Since the discovery of fairy tales as children's literature by the Brothers Grimm, there seems to be a connection between children and fairy tales. When dealing with the topic of "children and fairy tale", questions arise that I would like to answer in my paper:
Can fairy tales be of help to children in their development? And if so, how can this happen and what is the basis of this power of a single story to be an aid to children's development? Aren't fairy tales far too cruel and brutal for a child? Shouldn't fairy tales rather be dispensed with as a subject of primary school teaching because of their brutality alone?
I will mainly refer to folk tales, as these are the first and most well-known fairy tales that most children are confronted with. In almost all cases it is the folk tales, and especially those from the Grimm collection of "Children's and Household Tales", which represent the first contact with literature for children.
In the first part of my paper, I will explore the meaning of the term "fairy tale" and its genre-typical characteristics in order to create a basis for further considerations. In the second part, I will examine how, where and when folk tales came into being in the first place and what function they were originally intended to fulfil.
After a short section in which the fairy tale is distinguished from related genres, I would like to look at the relationship between fairy tales and children. In this part, I would like to discuss their values for children, what positive possibilities fairy tales have to offer children and the question of the topicality and necessity of fairy tales today. Then, I would like to deal with the fairy tale as a subject of teaching and examine whether the folk tale finds its justification in today's primary school.
Table of Contents
1. Introduction
2. fairy tale
2.1.1 definition
2.2 Special features and characteristics of the fairy tale
2.2.1 One-dimensionality
2.2.2 One-dimensionality
2.2.3 Abstractness
2.2.4 Isolation and universality
2.2.5 Sublimation and worldliness
2.3 Fairytale species
2.3.1 Folk tales
2.3.2 Literary fairy tales
3. Origin and history of the fairy tale
3.1 Brief overview of the history of the fairy tale
3.2 Theories of origin
3.2.1. Single origin theory ( monogenesis )
3.2. Multiple origin theory ( polygenesis )
3.2.1 Indo-European theory
3.2.2 Anthropological theory
4. Original function of fairy tales
5. Fairy tales in contrast to neighbouring genres
6. Fairy tales and children
6.1 What opportunities do fairy tales offer children?
6.2 Actuality of fairy tales – Do children need fairy tales?
6.3 The cruel and evil in fairy tales
7. Fairy tales as a subject of instruction in primary school
7.1 Pedagogical.didactic significance of fairy tales in primary education
7.2 Possibilities for teaching
8. Case study
8.1 Brief description of the learning environment and class
8.2 Brief description of the teaching unit
8.3 Brief reflection of the hour
9. Summary
10. List of references
Objectives and Core Topics
The primary objective of this work is to explore the educational value of fairy tales in modern primary education, specifically addressing the question of whether their inherent cruelty and brutality hinder their suitability for children. The paper investigates the generic characteristics of fairy tales, their historical origins, and their potential as a developmental aid for young learners.
- Generic characteristics and structural features of the fairy tale.
- Historical theories regarding the origin of folk tales (monogenesis vs. polygenesis).
- Pedagogical impact of fairy tales on child development and self-discovery.
- Critical examination of cruelty and evil in fairy tales and their role in a child's psyche.
- Methodological approaches to integrating fairy tales into primary school curricula.
Book Excerpt
6.3 The cruel and evil in fairy tales
"Listen, man, tomorrow morning take the two children, give each one another piece of bread, then lead them out into the forest, in the middle of where he is thickest, make them a fire, and then go away and leave them there alone: we can no longer feed them."69
This is just one of the numerous examples in which the cruelty in folk tales is obvious, and the question, which is repeatedly discussed, of whether fairy tales are suitable for children is justified.70
It can not be denied, fairy tales are cruel : Pigeons chop people's eyes out, Cinderella's sisters separate their heels and toes, Hansel is held captive in a cage to be fattened and then eaten, Little Red Riding Hood's grandmother is devoured by the wolf, and princes die agonizingly in the search for the sleeping Sleeping Beauty in a thorn hedge.
The suitability of fairy tales in relation to their cruelties has been discussed again and again. In the field of education and teaching, there was great uncertainty about the educational value of folk tales. It must be borne in mind, however, that fairy tales name violence and cruelty, but do not describe them, let alone glorify them. On the contrary, cruelty is sublimated.
Bruno Bettelheim is even of the opinion that cruelty in fairy tales is extremely meaningful and important for the child's development. He claims that the child needs justice and the punishment of the wicked. It gives him, in his opinion, a sense of reassurance and joy when he notices at the end of the story that the hero of the fairy tale has overcome and defeated his fears and the enemies receive their just punishment.71
Summary of Chapters
1. Introduction: Presents the central research questions regarding the developmental role of fairy tales and addresses the concern about their inherent brutality in primary education.
2. fairy tale: Defines the term "fairy tale," discusses its generic characteristics such as one-dimensionality and abstractness, and distinguishes between folk tales and literary fairy tales.
3. Origin and history of the fairy tale: Provides a historical overview and contrasts theories of origin, specifically monogenesis (Indian theory) versus polygenesis (independent development).
4. Original function of fairy tales: Explains that fairy tales were originally intended for adults as entertainment and life guidance before they were appropriated for child education.
5. Fairy tales in contrast to neighbouring genres: Analyzes the distinctions between fairy tales, legends, myths, and fables, focusing on their varying claims to reality and structure.
6. Fairy tales and children: Investigates the positive influence of fairy tales on children's development, their role in coping with fear, and a critical look at the portrayal of cruelty.
7. Fairy tales as a subject of instruction in primary school: Examines pedagogical and didactic significance, provides justifications for their use, and offers practical teaching applications.
8. Case study: Describes a practical teaching unit conducted in a 4th-grade class, focusing on the learning environment and reflective feedback on student engagement.
9. Summary: Synthesizes the core arguments, reaffirming that the positive effects of fairy tales in teaching outweigh concerns regarding their brutal elements.
10. List of references: A comprehensive list of the academic sources utilized throughout the research.
Keywords
Fairy Tales, Folk Tales, Child Development, Primary Education, Didactics, Bruno Bettelheim, Max Lüthi, Monogenesis, Polygenesis, Pedagogy, Narrative, Literary Genre, Cruelty in Fairy Tales, Educational Aid, Storytelling
Frequently Asked Questions
What is the core focus of this research paper?
The paper explores the role of fairy tales in primary education, focusing on their pedagogical benefits, their function in child development, and the critical debate surrounding the presence of cruelty and brutality in these traditional stories.
What are the central themes discussed in this work?
The core themes include the definition and history of fairy tales, the psychological and educational development of children, the difference between folklore and other literary genres, and methodological approaches for teaching these texts in school settings.
What is the primary research question?
The research seeks to answer whether fairy tales act as effective development aids for children and whether their inherent violence makes them unsuitable for primary education or if these elements serve a deeper, necessary psychological function.
What scientific methods are applied to analyze the topic?
The author uses a literature-based analysis of pedagogical and psychological theories (such as those by Bruno Bettelheim and Max Lüthi) combined with a qualitative case study in a primary school class to evaluate the impact of fairy tale instruction.
What content is addressed in the main body of the text?
The main body covers the generic and stylistic characteristics of fairy tales, their historical evolution, comparisons to neighboring genres like legends and fables, and a detailed look at their educational applications, including a specific case study of a teaching unit.
Which keywords best characterize this work?
Key terms include Fairy Tales, Child Development, Primary Education, Pedagogy, Didactics, Psychological Development, and Folklore Studies.
How do fairy tales help children cope with negative emotions?
According to the text, fairy tales allow children to project their internal conflicts onto characters, helping them understand and process emotions like fear, envy, and greed through the safe, clear structure of the "good vs. evil" dichotomy.
Why does the author argue that fairy tales are suitable for primary schools?
The author argues that they stimulate creativity, improve linguistic skills, and provide moral orientation through sublimation, concluding that the positive developmental outcomes for children significantly outweigh the concerns about the portrayed cruelty.
- Citation du texte
- Katharina Horn (Auteur), 2012, Fairy tales in primary school. A lesson plan, Munich, GRIN Verlag, https://www.grin.com/document/1157385
