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1.
Thinking about Fantasy: Are Children Fundamentally Different Thinkers and Believers from Adults? 总被引：1，自引：1，他引：1
Jacqueline D. Woolley 《Child development》1997,68(6):991-1011
Young children are often viewed as being unable to differentiate fantasy from reality. This article reviews research on both children's and adults beliefs about' fantasy as well as their tendency to engage in what is thought of as "magical thinking." It is suggested that children are not fundamentally different from adults in their ability to distinguish fantasy from reality: Both children and adults entertain fantastical beliefs and also engage in magical thinking. Suggestions are offered as to how children and adults may differ in this domain, and an agenda for future research is offered. 相似文献
2.
Courtney B. Strimel 《Children‘s Literature in Education》2004,35(1):35-52
This article claims that J. K. Rowling's Harry Potter series, with its use of magic, frightening storylines, and character ambiguity is beneficial to children who are dealing with issues related to terror and terrorism. The author explains that the scenarios presented in Rowling's series teach children strategies for coping with both physical and psychological victimization, and argues that the series explores morality issues, allowing child readers to analyze terror-related questions such as why some people are considered evil, why difference is often believed to be bad, and why good people do bad things. It is acknowledged that many critics believe that the same elements claimed as beneficial in the essay are actually immoral and dangerous to child readers. These critics' evaluations are countered in two ways: first, the author uses expert evidence to demonstrate that children are capable of distinguishing between fantasy and reality by the age of 5, making fantasy the most viable means for children to cope with terror; and second, the author examines and interprets specific passages within the series to demonstrate how various scenes lead children to explore important, yet frightening issues while remaining in an emotionally safe state. The author concludes that the series has proven to be more beneficial than harmful by presenting evidence gathered from actual child readers who state that the Harry Potter series has allowed them to confront and cope with terror and terrorism in their own lives. 相似文献
3.
Emily Brittain 《English in Education》2003,37(1):48-58
This article deals with Philip Pullman's insistence on the importance of the creative power of stories in education and the need for children to think deeper about texts than the surface plot; the suitability for fantasy literature to be used for this ‘larger project’ and the current power of children's fantasy, leading to Pullman's winning of the Whitbread Prize; and Pullman's vehement rejection of links between His Dark Materials and C.S. Lewis's Narnia books. Both series are influenced by Paradise Lost but read from their own religious position: Lewis is the conservative traditionalist and Pullman the liberal reformer. In both, Christian allegory is used to encourage deeper readings of the works. Ultimately, Pullman's criticism of Narnia draws attention to similarities between the two series and the power of both to provoke challenging questions rather than straightforward answers. 相似文献
4.
Sharon Black 《Children‘s Literature in Education》2003,34(3):237-247
This article suggests that the worldwide, multiage appeal of Harry Potter may lie in the way these stories of magic meet the needs of readers to find meaning in today's unmagical contexts. The imaginative appeal and symbolic efficacy of the books for children are examined in terms of Bruno Bettelheim's The Uses of Enchantment. The development of Harry Potter as a hero in the mythic/fantasy tradition, which allows young adults to grasp a sense of hope for meaning and triumph, are explored in terms of Joseph Campbell's Hero With a Thousand Faces. Case studies are included to illustrate. 相似文献
5.
Ansley T. Gilpin Melissa M. Brown Jillian M. Pierucci 《Early education and development》2013,24(7):920-932
Research Findings: Emotion regulation is a strong predictor of both short- and long-term peer relationships and social competence and is often targeted in preschool curricula and interventions. Pretense is a natural activity of childhood that is thought to facilitate the development of socialization, perspective taking, language, and possibly emotion regulation. This study investigated whether fantasy-oriented children, who engage in more pretense, demonstrate higher levels of emotion regulation. Prekindergartners (n = 103) and teachers were given a battery of measures assessing children’s emotion regulation, fantasy orientation, theory of mind, and language. Results from hierarchical regression analyses indicated that children’s proclivity toward fantastical play (their fantasy orientation) uniquely predicted 24% of the variance in their emotion regulation skills over and above typical predictors: age, theory of mind, and language skills. That is, children who participated in more fantasy pretense demonstrated better emotion regulation skills than their peers. Practice or Policy: The present study suggests that future research, curriculum, and interventions should focus on targeting fantastical pretense to assess causal mechanisms of emotion regulation development. Teachers and parents should encourage children’s fantastical pretense, as research suggests it may be an important contributor to the development of critical socialization skills such as emotion regulation. 相似文献
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Celia Burgess-Macey 《Literacy》1999,33(3):120-125
In this article I explore contrasting approaches to literacy and learning in Key Stage One classrooms. In particular I question whether the approach to writing composition in the NLS Framework for Teaching is consistent with what we know about children’s story telling and writing in the early years. Children are powerful thinkers who constantly strive to make meaningful and playful engagements with their social and cultural worlds, of which texts are an important part. Through composing and writing stories in school the children in this study are often exploring aspects of their identities, having fun in entering into adult and fantasy worlds, and working with their friends to create texts which place them in powerful roles. 相似文献
9.
Preschool‐aged children are exposed to fantasy stories with the expectation that they will learn messages in those stories that are applied to real‐world situations. We examined children’s transfer from fantastical and real stories. Over the course of 2 studies, 3½‐ to 5½‐year‐old children were less likely to transfer problem solutions from stories about fantasy characters than stories about real people. A combined analysis of the participants in the 2 studies revealed that the factors predicting transfer differed for the fantasy and real stories. These findings are discussed within the context of their implications for preschoolers’ developing boundaries between fantasy and real worlds. 相似文献
10.
C. Neil Robinson 《English in Education》2003,37(2):29-36
This article considers how the depiction of good and evil as discernibly polarised opposites in the most popular of juvenile fantasy texts cultivates a perception in children that the real world is similarly organised. It questions whether the archetypes presented in such texts are in fact stereotypes that, far from enlarging children's constructions of individuals, groups and movements within broader human society, limit conceptual development. It proposes that the dichotomised view of good and evil that these texts promote, rather than cultivating a broad educated outlook, prepares readers more adequately for the simplistic polarities of the tabloid press. 相似文献
11.
Sharada Bhanu 《Children‘s Literature in Education》2008,39(1):21-30
Russell Hoban has compared himself as a writer to a shaman—willing to admit the unseen and making himself a medium for the
quality of the unseen in his novels. This article explores Hoban’s highly-regarded The Mouse and His Child (1967) with this comparison in mind. The writer interweaves Mircea Eliade’s study of shamanism with an examination of the experiences
of the protagonists of the novel—The Mouse and His Child. In so doing, she reveals many elements of shamanism in the text which, it is argued, reaches a conclusion which is consistent
with the central tenets of the Indian philosophical system of Advaita.
Sharada Bhanu is a lecturer in the English Department of Stella Maris College, Chennai. Her research interests include establishing
connections between Advaita and fantasy fiction for children and the devotional poetry of many cultures 相似文献
12.
Sandra Williams Rachel Willis 《Changing English: An International Journal of English Teaching》2017,24(3):330-341
This article considers children’s engagement with the Ologies, a series of postmodern texts that blur the boundaries between fact and fiction. It follows on from a text-based analysis of the series published in this journal (22(3) 2015). Data collected from 9–12 year olds demonstrate how actual readers took up the invitation offered by the text and were able to identify the tension between realism and fantasy, oscillate between different genres, stop to play games and use the tactile to make meaning. In addition, they willingly brought their own knowledge of the world to the text and were able to tease out meanings through dialogic interaction. We argue that the meaningful discussion that ensued is due to the multi-layered nature of the books which offers agency to the pupils with little adult interference. 相似文献
13.
A B Sivan 《Child abuse & neglect》1991,15(4):485-493
Allegations of mistreatment by adults made by children of preschool age are often dismissed as fictitious with the suggestion that children of this age are prone to fantasy and unable to discriminate fact from fiction. This paper is intended to familiarize those with a general concern about child abuse with the research and theories in child development. Specifically, it reviews those aspects of normal child development which have direct relevance to the question of the veracity of reports made by children ages 2 to 5 years. Examination of the research on children's thought and language, memory and learning, fears, fantasy, and play, as well as the research on the influence of television on children of this age, led to the conclusion that preschoolers base their play on the reality of their experience. 相似文献
14.
Kathleen I. Harris 《Pastoral Care in Education》2016,34(4):202-217
Superhero play is a specialised form of fantasy play with considerable appeal to young children. During superhero play, children have opportunities to pretend and often to play different types of roles within a safe and caring environment. When guided appropriately in an early childhood classroom, superhero play gives young children opportunities to gain a sense of mastery and empowerment as well as developmentally appropriate benefits by improving language skills, problem-solving and cooperation with peers. By recognising and modelling the characteristics of resiliency and promoting kindness with peers during superhero play, teachers can encourage children to be kind and resilient heroes to classroom friends. As today’s classrooms increasingly include diverse members, it is important for young children to understand and appreciate the peers they play and learn with at school. The result may be a richer learning experience and may break down barriers that can produce unfairness, bullying and aggressive behaviours. This article explores the essence of superhero fantasy play along with its benefits for young children. In addition, the article examines the challenge of superhero play in classrooms for early childhood educators by exploring teachers’ roles in play. A new pedagogy for supporting superhero play is introduced, addressing spiritual and educational concerns by suggesting ways in which teachers can increase resiliency, encourage new friendships and build classroom community among peers during play and classroom activities. 相似文献
15.
Reasoning in Young Children: Fantasy and Information Retrieval 总被引：1，自引：0，他引：1
Henry Markovits Michele Venet Geneviève Janveau-Brennan Nicole Malfait Nadia Pion Isabelle Vadeboncoeur 《Child development》1996,67(6):2857-2872
The present article examines 2 predictions concerning conditional reasoning in children derived from Markovits's model of conditional reasoning. The first claims that children under 12 years of age should be able to respond correctly to uncertain logical forms if the premises and context enable them to access pertinent counterexamples from memory. The second concerns the effect of reasoning in a fantasy context. Previous studies have established that young children can correctly respond to certain reasoning problems with empirically false premises when these are presented in a fantasy context. However, this model of reasoning predicts that presenting empirically true premises in a fantasy context should decrease performance on the 2 uncertain logical forms. In Study 1, a total of 48 8-year-olds, 78 10-year-olds, and 74 12-year-olds were given 4 reasoning problems involving familiar premises. These problems were embedded in either a fantasy or a realistic context and presented via video tape. Results were consistent with the predictions made. Study 2 attempted to determine whether these results could be due to context or problem formulation. A total of 40 7-year-olds and 46 8-year-olds were given reasoning problems with either no context or with a visual image preceding the problems. Results showed that children did equally well in these conditions, and that providing an image did not improve performance. 相似文献
16.
This article considers Guillermo Del Toro’s Pan’s Labyrinth as a text which utilises key codes and conventions of children’s literature as a means of encountering the trauma of Fascism.
The article begins by placing Pan’s Labyrinth at a contextual crossroads involving fairy tale and a Spanish cinematic tradition and considers the significance of the text
as a hybrid creation. It then explores some of the tropes and motifs that are re-imagined within the narrative. There follows
an investigation of the film as a testament to the importance of fiction and fantasy when faced with the very real consequences
of war, oppression and trauma. Finally, Pan’s Labyrinth is considered alongside a heritage of children’s literature whose motifs, symbols and figures are remarkably available for
appropriation, re-invention and renewal. 相似文献
17.
Matthew Clarke 《教育政策杂志》2020,35(2):151-167
ABSTRACTThis paper examines the tensions between education policy’s attachment to notions such as excellence and inclusion and its investments in managerial tropes of competition, continuous quality improvement, standards and accountability that are at odds with and which undermine its attachments. In order to explore these tensions, I draw on the psychoanalytic notion of fantasy, explained through Stanley Kubrick’s final film, Eyes wide shut. My argument is that while the individual and society are both constituted through unavoidable division, antagonism and opacity, these notions are obscured through the operations of fantasy which holds out the promise of wholeness, harmony and redemption. In particular, education serves as a key site in which these fantasmatic ideals are promoted and pursued, a claim I substantiate via an analysis of the UK government’s 2016 White Paper, Educational Excellence Everywhere. Specifically, I read the White Paper in terms of five fantasies of: control; knowledge and reason; inclusion; productivity; and victimhood. My argument is that while fantasy is an inescapable element that inevitably structures what we take to be ‘reality’, education policy might strive to inhabit fantasy differently, thereby finding ways of escaping its current mode of seeing education with eyes wide shut. 相似文献
18.
Cheryl Wright Chiara Bacigalupa Tyler Black Michael Burton 《Early Childhood Education Journal》2008,35(4):363-369
Telling and dramatizing stories is an increasingly popular addition to the preschool curriculum, largely due to the attention
this activity has received through the writings of Vivian Paley (Bad guys don’t have birthdays: fantasy play at four. The
University of Chicago Press, Chicago, 1988; The boy who would be a helicopter: the uses of storytelling in the kindergarten. Harvard University Press, Cambridge, MA,
1990; A child’s work: the importance of fantasy play. The University of Chicago Press, Chicago, 2004). While the writings of Paley and others (Cooper, When stories come to school: telling, writing, and performing stories in
the early childhood classroom. Teachers & Writers Collaborative, New York, 1993; Engel 1999) focus on the social and cognitive outcomes children experience as a result of storytelling, less has been written
about the process of writing and dramatizing stories with young children. This article discusses procedures and considerations
that enhance storytelling with preschool children, including effective prompts for encouraging children’s creativity, potential
trouble spots such as aggression in stories, and ways that storytelling can enhance home-school relationships. 相似文献
19.
Paradise Lost and Found: Obedience, Disobedience, and Storytelling in C. S. Lewis and Philip Pullman
Naomi Wood 《Children‘s Literature in Education》2001,32(4):237-259
In the fantasy series The Chronicles of Narnia and His Dark Materials, by C. S. Lewis and Philip Pullman respectively, the authors use symbols and themes from Paradise Lost. Each author's narrative choice uses his view of cosmic order to persuade readers that obedience should be understood as central to coming of age. At stake is the proper role of human agency in the world. Can children become narrators of their own lives, or are they fated simply to occupy narratives already written for them? Obedience and disobedience are inextricably connected with narratives of origin, of development, and of maturation. Both Lewis and Pullman model and problematize the process of independent storytelling in order to arrive at truth; their treatments of obedience and disobedience explore each writer's sense of the nature of authority, storytelling, and the creative process. 相似文献
20.
The populist turn has produced contrasting conceptions of education. Research has suggested that individuals educated to university level are unlikely to support populist discourses. Meanwhile, populism is often understood as a social illness or disease that needs to be cured through education. This article argues that both populist and anti-populist discourses are fantasies in which education comprises an ideological grip. In the populist fantasy, education is perceived as being ideologically controlled by the elite. In the anti-populist fantasy, education is seen as being inherently emancipatory, liberating us from irrationalism and economic inequality. The article concludes not by showing how these ideological alternatives might be reconciled, but by suggesting that we can only proceed by creating new discursive landscapes where emancipatory education can be understood differently. 相似文献