The purpose of this study is to find out how teachers work with fairytales in preschools raising several questions; How would the teachers describe the literary environment at the preschools? What does theory say about the literary environment? What type of fairytales do the teachers perceive that they work with? How does theory describe these fairytales? What is the underlying purpose for teachers working with fairytales? What purposes are described in theory? My study is based on qualitative interviews conducted with three teachers working in preschool in a small town. The study is based on hermeneutic theory. I have also used other theory to complete the study. The teachers all see the possibility of using storytelling as a means to developing the children´ s vocabulary. Some of the teachers also use books and stories as a way of indirectly addressing ongoing personal problems. The results of my study show that fairytales can be a valuable tool for personal development for children. Working with fairytales could be crucial to how children develop their curiosity and desire to learn and manage ongoing traumas in their lives. My study also raises questions that might be interesting to discuss in a future not so far from now; should teachers be more aware of their important therapeutic role when choosing fairytales?
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-8876 |
| Date | January 2011 |
| Creators | Johansson, Annika |
| Publisher | Södertörns högskola, Lärarutbildningen |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0041 seconds