Uppeldi og menntun - 01.01.2003, Qupperneq 94

ABSTRACT
This article aims at throwing light on how traditional and self-generated fairy tales
are of benefit in education as tools to activate children's modes of thinking, and how
stories of this kind may serve as catalysts in children's emotional development. It is
argued that children's engagement with the world of fairy tales initiates them to
confront feelings and emotional concerns which is essential for the development of a
creative, individual personality. In the article two tales by a 10-11 year old boy, who
with his classmates participated in a field study directed by the author in an Icelandic
primary school in year 2000, are presented and interpreted. These tales are good
examples of how the children participating in the field study seek through symbol-
ism to come to grips with their emotional concerns and tackle their fear of growing
up. The outcome of the field study suggests that it is valuable to initiate children of
all ages to engage with fairy tales, hence supporting them to take problematic
developmental steps preparing them for their unknown future.
Kristín Unnsteinsdóttir er
kennari við Ártúnsskóla