The effect of fairy tales in the preschool period: evaluation in the context of language development

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The effect of fairy tales in the preschool period: evaluation in the context of language development

Kasim Tatlilioglu

PhD (Psychology), Associate Professor,

Bingol University,

Bingol, Turkey Nadiia Senchylo-Tatlilioglu Candidate of Philological Sciences, Assist. Prof.

National Aviation University,

Kyiv, Ukraine

Annotation

A book is a tool an important and effective stimulant the development of the preschool children. The most effective books are the fairy tales which are very important for the preschool education children. The fairy tale has an important place in the child's life. It has been frequently emphasized that fairy tales would be beneficial in many ways in terms of child development. Fairy tales also support children's language development. For this reason it is necessary to be very careful while teaching children language and giving language awareness. In this study is discussed the effect offairy tales in the context of language development. For this purpose has been made a literature review.

Introduction

Early education is education which is done to support 0-6-year- old-children's physical, mental, emotional, social and moral development in home and institutional environments. During this period, children's development is rather fast and they are ready to learn several skills (https://en.wikipedia.org).

Fairy tale has an important place in children's education. Fairy tales deliver to listener the regulation of people's cultural values with fanciful motifs and surreal heroes. Fairy tales are one of the materials of children's literature that develop children's imagination, expression ability, perspective, language and thinking skills. Fairy tales have got very important effects on child development. Tales are the embodiment of abstract lessons and advice that should be given to children. fairy tale language preschool stimulator

Reading or telling fairy tales contributes the children to the language acquisition process. Children learn language faster when they grow up in a continuous and regular speaking environment. Children who do not make special efforts to speak both speak later and have less vocabulary. Thanks to fairy tales the child begins to understand the words of his mother tongue, the way they are used, and to hear the desire to read. Fairy tales have an important place in the nurturing of the child's imagination and in the development of language and thought skills (Dilidьzgьn, 2003). It is very important that the fairy tales comply with the criteria of children's literature, the goals of the preschool education program and the developmental characteristics of the preschool child. Tales are very useful for the development of children both emotionally and mentally. Growing with fairy tales is less prone to violence. Because there are universal and moral values that come to the forefront in fairy tales. Moral values such as good and evil are given in the conflicts between values. And readers are given advice as a lesson (Korkmaz, 2020).

Method

In this study has been literature review.

Literature Review. What is Fairy Tale?

he kind of the literature, which tells the experienced past and the dreamed future of the mankind in a once upon a time manner, conducts the culture in the way it is meant to be, and is spread verbally is called the tale. Tales are literal texts of anonymous folk literature which are comprised of oral folk literature. In these narratives nucleated in mithic period, there are the story of self-discovery of man and the symbols of psychological processes. In the tale texts, universal themes are given through symbolic language and with the cultural values specific to the society to which it belongs (Alsa?, 2017). According to Emmez (2018) tale is a type of oral narrative for children as well as for adults having an indefinite time and location, supernatural characteristics and possibly animal characters; which doesn't have to be plausible, yet may make the reader believe in its plausibility; based on morality, useful and didactic; narrated in prose whose source dates back to ancient times and which are marked with characteristics from time and culture they were created in.

The Function of Fairy Tales

From historical to modern, fairy tales reflect societies' cultures, customs and traditions, philosophies of life, perceptions. It has enriched the content of fairy tales by expanding the imagination of individuals in the society to which it belongs. Fairy tales spread across the world geographies by telling word of mouth as a reflection of an oral culture, thus leading to intercultural transfer. Fairy tales are a product of the people, they are texts that exaggerate the events that happen to people. The first fairy tales formed animal fairy tales as a result of people's desire to understand and know nature, and they imposed various symbolic meanings on animals (Ka?maz, 2020).

The fairy tale contributes to the spirit of the child and his to the world of imagination, cognitive, linguistic and developmental needs. The fairy tales have got a great importance both in language acquisition and in culture acquisition. Fairy tales are necessery kinds which enrich and embellish children's world of dreams. Fairy tales, which are the verbal products of anonymous folk literature, whose source is not known, are not only the means of entertainment in long winter nights, but they are also important because they contain the culture they represent. Tales are important building blocks of invisible bridges established between the past and present. Through the tales, the child learns human characters, knows himself, develops selfconfidence. He also gets to know good, evil, liar, honest, benevolent, selfish, beautiful, ugly fairy tale heroes. He acts according to this, thinking that the righteous, the good, the benevolent, the honest will always win, and shapes his personality accordingly. This situation affects children's psychological and personality development (Kayman & Esendemir, 2018: 75).

Relationship Between Children's Literature and Fairy Tale

In recent years, a considerable increase in the number of qualified publications has been observed in our children's literature. Although childhood, one of the shortest but most important period of human's life, was initially ignored in terms of literature, has recently been the subject of it. In our coutry, where the notion of child literature has just gained importance, the oldest of the literary products put forward in this literary field is undisputedly tale. The fact that tale is a kind which steers people's lifes, helps form their personalities, educates and entertains them, makes them gain the habit of reading and gives them literary delight increases its value on the subject of child development and education. This situation also enables that readers of tale are not only children but also adults (I§nas, 2011).

One of the first literary genres is fairy tales that children encounter. Children have an extraordinary imagination. This situation sometimes starts in the womb. It can be said that the first literary products that children encounter after lullabies are fairy tales. Tales are the most important part of children's literature with their fluent and entertaining texts.

It is known is fairy tales that the most preferred children's literature product, especially for kindergarten age and pre-school children (Din5, 2019: 8). Authors who write fairy tales for children is necessary to pay attention try to instill a sense of hope in the child while writing a fairy tale book, such as industriousness, benevolence, sharing, honesty, etc. to reflect it through stories aimed at exhibiting positive personality traits.

The Effect of Fairy Tales on Language Development

Language is an important factor in a child's learning. The effect of fairy tales on language development. Children have an extraordinary imagination. Therefore, should be created conditions that will support the language development of the child starting from the pre-school period.

During this period, children should feel the taste of the tongue. Thus, children should feel excited when speaking language. There is a positive relationship between language development and cognitive development. Cognitive development and language development interact in areas such as «concept formation, thinking, establishing relationships, and problem solving». Fairy tales develop the child's vocabulary, contribute to their listening-understanding skills, teach them to look at events from different angles, develop their creativity and sense of curiosity.

The person telling the tale can be a role model for the child. Therefore, the child follows carefully the correct pronunciation, emphasis and use of words. In this process, can be explained the child when new words are used about these words. Children who listen to a lot of fairy tales and stories have the opportunity to meet new words that they have not heard during daily conversations and thus improve their vocabulary. Children with a large vocabulary can express themselves more clearly and communicate more easily. In addition, frequent reading of stories contributes to the children also to their storytelling skills. Fairy tale develops the imagination of the child and makes a significant contribution to the development of language and mind. The child who listens to fairy tales in the pre-school period learns to listen and to relate events (Kayman & Esendemir, 2018: 88).

Conclusion and Suggestions

Fairy tales develop the child's imagination, language skills, and enable them to have a positive outlook on life. Therefore, fairy tales should be used correctly and effectively in the development of the child. (Dцkmen, 1984). Storytellers should use the language correctly during the transfer. Tales can be considered as a tool that will bring the rich narrative tradition of Turkish to children. For this, fairy tales must have a language that children can understand. The survival of the tales depends on the language used. The story have got a great importance both in language acquisition and in culture acquisition. Therefore language of storyies must be clear and simple (Yьcel, 2005).

According to today's educational understanding, fairy tales are an important tool in children's education. Tales, which are among the most interesting and colorful products of children's literature, are among the texts that have attracted the attention of children from the past to the present. In addition to enriching the child's world of emotions and thoughts, fairy tales are also an effective tool in teaching and using the mother tongue. Fairy tales also play an important role in the development of the student's language treasure. With fairy tales, the protagonist of which is a child and an animal, the child's understanding and telling skills develop when he has a good time and is nourished by his imagination (Kaya, 2021).

The findings obtained show that tales have an important place in the language, cognitive, affective, personality and social development of the child. Comperative surveys show that most of the children who have been educated early are more compatible and have acquired most of the skills better than the ones who haven't educated and have similar characteristic when they start going to school. As Klein and Alford claim, these tales may play an important role in the development of children as they may encourage children to get rid of their problems (Bьyь, 2013).

According to the findings of the study by Ko? & Radmard (2017) at the end of the survey, it is seen that the positive effects of the fairy tale books have an important role for the developmental process as well as having negative effects. It has been realised that a newborn need for fairy tale writing which is suitable for children literature rules, children psychology criteria, and today's conditions is necessar y.

According to the findings of the study by Arifoglu (2019) animated fairy tale books were determined with the help of the findings that it would contribute positively to both cognitive and physical development of preschool children and also to be an interactive material ideal for education and training.

Suggestions:

- Parents should introduce children to fairy tale books at an early age, and they should set an example by reading books to their children, who usually take adults as role models.

- It is thought that animated fairy tale books will help children to develop easier communication with their environment by improving their cognitive abilities in a positive way, enriching creative imagination and creating a love of books.

- The tradition of telling tales should be continued in order to make a positive contribution to the language development of the child.

- Tales should also be handled and dealt with efficient methods in developing the basic language skills of the child.

- Children's book authors should act in accordance with the rules of children's literature and have knowledge about child development while writing boks (Ko? & Radmard, 2017: 175-177).

- Moreover, it has been realised that a newborn need for fairy tale writing which is suitable for children literature rules, children psychology criteria, and today's conditions is necessary.

- In publications prepared for children should overlap and complement each other artistic and literary elements (Alpay & Anhegger, 1975).

- Preschool period is a sensitive and demanding period. For this reason, it is a handicap for authors who have no knowledge to produce works in this field (Ko? & Radmard, 2017: 178).

References

1. Alpay, M. & Anhegger, R. (1975). Children's literature and children books. Istanbul: Cem Publishing House.

2. Alsa?, F. (2017). The analysis of the structure, theme and the types of the protagonists in Anatolian tales. (Doctoral Thesis). Firat University, Graduate school of social sciences, Elazig.

3. Arifoglu, G. (2019). Designing illustrated pop up books for preschool children and a pop up book design. (Doctoral Thesis). Middle East Technical University, Graduate school of social sciences, Ankara.

4. Bьyь, G. (2013). Evil in fairy tales across cultures: A study of Turkish and British fairy tales from a psychological perspective. (Doctoral Thesis). 19 May University, Graduate school of social sciences, Samsun.

5. Dilidьzgьn, S. (2003). Contemporary children's literature. Istanbul: Morpa Culture Publications.

6. Din?, Z. P. (2019). Cankiri tales and fairy tale museology in the context of children's literature. (Master's Thesis). Qankiri Karatekin University, Graduate school of social sciences.

7. Dцkmen, Ь. (1984). Investigation of behavior models in Grimm and Turkish folk tales in terms of operant conditioning and locus of control, Journal of Ankara University Faculty of Educational Sciences, 17(1), p. 185-209.

8. Emmez, B. C. (2018). From oral traditions to modern tale: A folkloric research on tale in children's literature. (Master's Thesis). Ankara University, Graduate school of social sciences.

9. I§nas, S. (2011). An investigation into the effect of tales on notion improvement of a child: Cahit Zarifoglu sample. (Master's Thesis). Afyon Kocatepe University, Graduate school of social sciences.

10. Ka?maz, C. (2020). Comparative research of Anatolian folk tales and Kirgiz folk tales. (Master's Thesis). Istanbul Culture University, Graduate school of social sciences.

11. Kaya, S. (2021). Examining the tales in the work named "Gьmь§hane and Bayburt Tales" in terms of values education in Turkish lesson 1-8 grades curriculum. (Master's Thesis). Kir§ehir Ahi Evran University, Graduate school of social sciences.

12. Kayman, F. & Esendemir, N. (2018). An examination on the tales complied from Bingol region terms of child education, Bingol University The Journal of Bingol Studies, 5(1), 75-90.

13. Korkmaz, G. (2020). Motifs Kazakh children's tales and their benefits to Turkish teaching. (Master's Thesis). Karabьk University, Graduate school of social sciences.

14. Yьcel, F. (2005). Acquisition and Language of Stories, Journal of Atatьrk University Kazm Karabekir Faculty of Education, 0(12), p. 105-115.

15. Ko?, Z. & Radmard, S. (2017). The positive and the negative effects of the fairy tale books on the development of the preschool education children aged from 5 to 6, Journal of Anadolu Bil Vocational School of Higher Education, 45, p. 165-18.

16. https://en.wikipedia.org/wiki/Early childhood accessed,30.01.2022.

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