Supervisors info:
Μαλαφάντης Κωνσταντίνος, Καθηγητής, Π.Τ.Δ.Ε., ΕΚΠΑ
Summary:
The present study aims at examining the multifaceted and multidimensional of fairytale and its use in pre-school and primary education as a teaching, educational and educational tool for education, learning, education and psycho-emotional maturation.
Initially, the characteristics of the fairytale are described as a kind of folk tale. Then, the theoretical approaches of scientists are formulated in this study, on how to deal with fairy tales, are of Pedagogical Science as well as psychology and especially child development (Piaget), but also Psychoanalysis with reference to the theoretical views of Sigmund Freud and Bruno Bettelheim. The proposal of the methodical introduction of the fairy tale, the most beloved and essential kind of popular folk tradition, in pre-primary and primary education, is documented by specific examples. Alternative ways of teaching are depicted in a timely manner to help the child learn pleasantly and constructively. With the contribution of an illustrated fairy tale, playful activities, and his experiential participation in the events he learns to conquer knowledge, build and promote it. The cultivation and production of spoken word with the help of an illustrated fairy tale with suitably designed activities, offers the pupil pleasure and interest. The main pedagogical needs that serve the fairytale are cognitive, aesthetic, and the cultivation of critical thinking, log-image relationships with a narrative tool define the playful character making it a useful reading play.
The study focuses on the contribution of the fairytale to the special education of children with special educational needs. Therefore it becomes apparent that the ability of the fairy tale to positively influence each child always having his/her interests and needs, aims at the development of personality and the cultivation of a wide range of its abilities, exploiting all types of intelligence, according to H. Gardner. In addition, to the study we are talking about the criteria for the selection of appropriate teaching and pedagogical fairy tales, the relation of fairy tales with school lessons and finally the art and technique of narration.
The role of the teacher in the journey of fairy tale is essential and multifaceted, since he is invited to work as a reader, animator, mediator, and companion. The teacher in order to bring his students into contact with the fairy tale he chooses activities and seeks to cultivate critical thinking and interpretation, creativity and reflection. In essence, in this way the teacher transmits knowledge on the occasion of the child (child-centered perception), with the child for the child.
Keywords:
fairy tale and conducting tool, ways of teaching, fairy tale and critical thought, fairy tale and intelligence, fairy tale and special treatment, narration and fairy tale.
