternative narratives. Results show that science activities can be a bridge for preschool children to transfer their use of executive functions, from fairytales and games toward everyday tasks.

A magical, transitional space connects Dramatherapy and Fairytale. A space isolated, consecrated and forbidden, within which special rules occur. The description of this space talks about “temporary worlds,” as Johan Huizinga describes for Play, “within the usual world, dedicated in doing an act independent from our everyday practical lives.” It is there, that the dramatherapeutic stage allows us to enter this magic, transitional space that transforms itself from a wooden floor into a space where important and serious acts happen—even if they make us cry out with laughter. Therefore, within the context of Play, Fairytale, and Dramatherapy, the dramatherapeutic stage allows the person to exit, for a while, its real life and routine, and enter a magic world, a world that allows the unconscious to be expressed and relieved in a safe way. In this article, the author will explore the way Dramatherapy and Fairytale interconnect through the mediation of aesthetic distance which in both disciplines allows the clients and the dramatherapist to enter the liminal space of fantastic and/or dramatic reality and explore traumatic and painful events and issues of the clients’ life.

The method “Fairy Semantic Differential”, during which a respondent should assess a number of fairy-tale characters according to a set of personal characteristics, is designed for the individual work of a psychologist with children 4—10 years old.Personality characteristics, according to which the characters are evaluated, are formulated by words that adults use when dealing with children of this age.An analysis of the child’s attitude to characters allows us to determine the specificity of his/her moral-value sphere.Quantitative indicators that can be calculated using the data of the answering the questionnaire are discussed.These indicators characterize the child’s attitudes toward oneself and others, dimension of categorial space of interpersonal perception, content and hierarchy of these categories, the level of cognitive development in this area, the degree of socialization.The results of an empirical study are presented.Age/sex differences in the cognitive complexity of interpersonal perception and socialization were shown.For each indicator normative intervals are calculated.Examples of individual semantic space are presented.