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Journal articles on the topic 'A fairytale play for children'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

Muzychko, Lesya T. "PSYCHOTHERAPICAL WORK WITH THE TALE AS AN ELEMENT OF EFFECTS ON THE FORMATION OF PSYCHOLOGICAL HEALTH OF PRESCHOOL CHILDREN." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (January 28, 2021): 114–19. http://dx.doi.org/10.25264/2415-7384-2021-12-114-119.

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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.
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2

Kuciapiński, Marek Jan. "The Therapeutic and Educational Properties of Fairytale Therapy in the Early Stages of Children’S Development." Pedagogika Rodziny 4, no. 2 (June 1, 2014): 77–93. http://dx.doi.org/10.2478/fampe-2014-0019.

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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
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3

Ph.D, Anastasia Chournazidi. "The Pedagogic Role of Children’s Literature Walter Benjamin’s Theory in Modern Education." World Journal of Educational Research 4, no. 3 (July 5, 2017): 395. http://dx.doi.org/10.22158/wjer.v4n3p395.

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<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>
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Purwati, Yuli, Dadang Wahyu Utomo, Fandy Setyo Utomo, and Wiga Maulana Baihaqi. "Windows Communication Foundation untuk Audiobook Dongeng bagi Anak Penyandang Tunanetra." Jurnal Teknologi Informasi dan Ilmu Komputer 7, no. 2 (February 18, 2020): 339. http://dx.doi.org/10.25126/jtiik.2020721943.

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<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>
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5

Nugraha, Joko Tri, Retno Dewi Pramodia Ahsani, and Nike Mutiara Fauziah. "Meneguhkan Nilai Keindonesiaan melalui Program Deradikalisasi Anak Usia Dini di Kampung Karanggading Kota Magelang." Indonesian Journal of Community Services 2, no. 1 (May 31, 2020): 80. http://dx.doi.org/10.30659/ijocs.2.1.80-91.

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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.
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6

Vidal Carulla, Clara, Nikolaos Christodoulakis, and Karina Adbo. "Development of Preschool Children’s Executive Functions throughout a Play-Based Learning Approach That Embeds Science Concepts." International Journal of Environmental Research and Public Health 18, no. 2 (January 12, 2021): 588. http://dx.doi.org/10.3390/ijerph18020588.

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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.
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7

Park, Sang-jae. "Concentric aesthetics unraveled through play -Hyundeok Fairytale Theory-." Korean Journal of Children's Literature Studies 39 (December 31, 2020): 37–59. http://dx.doi.org/10.24286/kjcls.2020.12.39.37.

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8

Schubert, Maria. "Dramatherapy and Fairytale: Entering the fantastic reality." Dramatherapy 41, no. 1 (April 2020): 25–36. http://dx.doi.org/10.1177/0263067221996923.

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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.
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9

Petrenko, V. F., and O. V. Mitina. "Fairytale Semantic Differential Technique: Diagnostic Possibilities." Психологическая наука и образование 23, no. 6 (2018): 41–54. http://dx.doi.org/10.17759/pse.2018230604.

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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.
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10

Jung, Yun Ho, Chun Ho Pak, and Eu Jean Jang. "Analysis of Horticultural Elements in Fairytale Books for Children." Journal of Korean Society for People Plants and Environment 19, no. 3 (June 30, 2016): 209–16. http://dx.doi.org/10.11628/ksppe.2016.19.3.209.

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11

Purnamasari, Dewi, Didin Nuruddin Hidayat, and Alek Alek. "BRAVE AND HARDWORKING: A FEMINIST ANALYSIS ON CHILDREN FAIRYTALE “THE LAZY GIRL”." Elite English and Literature Journal 7, no. 1 (May 25, 2020): 1. http://dx.doi.org/10.24252/elite.v7i1a1.

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This study analyzed the feminist analysis of children fairytale "The Lazy Girl". In this case, the researchers selected the children fairytale from the perspective of modern feminism framework analysis and identified the moral values of this story. This study focused on the main character of the story drawn as brave and hardworking character. The method used in this study is qualitative descriptive analysis. The researchers analyzed the text of the story from a YouTube channel based on the feminist approach. The finding showed that the second and the third wave of feminist characteristic were used in this story. The main character of this this story showed the brave and hardworking of young girl which related to the feminist framework. In addition, this story has good moral values for children and provides a positive impact for the children.
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12

Агамирова, Екатерина, Ekaterina Agamirova, Елизавета Агамирова, and Elizaveta Agamirova. "Role of specialized tourism projects based on the national fairytale symbols in patriotic education of children." Services in Russia and abroad 9, no. 5 (March 16, 2015): 70–84. http://dx.doi.org/10.12737/17464.

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The article is devoted to specialized tourism projects, which are focused on the formation and development of patriotism in young children. In recent years, the problems of patriotic education take key place in national and regional educational and training programs. However, as it is noted in the article, not enough attention is paid to development of patriotism in young children, who are most susceptible to the effects of various forms and pass through one of the most important stages in the formation of identity. The article highlights the features and techniques of children&#180;s patriotic development and justifies importance of emotional connection with a territory or place in formation of this feeling in children. The article also shows that the development of specialized tourism and local history projects can be an instrument of formation and promotion of images of national heroes and patriotism in general. The article describes a specialized project &#34;Fairytale Map of Russia&#34;. The authors have revealed the potential for its use in children&#180;s educational and training programs for the development of patriotism. The main objective of creating an image of the national folk hero is the selection and positioning of its strengths and qualities, which in most cases are the basis for the formation of the child&#180;s personality and can be used for the development of patriotic characteristics of children. The article presents the description of Russian national fairytale heroes that may be the basis for an empirical image for the generation a sense of love of country in young children. The authors have determined that the use of submitted fairytale images allows solving a number of key tasks associated with different areas of children’s education. In the article the connection between common educational functions and the functions of patriotism is revealed; and categorization of folk images of national fairytale heroes on the basis of their impact on the development of certain common cultural and patriotic qualities is provided.
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Nowicka, Marzenna. "Głosy współczesnych dzieci w sprawie "Kajtusia Czarodzieja" – śladem Korczakowskiego pisarskiego eksperymentu." Problemy Wczesnej Edukacji 46, no. 3 (September 30, 2019): 47–57. http://dx.doi.org/10.26881/pwe.2019.46.05.

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Janusz Korczak engaged children in writing novels intended for them. His writing experiments consisted in directly transferring children’s ideas to the paper, correcting and reworking the stories under the influence of the listeners’ comments, removing and cutting fragments of the text at their request. Following Korczak’s method, a reconstruction of understanding by modern children of created 85 years ago novel “Kajtuś Czarodziej” was made. Based on focus interviews, it was established that the fairytale context of reading is read by children on a multithreaded basis, filtered by reference to the present day, critically evaluated by older children. The linguistic layer is acceptable, while the transfer of the fairytale aspect to real life does not suit the contemporary young recipients. The children’s suggestions regarding the new plots of reading were mainly of mimetic character in relation to the original.
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Petrenko, Victor, and Olga Mitina. "The Fairytale Semantic Differential Technique: A Cross-Cultural Application." Behavioral Sciences 10, no. 7 (July 6, 2020): 112. http://dx.doi.org/10.3390/bs10070112.

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The “Fairytale Semantic Differential” method, in which the respondent assesses several fairytale characters according to a set of personal characteristics, is designed for individual psychological work with children 4–10 years old. Personality characteristics, according to which the characters are evaluated, are formulated in terms understandable to child respondents, i.e., these are words that parents and teachers use when dealing with children of this age. An analysis of the child’s attitude to a certain fairytale character makes it possible to determine the individual properties of his/her moral value sphere. Quantitative indicators that can be calculated on the basis of the data collected by the questionnaire are discussed. These indicators characterize the child’s personality, his/her understanding of interpersonal relationships, the dimensionality of the categorial space of interpersonal perception, the content of these categories and its hierarchy, the level of cognitive development in this domain, and the degree of socialization. The results of an empirical study that was conducted in Moscow, Baku, and Tashkent are presented. Age and sex differences were found in the cognitive complexity of interpersonal perception and socialization. Also, an example of individual semantic space is presented.
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Jaffar, Nosheen. "DECIPHERING THE FAIRYTALE: DECONSTRUCTION OF ROMANCE THROUGH THE CONSTRUCTION OF SELF IN PYGMALION." Humanities & Social Sciences Reviews 9, no. 3 (May 20, 2021): 459–66. http://dx.doi.org/10.18510/hssr.2021.9347.

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Purpose: This study examines Eliza’s character in Bernard Shaw’s play Pygmalion and her construction of self through the deconstruction of romance in the play. Methodology: This research is a qualitative study applying the content analysis method. A qualitative research design was adopted to investigate and look at various traits of the main character and her evolution to become an independent, thinking, and opinionated individual towards the end. The research data in this paper is drawn from two primary sources: literary books and articles. Main Findings: The analysis of the text unravels the transformation of the character and her eventual emancipation from the shackles of the expected programmed behavior. Applications: This paper can be used by literary scholars, and students. Novelty/Originality: In the past, many researchers have contributed articles on the thematic analysis of Pygmalion, while this paper approached the play from both linguistic and thematic viewpoints and provided insights for other researchers in the field. The insights based on language analysis of Pygmalion presented in this paper can be a model for other researchers in the interdisciplinary fields of language and literature to apply similar approaches to analyze literary texts.
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Shestopal, Ivanna. "FAIRYTALE THERAPY AS AN EFFECTIVE METHOD OF WORKING A PSYCHOTHERAPIST WITH CHILDREN." Scientific Notes of Ostroh Academy National University: Psychology Series 1 (January 30, 2020): 143–47. http://dx.doi.org/10.25264/2415-7384-2020-10-143-147.

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Ninsiana, Widhiya. "PENDEKATAN MULTIKULTURAL DALAM PEMBELAJARAN BAHASA INGGRIS MELALUI MEDIA DONGENG PADA ANAK USIA DINI." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 1 (June 15, 2017): 41. http://dx.doi.org/10.32332/elementary.v3i1.787.

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Indonesia is a multicultural country, because it consists of various cultures, customs, and a variety of habits. These components are generally bonded together (integrated/embedded) with ethnicity, language, and culture. The use of foreign languages, especially English, in all its forms is related teaching foreign languages in formal and informal education in Indonesia. Even some foreign language has been introduced on early childhood. Seeing this phenomenon, educators must have a knowledge of foreign languages, willingness and skills to introduce and involve all educate into a global context. The introduction and engagement multicultural (cross-cultural disposition) that should be conducted transformative or practical experience (cross-cultural encounter) in learning English language, such as a fairytale. The multicultural approach in English learning by fairytale on early childhood will make the children more tolerant the other cultures.
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Zervas, Athanasios, George Chrousos, and Sarantis Livadas. "Snow White and the Seven Dwarfs: a fairytale for endocrinologists." Endocrine Connections 10, no. 5 (May 1, 2021): R189—R199. http://dx.doi.org/10.1530/ec-20-0615.

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‘Snow White and the Seven Dwarfs’, a fairytale that is widely known across the Western world, was originally written by the Brothers Grimm, and published in 1812 as ‘Snow White’. Though each dwarf was first given an individual name in the 1912 Broadway play, in Walt Disney’s 1937 film ‘Snow White and the Seven Dwarfs’, they were renamed, and the dwarfs have become household names. It is well known that myths, fables, and fairytales, though appearing to be merely children’s tales about fictional magical beings and places, have, more often than not, originated from real facts. Therefore, the presence of the seven brothers with short stature in the story is, from an endocrinological point of view, highly intriguing, in fact, thrilling. The diversity of the phenotypes among the seven dwarfs is also stimulating, although puzzling. We undertook a differential diagnosis of their common underlying disorder based on the original Disney production’s drawings and the unique characteristics of these little gentlemen, while we additionally evaluated several causes of short stature and, focusing on endocrine disorders that could lead to these clinical features among siblings, we have, we believe, been able to reveal the underlying disease depicted in this archetypal tale.
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Trebješanin, Žarko, Goran Jovanić, and Mladen Stajić. "Why Contemporary Children and Adults Like Fairytales." Issues in Ethnology and Anthropology 8, no. 1 (February 27, 2016): 95. http://dx.doi.org/10.21301/eap.v8i1.5.

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The paper is based on field research on parents’ opinions and attitudes toward fairytales. The research was conducted in 2012, using a specially prepared questionnaire. The sample consisted of rural and urban parents of both sexes in Jagodina and Levca county. The paper represents an analysis of the opinions of parents on the pedagogical and psychological importance of the fairytale as a genre of folklore. The results show who tells fairytales to children today, and which traditional fairytales are favored by contemporary children and their parents. Empirical data provides us with a reliable answer to the question of what contemporary parents in Serbia think about whether “brutal” or “bloody” fairytales are harmful to children or not. The discovery of what parents think about why children like fairytales and what they can learn from the fantastic stories is especially important.
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Muyassaroh, Izzah, and Titin Sunaryati. "Urgensi Pengembangan Buku Dongeng Movable Berbasis Etnosains Sebagai Bahan Ajar Penunjang Pembelajaran Ipa Siswa Kelas." AR-RIAYAH : Jurnal Pendidikan Dasar 5, no. 1 (July 1, 2021): 13. http://dx.doi.org/10.29240/jpd.v5i1.2683.

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Transforming textbooks into something interesting and fun for students is now increasingly interesting to study in line with the increasing number of challenges creating children's interest for reading. In order to have an attractive value for children, textbooks need to be specially prepared with a child's point of view which is of course adjusted to the character and level of children's development, learning needs, and the socio-cultural environment. This research is a descriptive qualitative study that aims to identify the urgency of developing ethnoscience based movable fairytale book to support science learning in grade IV Elementary students. This research is a descriptive qualitative study using observation, interview, and questionnaire techniques in data collection. The data analyzed using descriptive analysis techniques according to Miles & Huberman. The results of the study showed that textbooks that support learning are still limited, reading activities are the most preferred activity during learning but not in leisure, and ethnoscience-based movable fairytale book very hoped to be developed.
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Colassanti, Maria. "Children Play." World Leisure & Recreation 35, no. 4 (December 1993): 10–11. http://dx.doi.org/10.1080/10261133.1993.9673875.

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Ivanova, N. "The narrative of fairytale in the implementation of the educational program “Philosophy for children”." Education and Development of Gifted Personality, no. 1 (2020): 29–34. http://dx.doi.org/10.32405/2309-3935-2020-1(77)-29-34.

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23

Burlakova, Natalia S., and Polina S. Bykova. "“Fairytale pedagogy” and non-fairy risks in emotional and personal development of the preschool children." National Psychological Journal 18, no. 2 (2015): 123–33. http://dx.doi.org/10.11621/npj.2015.0213.

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Salhiová, Martina. "Stárnou pohádkové bytosti v současné české literární tvorbě pro děti a mládež?" Slavica Wratislaviensia 163 (March 17, 2017): 591–98. http://dx.doi.org/10.19195/0137-1150.163.49.

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Do the fairytale creatures grow old in contemporary Czech literature for children and youth?The literary creation for children and youth does not avoid the literary realizations of attitudes towards old age. In this article, we will introduce three diverse ways to capture the aging process, but also the rejuvenation of the mythical creatures. In the prose with a child hero Dračí polévka, the Vietnamese grandfather was reborn as a lush dragon, in the fairy tale Lichožrouti, three different fairytale creatures are preparing for the end of their lives and in the book for children František zkaštanu, Anežka ze slunečnic, a metaphor of autumn is used to describe the cyclicality of the life in nature. Although the mentioned books are dissimilar, the description of old or aging persons is carried in the positive note, they become a pattern for little readers.Остаряват ли приказните същества в съвременните чешки произведения за деца и юноши?Дори в литературата за деца и юноши не отсъстват литературни реализации на отношението към старостта. В тази статия ще бъдат представени три различни начина за улавяне на процеса на стареене, но и подмладяване на митични същества. В прозата с дете герой Dračí polévka виетнамски дядо се преражда в буен дракон, в приказката Lichožrouti трима различни приказни герои се подготвят за края на живота си, а в книгата за деца František z kaštanu, Anežka ze slunečnic използва метафората на есента, описваща цикличността на живота в природата. Въпреки че споменатите книги са много различни, описанието на стари или застаряващи лица се извършва в положителен тон, те се превръщат в модел на малките читатели.
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Endicott, Sarah, Gourab Kar, and Abir Mullick. "Inclusive Indoor Play: Children at Play." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 53, no. 19 (October 2009): 1527–31. http://dx.doi.org/10.1177/154193120905301913.

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26

Bai, Limin. "Children at Play." Childhood 12, no. 1 (February 2005): 9–32. http://dx.doi.org/10.1177/0907568205049890.

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27

GATES, DONNA M. "Children and Play." MCN, The American Journal of Maternal/Child Nursing 12, no. 1 (January 1987): 20. http://dx.doi.org/10.1097/00005721-198701000-00004.

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28

Dill, Karen E. "Children at Play?" Human Development 48, no. 5 (2005): 315–22. http://dx.doi.org/10.1159/000086877.

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29

Kraft, Robert E. "Children at Play." Journal of Physical Education, Recreation & Dance 60, no. 4 (April 1989): 21–24. http://dx.doi.org/10.1080/07303084.1989.10604403.

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30

Bellinson, Jill. "Games Children Play." Child and Adolescent Psychiatric Clinics of North America 22, no. 2 (April 2013): 283–93. http://dx.doi.org/10.1016/j.chc.2012.12.003.

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31

Marinkov, Jelena. "Anti-fairytale, anti-initiation and a doll: Representation of the female position in Milena Marković's play Doll Ship." Genero, no. 24 (2020): 1–23. http://dx.doi.org/10.5937/genero2024001m.

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In this paper, we will try to analyse the anti-initiation of the protagonist of the drama Doll Ship into the world of adults, into the world of the hegemony of masculinity. The process that the heroine goes through can be considered as anti-initiation and is embodied in the title metaphor of a doll ship. By changing the fable stages of a fairy tale, varying typical situations, and by dialogues filled with jargon and songs, a plot is formed, through which the main heroine, the Woman, (does not) progress. Sharp, cruel banalization serves to demystify and expose common female roles and positions.
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32

Pulimeno, Manuela, Prisco Piscitelli, and Salvatore Colazzo. "Children’s literature to promote students’ global development and wellbeing." Health Promotion Perspectives 10, no. 1 (January 28, 2020): 13–23. http://dx.doi.org/10.15171/hpp.2020.05.

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Background: Tales were transmitted from one generation to another, enriching young people with values, beliefs, imagination and creativity. Children’s literature still plays a crucial part in education as it provides knowledge and entertainment, representing a typical example of"edutainment". In this paper, we carried out a review to examine pedagogic, didactic and psychological/therapeutic dimensions of children’s literature, with the aim of highlighting its role in promoting students’ holistic development and wellbeing. Methods: We have searched for original articles (from 1960s to 2019), by using the following keywords: "fairytales" or "fairy tales" or "folktales" or "fables" AND "education" or"development" or "learning" or "teaching" or "school" or "curriculum" or "classroom" AND"children" or "child" or "kids" or "childhood" AND "health" or "wellbeing". Results: We found 17 studies concerning pedagogic aspect of children literature, while 21 and17 studies were selected for didactic and therapeutic dimensions, respectively. From a pedagogic point of view, tales convey basic values useful for children lives. In a didactic perspective, properly chosen storybooks represent a valuable resource for school activities, improving students’ language skills and building up a friendly/respectful classroom environment. Children stories are also used by health professionals for therapeutic purposes (bibliotherapy) to prevent unhealthy habits and addictions, or address psychosomatic disorders. Finally, storybooks and web-based/digital stories can be an effective vehicle for health contents, to encourage the adoption of healthy lifestyles among schoolchildren. Conclusion: Children’s literature and storytelling could be helpful in promoting students’ global development and wellbeing, when included in school curricular activities.
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Bazyk, S., D. Stalnaker, M. Llerena, B. Ekelman, and J. Bazyk. "Play in Mayan Children." American Journal of Occupational Therapy 57, no. 3 (May 1, 2003): 273–83. http://dx.doi.org/10.5014/ajot.57.3.273.

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Jessee, Peggy O. "Nurses, Children, and Play." Issues in Comprehensive Pediatric Nursing 15, no. 4 (January 1992): 261–69. http://dx.doi.org/10.3109/01460869209078258.

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Padak, Nancy, and Timothy Rasinski. "The Games Children Play." Reading Teacher 62, no. 4 (December 1, 2008): 363–65. http://dx.doi.org/10.1598/rt.62.4.11.

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Shree, Abha, and P. C. Shukla. "Play: World of Children." Educational Quest- An International Journal of Education and Applied Social Sciences 7, no. 2 (2016): 71. http://dx.doi.org/10.5958/2230-7311.2016.00021.0.

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McBride, Deborah L. "Children and Outdoor Play." Journal of Pediatric Nursing 27, no. 4 (August 2012): 421–22. http://dx.doi.org/10.1016/j.pedn.2012.04.001.

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38

Morabia, Alfredo, and Michael C. Costanza. "Let the children play." Preventive Medicine 43, no. 6 (December 2006): 435–36. http://dx.doi.org/10.1016/j.ypmed.2006.11.008.

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39

Ellaway, A. "Play areas for children." Journal of Epidemiology & Community Health 57, no. 5 (May 1, 2003): 315. http://dx.doi.org/10.1136/jech.57.5.315.

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40

Kekoshvili, Vakhtang, and Gavin Slade. "Prisoner Games Children Play." Problems of Post-Communism 67, no. 3 (April 29, 2019): 277–87. http://dx.doi.org/10.1080/10758216.2019.1586551.

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41

Zintsova, Yu N., I. V. Matveeva, and S. N. Samozhenov. "Originality of Author’s Position as a Playful Dialogue with Reader in Novel by M. Ende «Der Spiegel im Spiegel»." Nauchnyi dialog 1, no. 7 (July 29, 2021): 165–82. http://dx.doi.org/10.24224/2227-1295-2021-7-165-182.

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The article is devoted to the study of the category of the game and its embodiment in the form of specific game techniques in discourse. The research material was the work of M. Ende «Der Spiegel im Spiegel». The novelty of the research is seen in the fact that the combined connections of artistic stories form irrational worlds. The relevance of the study is due to the growing interest of researchers in the surrealist reflection of reality in a literary text. It is shown in the work that play is a process of personality formation and a kind of free human activity. Special attention is paid to the theoretical analysis of fairytale discourse. The principle of semantic and compositional connection of individual works of the cycle of stories is brought into consideration. The article deals with the issues of realization by characters of literary texts of the key parameters of play and non-play in mythological discourse. Attention is paid to the main variants of human behavior. The question is also raised about the physical properties of mirrors, which are implicit markers of various symbols. Special attention is paid to the spherical mirror. It is shown that M. Ende’s work is based on the principle of the panoramic reflection effect.
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Muhamad, Farhang Muzzafar. "The role of children’s literature in the patriotism, and the upbringing of Kurdish children." Review of Nationalities 7, no. 1 (December 1, 2017): 355–73. http://dx.doi.org/10.1515/pn-2017-0011.

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Abstract Children’s literature, despite being a relatively young branch of literature in general, is an important factor in the upbringing of children. Its basic aims have been obvious but not simple to achieve – to develop a child’s personality, provide educational experiences and encourage him to read. Along with areas such as art, theater, puppetry, music, movement and field trips, literature is also an object of children’s attention. Moreover it provides an opportunity to gain experience and learn a lesson, as children are usually open to fairytale-like content. Because of that, a magic world of adventures usually becomes a part of the educational process, imparting moral patterns and exposing them to various experiences, values and attitudes. Listening to stories told by parents, nannies, and teachers, which are later read by children themselves, is an activity beloved by children from all over the world. This research focuses especially on Kurdish experiences in terms of children’s literature and its role in bringing up a child. It indicates essential differences between contents, aims and circumstances upon which certain stories occurred. It provides an explanation of their role in developing a mature personality and patriotism41 upbringing among Kurdish children.
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Ramagoni, Naveen Kumar, Y. Rajmohan Shetty, and Amitha Hegde. "Do Our Children Play Safe?" Journal of Clinical Pediatric Dentistry 31, no. 3 (April 1, 2007): 160–63. http://dx.doi.org/10.17796/jcpd.31.3.br41784v5u852p6t.

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Sports participation is a frequent cause of injury in general to children and adolescents. 719 athletically active school children belonging to the age group of 11-14 years were selected from the four urban localities in south India (i.e, Bangalore Chennai, Cochin & Hyderabad). Data was collected by a well structured questionnaire. The results revealed that the south Indian urban school children had inadequate levels of awareness regarding orofacial injuries and their emergency care. The knowledge regarding protective devices was found to be minimal. Majority of the children were aware of mouthguards but their usage was nil.
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Tarnowski, Susan M. "Musical Play and Young Children." Music Educators Journal 86, no. 1 (July 1999): 26–29. http://dx.doi.org/10.2307/3399573.

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Jessee, Peggy O., Heidi Wilson, and Dee Morgan. "Medical Play for Young Children." Childhood Education 76, no. 4 (June 2000): 215–18. http://dx.doi.org/10.1080/00094056.2000.10521165.

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46

Glenn, Nicole M., Camilla J. Knight, Nicholas L. Holt, and John C. Spence. "Meanings of play among children." Childhood 20, no. 2 (August 28, 2012): 185–99. http://dx.doi.org/10.1177/0907568212454751.

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47

Evans, John. "Where do the children play?" Children Australia 25, no. 2 (2000): 35–40. http://dx.doi.org/10.1017/s1035077200009706.

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While there is still some debate about whether or not children play less today than they did in the past, few would argue that they play differently. There is a good deal of concern that children are less involved in physically active outdoor play today because their traditional playgrounds – the backyards, streets and vacant spaces – are now less accessible. Why this is the case, and why it should be something which concerns us, are questions which are addressed in this paper. The discussion concludes by examining ways in which outdoor play might be made more accessible to children.
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Cunningham, Carolyn, Kimberly Fill, and Lorraine Al-Jamie. "Sandtray Play with Traumatized Children." Journal of Aggression, Maltreatment & Trauma 2, no. 2 (April 7, 2000): 195–205. http://dx.doi.org/10.1300/j146v02n02_09.

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49

Rich, Diane. "When children play with guns." Practical Pre-School 2003, no. 42 (November 2003): 17–20. http://dx.doi.org/10.12968/prps.2003.1.42.40159.

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50

Brener, Michael I., and Sarah R. Kaslow. "Where Do the Children Play?" New England Journal of Medicine 383, no. 6 (August 6, 2020): e35. http://dx.doi.org/10.1056/nejmp2011100.

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