Global Journal of Educational Studies

ISSN 2377-3936
2022, Vol. 8, No. 2

Fairy Tale as a Pedagogical Tool for Children under the

Age of 3: Educators’ Views and Practices
Eleni Sotiropoulou (Corresponding author)
Educator, PhD
E-mail: esotiropoulou@uniwa.gr

Chrysoula Kasapi
Educator
E-mail: xrissa1998@gmail.com

Received: June 5, 2022 Accepted: July 1, 2022 Published: July 15, 2022
doi:10.5296/gjes.v8i2.20137 URL: https://doi.org/10.5296/gjes.v8i2.20137

Abstract
Fairy tales are undoubtedly the most popular type of literature for children, as they offer
pleasure and allow them to travel to unique and fantasy places. However, their value is not
limited to entertainment alone, as there are multiple additional benefits from children's
exposure to fairy tales: Fairy tales can contribute to children's holistic development and
therefore they are an excellent pedagogical tool for educators. The aim of this study is to
evaluate the views of 213 educators working in nursery schools in Attica (Greece), on the
contribution of fairy tales in the development of children under 3 years of age, using a
research questionnaire with close-ended questions. Also, this study explores the techniques
used by the educators to introduce fairy tales in the pedagogical process, and the domains
targeted to attain children's development by using these fictional narrations. The results of the
research show that educators use the fairy tale in children under 3 years of age, primarily to
improve the domain of their language development and the most common technique for
introducing the fairy tale into pedagogical practice is simply storytelling. Finally, the present
study attempts to contribute to research bibliography, showing the importance of fairy tales to
a child’s development and at the same time fill the research gap that exists for children under
3 years of age.
Keywords: Fairy tale, Children under 3 years of age, Language development,
Socio-emotional development, Cognitive development, Greek ECEC

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1. The Importance of Fairy Tales in Children Development

In the past, the pedagogical and didactic importance of the fairy tale has been strongly
questioned (Malafantis, 2011; Anagnostopoulos, 1997). Supporters of this view considered
that fairy tales cannot serve pedagogical purposes because they relate to an imaginary world
and often contain elements of violence and cruelty that are not in harmony with the child's
psyche (Malafantis, 2011; Anagnostopoulos, 1997). Gradually, and especially in recent
decades, this opinion has been refuted (e.g., Agnoli et al., 2022; Wangid, 2018; Sahin, 2011).
The necessity of integrating fairy tale into the learning process is now recognized, because of
its important contribution to children’s development.
In particular, children's exposure to fairy tales cultivates their critical thinking and ability
(Kulikovskaya & Andrienko, 2016). In fact, when the themes of fairy tales are basic and
universal issues, they contribute to children's reflection on them (Fleer & Hammer, 2013). At
the same time, the choices and actions of the protagonists in fairy tales are an important
factor in the development of young children's judgement (Sayer et al., 2018). From this
perspective, children are involved in the process of evaluating the facts listened during the
story, reflecting on the actions of the heroes and their possible consequences, formulating
their opinions and evaluating them (Kulikovskaya & Andrienko, 2016).
Therefore, fairy tales play an important role in the pedagogical process and especially in the
education of young children (e.g., Wangid, 2018; Malafantis, 2011; Natsiopoulou et al., 2006).
Their content appeals to the child's psyche as these stories convey a wide range of messages
and interpretations, provide pleasure, allow children to use their imagination to travel to
magical places, and have a positive impact on their cognitive, moral, linguistic and
socio-emotional development (Sahin, 2011; Kabaday, 2009).
More specifically, fairy tales contribute to the children's cognitive development through the
cognitive processes that are activated and developed during engagement with them
(Azamovich, 2021; Pulimeno et al., 2020; Maricic & Stakic, 2017; Yong-Sook et al., 2015):
The mnemonic processing of information, attentional focus, perceptual ability, reasoning and
critical thinking, the process of decoding linguistic symbols, the development of imagination
and creativity (Kulikovskaya & Andrienko, 2016) and, in general, the processing of stimuli,
lead to a better understanding of the content.
Also, the positive effect of fairy tales on children's moral development is confirmed by
previous research (Kabaday, 2019; Sahin, 2011). Young children consider and evaluate
themselves, their actions and the actions of others, either as good or bad, without an
intermediate state (Tsilimeni, 2007). Persons and situations are presented in fairy tales in a
similar way: There are good and bad heroes or good and bad actions. This identification of
children with the heroes and situations in fairy tales supports their efforts to distinguish the
difference between good and bad, moral and non-moral, just and unjust, and makes them
become familiar with socially accepted rules (VisikoKnox-Johnson, 2016).
In addition, the linguistic ability in children is developed through fairy tales as it is related to
the acquisition of language skills and early literacy (Wildova & Kropackova, 2015;

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Natsiopoulou, 2011). Early literacy refers to the achievement of reading and writing skills
that take place effortlessly and start from the first years in a child's life (Sandvik et al, 2014;
Riley, 2003). In general, children's attraction to stories serves as a trigger for exposure to the
letters of the alphabet, enriching vocabulary and oral language, producing words and
sentences, recognizing language forms and structures, perceiving the appropriate reading
rhythm, etc. (Sholichah & Purbani, 2018; Sipe, 2001).
Regarding the emotional domain in children's development, Cassar (2000) notes that children
identify themselves with the emotions represented in fairy tales. The emotions experienced
by the characters help children to discover a wide range of emotions and identify what they
have felt in the past or are experiencing in the present, express their thoughts and feelings,
enhance their self-esteem, and develop themselves into autonomous individuals (Fleer &
Hammer, 2013; Hohr, 2010). Of particular importance is the fact that children can observe the
reactions resulting from the emotions of the heroes (with whom they identify) without
experiencing the severity of the consequences that may have existed in real life (Agnoli et al.,
2022; Garner, 2010; Blake & Maiese, 2008).
Finally, fairy tales stimulate the children's interest in social phenomena and challenge them to
recognize what these fictional stories reflect in real life. Through fairy tales, children's social
aspects develop as they become aware of various social and global problems and participate
in the effort of collective problem solving and responsibility (Sayer et al., 2018; Fleer &
Hammer, 2013). At the same time, by experiencing the lives of the heroes through
identification and imitation, they experience the universal values of friendship, solidarity,
mutual respect, gender equality, etc. (Kulikovskaya & Andrienko, 2016).
For all the above reasons, the use of fairy tales is an excellent pedagogical tool in the hands
of educators (Wangid, 2018) and can be used in a variety of ways and techniques. Some of
the most well-known techniques – among others - are: (a) storytelling, simple reading of the
fairy tale, (b) storytelling cards; children are given pictures to compose their own story or if
they are younger they can place the pictures in chronological order, (c) ‘scaled creation’;
children can add their own elements during the storytelling; (d) dramatization, puppet theatre
and role-play, where children actively experience the situations involving the heroes; and (e)
digital storytelling; stories using multimedia (image, sound, music, text).
At this point, it should be mentioned that the pedagogical value of the fairy tale and its
contribution to children's developmental domains can be further enhanced through activities
that follow the fairy telling or, more generally, that follow the introduction of fairy tale into
the pedagogical process (e.g., Azamovich, 2021; Malafantis, 2011). Such activities may
include painting, arts and crafts, construction, retelling the story (with or without pictures),
language exercises (e.g., discussion, word repetition, etc.), turning the fairy tale into a poem,
dramatization, etc.
Considering all the above, this research attempts to investigate the views and techniques of
213 educators working in nurseries in Attica (Greece), regarding the use of the fairy tale as a
pedagogical tool in children under 3 years of age.

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More specifically, this research attempts to answer the following research questions:
 What are educators' beliefs about the contribution of storytelling to the development of
children under 3 years of age?
 What domains of children's development do they target most when using the fairy tale as
a pedagogical tool?
 Which techniques do educators use to introduce the fairy tale into the pedagogical
process?
 What activities do they implement after introducing the fairy tale into the pedagogical
process?
To address the research questions, a sample quantitative research method using a
questionnaire with close-ended answers, was chosen. This method offers the researchers the
opportunity to approach a large part of the population to investigate specific questions, and to
express the phenomenon studied through numerical data (Cohen et al., 2012) using statistical
tools.
In summary, the importance of this research lies in the fact that while many notable studies
have been conducted on the contribution of fairy tale to children's development (e.g.,
Kabaday, 2019; Wangéd, 2018; Natsiopoulou, 2011; Tsitsani et al., 2011; Natsiopoulou et al.,
2006; Natsiopoulou, 2002; Papoulia-Tzelepi, 2001), to the best of our knowledge there is no
study reporting on children under 3 years of age. Most studies investigating educators'
perceptions of the contribution of the fairy tale to children's development are related to ages
above 3 years (e.g., Azamovich, 2021; Kabaday, 2019; Wanged, 2018; Sahin, 2011).
Therefore, the results of the present study can contribute to the scientific literature and can be
a starting point for subsequent research on children of this age.
2. Method
2.1 The Sample
The sample in the present study consists of 213 educators from Attica, Greece. The method
by which participants were selected was the simple random sampling. This is a probability
sampling method, in which the probabilities of selecting units from the population are equal.
In this case, the sample was randomly selected from lists of numbers corresponding to
educators (Creswell, 2016).
Concerning the social and the demographic characteristics of the sample, the educators were
asked to answer about (a) the gender, (b) the age, (c) the years of work experience and (d) the
type of educational qualifications.
Therefore, the results show that (a) 96.7% of the sample are females and 3.3% are males– as
the vast majority of educators in Greece are women, (b) 35% of the educators are 31-40 years
old, 33% are 41-50 years old, 23% are 20-30 years old and 9% are 51 years old and more, (c)
28% of the sample has 11-20 years of work experience, 25% has 0-5 years, 24% has 21-30
years, 19% has 6 -10 years and 4% has 30 years or more, (d) 68% of the educators have a

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university degree, 18% have a postgraduate degree and 14% have a vocational training
degree.
In addition, all participants in the survey were informed about the purposes of the study and
about issues of anonymity and confidentiality. More specifically, at the beginning of each
questionnaire there was information on: the purposes of the survey, the reasons why their
participation was necessary, the voluntary nature of their participation, the possibility to
withdraw from the survey at any time they wished and withdraw with them any unprocessed
data and finally, the ways in which the researchers would ensure their anonymity and the
confidentiality of the data (Cohen et al., 2012).
3. Results
The educators who participated in the research were asked to answer about the domains of
children's development to which the fairy tale contributes (Table 1), using a five-point Likert
scale; 1: strongly disagree, 2: disagree, 3: neither agree nor disagree, 4: agree, 5: strongly
agree.
Also, through a five-point Likert scale; 1: not at all, 2: a little, 3: neither a little nor a lot, 4:
often, 5: very often, they answered about the techniques they use to introduce the fairy tale in
their pedagogical process and the activities that follow the fairy tale (Table 3).
Finally, the survey sample was asked to rank from 1 (less) to 4 (more), the domains of
children's development targeted when using the fairy tale as a pedagogical tool (Table 2).

Table 1. The means of statements about the contributions of the fairy tale to the domains of
the children
A. Cognitive Domain N Mean Std. Dev.
A1. Memory development 213 4.21 .820
A2. Focusing attention 213 4.51 .758
A3. Perceptual ability 213 4.04 .992
A4. Reasoning and critical thinking 213 4.17 .960
A5. Decoding language symbols 213 3.78 1.060
A6. Development of imagination and creativity 213 4.53 .797
A7. Time comprehension skills 213 3.86 .964
B. Moral Domain N Mean Std. Dev.
B1. Discrimination between good and bad 213 3.73 .886
B2. Distinguishing between truth and lies 213 3.62 1.008
B3. Distinction between the moral and the immoral 213 3.39 .965
B4. Patterns of positive behavior 213 4.19 .940
B5. Understanding the relationship between choices and
213 4.03 .893
consequences

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C. Language Domain N Mean Std. Dev.

C1. Phonological awareness 213 4.37 .861
C2. Understanding the rules of language 213 4.05 1.114
C3. Vocabulary enrichment 213 4.73 .679
C4. Promotion of narrative skills 213 4.56 .729
C5. Developing listening and speaking skills 213 4.45 .770
C6. Production of words and expressions 213 4.63 .646
C7. Understanding the appropriate reading style 213 3.89 .797
C8. Cultivating literacy 213 4.11 .820
D. Socio-Emotional Domain N Mean Std. Dev.
D1. Emotional recognition 213 4.54 .807
D2. Self-awareness 213 4.13 .893
D3. Emotional self-regulation 213 4.30 .870
D4. Empathy 213 4.49 .907
D5. Self-esteem 213 4.22 .811
D6. Dealing with difficult/traumatic situations 213 4.02 1.012
D7. Interest in social phenomena 213 4.04 .942
D8. Collegiality development 213 4.15 .869
D9. Recognition of universal values (e.g., peace,
213 4.16 .961
friendship, equality, etc.)

According to the results of the survey presented in Table 1, educators seem to recognize the
contribution of storytelling in all domains of the development of children under 3 years of
age. In particular, they seem to recognize its high contribution to enriching vocabulary,
producing words and expressions, promoting narrative competence, recognizing emotions,
developing imagination and creativity, and focusing attention.

Table 2. The means of ranking the domains of children's development targeted by the use of
the fairy tale
A. Domains N Mean Std. Dev.
A1. Cognitive 213 3.28 1.662
A2. Moral 213 2.89 1.801
A3. Language 213 3.70 2.003
A4. Socio-Emotional 213 3.50 1.678

Regarding the domains of children's development that educators target when using the fairy
tale as a pedagogical tool, it seems that they primarily target the linguistic area, followed by
the socio-emotional, cognitive and moral areas (Table 2).

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Table 3. The means of fairy tale techniques in the pedagogical process

A. Techniques of Introducing the Fairy Tale N Mean Std. Dev.
A1. Storytelling 213 4.67 .864
A2. Storytelling cards 213 3.12 .798
A3. Scaled creation 213 3.06 .938
A4. Dramatization 213 3.48 .873
A5. Digital storytelling 213 1.10 .794
B. Activities after the Fairy Tale N Mean Std. Dev.
B1. Painting, crafts, etc. 213 4.86 .678
B2. Story retelling (with or without pictures) 213 3.35 .675
B3. Language exercises (discussion, repetition of words, etc.) 213 3.84 .687
B4. Conversion of the fairy tale into a poem/song 213 3.10 .761
B5. Dramatization 213 4.01 .877

According to Table 3, the most common way in which educators introduce storytelling into
the pedagogical process is simple storytelling, while the other techniques are applied less
frequently. As for the activities that follow the fairy tale, these are mostly related to painting,
construction, etc., while turning the fairy tale into a poem/song is the least frequent.
4. Discussion
The analysis of the survey data showed that educators believe that fairy tales have a positive
impact on all the domains of the development in children under 3 years of age. These
findings are consistent with previous research involving older children (e.g., Wangid, 2018;
Sahin, 2011; Kabaday, 2009) and demonstrate the undeniable value of the fairy tale in
children's holistic development.
In fact, research participants use fairy tales as a pedagogical tool targeting specific domains in
children's development. The main domain they focus on is the linguistic area, followed by the
socio-emotional, cognitive and moral areas. This finding converges with the results of
Kabaday's (2009) study, in which preschool teachers had participated and their responses
showed a focus on similar domains of the children's development.
Moreover, if we consider the developmental milestones (Australian Government, 2012) and
the characteristics of the fairy tales aimed at children under 3 years of age - most of the page
is taken up by the picture, the text is mainly about words and approaching the age of 3,
children can understand simple and short stories - then we can easily see that the focus of the
teachers on the language domain corresponds to the reality and the needs of children.
Regarding the techniques used by educators to implement the fairy tale in the pedagogical
process, we find that they mainly apply simple storytelling followed by dramatization. After
the fairy tale, the activities primarily involve painting and construction, dramatization and
language exercises. Previous research has highlighted the importance of fairy tale-related
activities such as painting, dramatization (Kulikovskaya & Andrienko, 2016) and language

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exercises for children's development (Malafantis, 2011).

What is striking about the above finding on the introduction of fairy tale into the pedagogical
process is that, while many studies have highlighted the positive benefits of digital
storytelling in preschool age (e.g., Reradovic et al., 2016; Yuksel-Arsian et al., 2016) and
while children of this age are attracted to sounds and images, the digital storytelling is hardly
used by the research participants. Therefore, there may be a need for educators' training on
the use of digital storytelling and its application in the pedagogical process.
Concluding this section, we should mention the limitations of this research. One of its
limitations is that not all techniques for introducing storytelling into the pedagogical process
and the possible activities that can follow it, were fully-examined. In the survey questionnaire,
the responses were closed-ended, and educators were not given the opportunity to mention
any other technique or activity they used. Furthermore, the participants were only from Attica
(Greece) and the views of educators from other regions were not considered.
In any case, this study attempted to highlight educators' views on the contribution of fairy
tales in the developmental domains of children under 3 years of age. With its results, the
study aims at contributing to the scientific bibliography and inspiring further studies for this
group age. Besides, as it is clear from the educators’ responses, fairy tales are an excellent
pedagogical tool in their hands and therefore the ways in which they can be used for
children's development under the age of 3, should be further investigated.
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