Resilience is the inner resistance of a person. It helps them to cope better with difficult tasks. With strong resilience, children and young people go through life confidently and independently. However, the development of resilience depends on various factors.
One of these factors is the behavior of teachers and special educators. Renate Keller shows in her publication that telling fairy tales also promotes resilience. The courageous actions of the protagonists inspire especially children in their own behavior.
Fairy tales create inner images that strengthen learners in everyday life. The good ending in fairy tales supports children in their courage to face life and strengthens both resilience and social protective factors. Keller examines four fairy tales by the Brothers Grimm for their resilience-promoting effect.
Table of contents
1 Introduction
1.1 Starting situation
1.2 Questions
1.3 Procedure
2 The term resilience
2.1 Resilience models
2.2 Framework model of resilience
2.3 Summary Resilience Models
2.4 Protective factor concept
2.5 Risk factor concept
2.6 Interaction of risk and protective factors
2.7 Opportunities and dangers in the resilience concept
2.8 Summary
2.9 Conclusion for the lessons
3 Resilience research
3.1 Emergence of resilience research
3.2 Kauai Longitudinal Study (1955-1995)
3.3 The Mannheim Study of Children at Risk (1986-1999)
3.4 Bielefeld Invulnerability Study (early 1990s)
3.5 BELLA study (2003-2012)
3.6 Summary of empirical studies
3.7 Conclusion
4 Fairy tales
4.1 Fairy tales: definition
4.2 Magic Fairy Tales
4.3 Grimm's Fairy Tales
4.4 Fairy tales – a life aid
4.5 Distribution of roles in fairy tales
5 Promoting resilience through fairy tales
5.1 Characteristics of resilience-enhancing fairy tales
5.2 Grid for the analysis of fairy tales with regard to resilience promotion potential
5.3 Application of the assessment grid
5.4 Notes on the application of the assessment grid
6 Results of the four Grimm fairy tales analysed
6.1 Snow White and the Seven Dwarfs
6.2 The Frog King
6.3 Frau Holle
6.4 Little Red Riding Hood
6.5 Conclusion
7 Derived suggestions for teaching
7.1 Prevention measure to promote resilience in the classroom
7.2 The narrative situation
7.3 Playful implementation
7.4 Stages
7.5 Conclusion
8 Summary and reflection
8.1 Summary
8.2 Conclusion
8.3 Personal conclusion and outlook
Research Objective & Themes
This work explores the concept of resilience in child development and investigates whether the storytelling of Grimms' Fairy Tales can serve as a supportive tool for fostering resilience in kindergarten and primary school children. It combines psychological theory with practical pedagogical application.
- Theoretical foundation of resilience and risk/protective factors.
- Empirical analysis of resilience studies (e.g., Kauai, BELLA).
- Literary and pedagogical analysis of magic fairy tales by the Brothers Grimm.
- Evaluation of fairy tales using a resilience-promoting grid.
- Practical recommendations and methods for classroom-based fairy tale storytelling.
Excerpt from the book
4.4 Fairy tales – a life aid
Fairy tales can help you cope with anxiety situations. Fears and longings are addressed, which the child can not yet name on his own. The child experiences that he should fearlessly face fear and can rely on a turn for the better. All children are confronted with cruelly experienced situations. By identifying with fairy tale characters, it experiences how it can face up in problem situations. It experiences the naturalness of thoughts of retaliation and is freed from feelings of guilt, as it recognizes that the child-like excess in the feelings of love and in the anger, greed and affection are everyday emotional situations even for fairy tale heroes (Furst et al., 2000, 51).
I-Knowledge: In the development of children, they detach themselves from the symbiotic relationship with the mother at autonomy age. These include separation fears and the feeling of abandonment. During this time, the child has violent, imaginative thoughts. The fairy tale heroes / heroines left alone show this problem and confirm the child in his feelings. It is encouraged to trust and persevere so that everything can turn out for the better.
Sibling constellation: The child's subjective feeling of being disadvantaged compared to his siblings is taken up in fairy tales.
Feelings: The emotional experiences that children have in listening to fairy tales can be a support in later life. Love can transform people and hatred can be overcome. In individual fairy tales, the meaningfulness of solidarity behavior is shown. The joint action of allies can potentiate the abilities and powers of individuals and make them strong.
Summary of Chapters
1 Introduction: Introduces the research topic, the current situation of resilience in literature, and the central question regarding fairy tales as a promotional tool.
2 The term resilience: Defines the concept of resilience and explains core models, as well as the interaction of risk and protective factors in children.
3 Resilience research: Reviews foundational empirical studies, including the Kauai and Mannheim studies, to understand the history and mechanisms of resilience.
4 Fairy tales: Discusses the nature, definition, and structural characteristics of magic fairy tales, particularly those collected by the Brothers Grimm.
5 Promoting resilience through fairy tales: Explains how fairy tales can be assessed for resilience-promoting potential using a specific analytical grid.
6 Results of the four Grimm fairy tales analysed: Provides summaries and evaluations of Snow White, The Frog King, Frau Holle, and Little Red Riding Hood using the established grid.
7 Derived suggestions for teaching: Offers pedagogical methods, narrative strategies, and practical implementation tips for using fairy tales in the classroom.
8 Summary and reflection: Provides a final overview of the findings and a personal reflection on the author's insights throughout the research process.
Keywords
Resilience, Child Development, Fairy Tales, Grimm's Fairy Tales, Protective Factors, Risk Factors, Coping Strategies, Self-Efficacy, Emotional Competence, Social Competence, Pedagogy, Classroom Teaching, Narrative Situation, Resilience Promotion, Early Childhood Education.
Frequently Asked Questions
What is the core focus of this research?
The work examines the relationship between resilience development in children and the potential of using Grimm's Fairy Tales as a supportive pedagogical tool in educational settings.
What are the primary themes covered in the book?
The themes include the definition of resilience, the role of protective versus risk factors, the analysis of specific Grimm fairy tales, and practical classroom techniques for storytelling.
What is the main research question?
The central question is whether resilience in children can be positively promoted by telling Grimm fairy tales in kindergarten and lower school environments.
Which scientific methodology is applied?
The author uses a literature-based theoretical analysis and applies a structured evaluation grid developed by Saskia Koj (2008) to analyze four specific fairy tales.
What does the main body of the work address?
It provides an in-depth review of resilience models, summarizes key empirical studies, analyzes four specific fairy tales in detail, and offers concrete pedagogical suggestions for implementation.
What are the characterizing keywords for this work?
Key terms include resilience, child development, fairy tales, coping strategies, self-efficacy, and pedagogical implementation.
How is the resilience potential of a fairy tale measured?
It is measured using a grid that assesses seven aspects, including development of coping strategies, belief in self-efficacy, emotional competence, and social skills.
Which four fairy tales were specifically analyzed?
The analyzed tales are Snow White and the Seven Dwarfs, The Frog King, Frau Holle, and Little Red Riding Hood.
What role does the 'narrative situation' play in schools?
The author emphasizes the importance of the reading atmosphere, trust, and intimacy between the narrator and the children for effectively conveying resilience-enhancing messages.
What is the author's final conclusion?
The author concludes that storytelling is not a miracle cure but a highly effective, supportive measure that, when applied with pedagogical expertise, significantly aids in the development of children's personal resilience.
- Citar trabajo
- Renate Keller (Autor), 2018, Fairy tales and the promotion of resilience. How do Grimms' Fairy Tales impact children's development?, Múnich, GRIN Verlag, https://www.grin.com/document/1189170
