DC FieldValueLanguage
dc.contributor.authorSotiropoulou, Eleni-
dc.contributor.authorKasapi, Chrysoula-
dc.date.accessioned2024-02-26T14:34:19Z-
dc.date.available2024-02-26T14:34:19Z-
dc.date.issued2022-
dc.identifiergoogle_scholar-RnGY-DEAAAAJ:8k81kl-MbHgC-
dc.identifier.issn2377-3936-
dc.identifier.otherRnGY-DEAAAAJ:8k81kl-MbHgC-
dc.identifier.urihttps://uniwacris.uniwa.gr/handle/3000/1183-
dc.description.abstractFairy 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.en_US
dc.language.isoenen_US
dc.publisherMacrothink Instituteen_US
dc.relation.ispartofGlobal Journal of Educational Studiesen_US
dc.sourcehttps://www.researchgate.net/publication …, 2022-
dc.subjectFairy taleen_US
dc.subjectChildren under 3 years of ageen_US
dc.subjectLanguage developmenten_US
dc.subjectSocio-emotional developmenten_US
dc.subjectCognitive developmenten_US
dc.subjectGreek ECECen_US
dc.titleFairy Tale as a Pedagogical Tool for Children under the Age of 3: Educators’ Views and Practicesen_US
dc.typeArticleen_US
dc.identifier.doi10.5296/gjes.v8i2.20137en_US
dc.relation.deptDepartment of Early Childhood Education and Careen_US
dc.relation.facultySchool of Administrative, Economics and Social Sciencesen_US
dc.relation.volume8en_US
dc.relation.issue2en_US
dc.identifier.spage1en_US
dc.identifier.epage11en_US
dc.linkhttps://www.macrothink.org/journal/index.php/gjes/article/view/20137en_US
dc.collaborationUniversity of West Attica (UNIWA)en_US
dc.subject.fieldSocial Sciencesen_US
dc.journalsOpen Accessen_US
dc.publicationPeer Revieweden_US
dc.countryGreeceen_US
item.cerifentitytypePublications-
item.languageiso639-1en-
item.openairetypeArticle-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextNo Fulltext-
item.grantfulltextnone-
crisitem.author.deptDepartment of Early Childhood Education and Care-
crisitem.author.facultySchool of Administrative, Economics and Social Sciences-
crisitem.author.orcid0000-0002-2712-4148-
crisitem.author.parentorgSchool of Administrative, Economics and Social Sciences-
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