• Journal of the Korean Home Economics Association
• /
• v.42 no.5
• /
• pp.77-91
• /
• 2004

Characteristics of 154 traditional fairy tales (62 Asian, 34 European, 40 American, and 18 African fairy tales) were investigated according to their corresponding cultural areas. The results showed that male adults appeared more frequently in the traditional fairy tales than other characters. The expression of time, such as 'long ago','once upon a time', and 'one day' was provided, and there was an extreme contrast, fixation, and reiteration of literary styles in the traditional fairy tales, regardless of the cultural areas. Also, the characteristics of time and space that appeared in African fairy tales had a significant difference from other cultures. Also in accordance to the cultural areas, these fairy tales illustrated a significant difference in the pattern of problem solving.

• Journal of Families and Better Life
• /
• v.20 no.2
• /
• pp.185-191
• /
• 2002

The Purposes of this study were to improve the understanding of how the Korean traditional fairy tales were recognized, by examining the recognition of parent and teacher toward the traditional fairy tales, and to serve as the basis for teacher and parent to guide children appropriately, by developing a desirable teaching activity, using the Korean traditional fairy tales. The subject in this study were 238 parents, and 77 kindergarten teachers in Seoul, Sunchon, Chonan, Ichon and Ulsan city. And the questionnaire was used. The collected data were handled by frequency, percentage and t-test. The findings of this study were as below: These Parents and teachers thought the Korean traditional fairy tales are appropriate because of moral, ethical values, and knowledge. On the older hand, they thought these are inappropriate because of unrealistic things or image.

• Korean Journal of Child Studies
• /
• v.26 no.1
• /
• pp.299-313
• /
• 2005

The purpose of this study was to analyze the parenting behaviors which are represented in traditional fairy tales and creative stories. In this study the parenting behaviors of 44 traditional fairy tales and 52 creative stories for young children were analyzed according to the Korean Maternal Behavior Inventories (KMBI). The results are as follows : First, active participation, affectionate behaviors, reasonable guide, and consistency were represented more in creative stories than in traditional fairy tales and authoritarian control was represented more in traditional fairy tales than in creative stories. Second, fathers in creative stories participated more actively in their children's teaching than fathers on traditional fairy tales. Third, mothers in creative stories showed more affectionate parenting behaviors, participated more actively and showed more consistency in the relationship with their children. Fourth, the parents in traditional fairy tales showed more achievement-oriented parenting behaviors, especially in father-son relationship than others.

• Journal of Families and Better Life
• /
• v.25 no.1 s.85
• /
• pp.101-112
• /
• 2007

In this paper, 274 traditional fairy tales of South and North Korea were selected for research. The research was performed using a content analysis chart, and found differences in the number of characters, how ideology and social setting affect categorization of the characters, and what values are represented in the fairy tails of each country. Analysis of the general characteristics of traditional fairy tales of South and North Korea shows that South Korean traditional fairy tales have more cases where $1{\sim}4$ characters appear. In North Korean fairy tales, 5 or more characters generally appear. Analysis of the categories of characters in traditional fairy tales of South and North Korea found that characters fall into categories of family, friend and tutor, village, and the native country more often in South Korean fairy tales than in North Korean fairy tales. Character categorizations of county and foreign countries are found more often in North Korean fairy tales. In particular, the difference in character categorization of family, friend and tutor, and county shows that different ideology and social setting affected categories of characters. Research on traditional fairy tales of South and North Korea shows that traditional fairy tales of South Korea have chosen self-respect, self-restraint, fidelity(responsibility), understanding others, manners and honesty as themes more often than those of North Korea and subjects such as frugality, sharing, order and rules, cooperation and patriotism(ecosystem protection) we found more often in those of North Korea.

• Korean Journal of Human Ecology
• /
• v.15 no.2
• /
• pp.197-208
• /
• 2006

In this study, we investigated characteristics of sex-role stereotyping on 150 award-winning and traditional fairy tales (42 award-winning and 108 traditional fairy tales). The results were as follows: The depiction that female characters were rewarded for skills and competence, not for beauty, appeared more frequently in traditional fairy tales than in award-winning ones. Women were portrayed frequently as docile and passive in traditional fairy tales than in award-winning ones. Also, it was more frequently shown in award-winning tales than in traditional ones that male and female characters participated non-equally in physical activities.

• Journal of The Korean Association For Science Education
• /
• v.30 no.1
• /
• pp.1-12
• /
• 2010

The purpose of this study was to investigate the development and application of strategies using fairy tales in elementary school science. For this study, many fairy tales were searched in terms of various characteristics and educational value of the tales. Five fairy tales were selected and reconstructed to suit the 'mirrors and lenses' unit of 5th graders' school science, and teaching strategies using the fairy tales were developed to be used in six lessons. To investigate the effects of instruction using fairy tales, pre/post tests for scientific attitude were administered. To analyze students' perception of their classes, a simple survey was administered through questionnaires. We found from this study that the students related the fairy tales with their own experiences and took an active part in the class that used them. Also, instruction using fairy tales had positive effects on their scientific attitude. Many students said that the science classes were interesting, and the method using fairy tales encouraged students to study hard as well as helped them to understand the context. It was concluded that instruction using fairy tales was an effective method in terms of enhancing learning motivation, encouraging more inquiries, more opportunities to apply the scientific concept, and more positive scientific attitude. We discussed the strategies using fairy tales for implementation in elementary science classes as well.

• Korean Journal of Child Studies
• /
• v.21 no.2
• /
• pp.157-169
• /
• 2000

This study investigated the effects on interpersonal cognitive problem-solving skill of discussion with children of moral conflicts in traditional fairy tales. The subjects were forty 4-to 5-year-old children. The experimental group took part in discussion after hearing traditional fairy tales showing moral conflict, and the control group only listened to the fairy tales. Statistical analysis was by the SAS program. Conclusions were that discussion of moral conflicts found in traditional fairy tales brings about a positive result in children's interpersonal cognitive problem-solving skill.

• Education of Primary School Mathematics
• /
• v.6 no.1
• /
• pp.29-40
• /
• 2002

Fairy-tales give students opportunities to build connections between a problem-solving situation and mathematics as well as to communicate solutions through writing, symbols, and diagrams. Therefore, the purpose of this paper is to introduce how to use fairy-tales in elementary mathematics classroom in order to develope student's mathematical concepts and process in terms of the following areas: ⑴ reconstructing literature ⑵ understanding concepts ⑶ problem posing activity. To be useful, mathematics should be taught in contexts that are meaningful and relevant to learners. Therefore using fairy-tales as a vehicle to teach mathematics gives students a chance to develope mathematics understanding in a natural, meaningful way, and to enhance problem posing and problem solving ability. Further, future study will continue to foster how fairy-tales literatures will enhance children's mathematics knowledge and influence on their mathematics performance.

• Korean Journal of Human Ecology
• /
• v.19 no.3
• /
• pp.443-453
• /
• 2010

This study analyzed the effects of dramatic play using Economic-fairy tales on young children's basic- economic understanding and the consumer behavior. The participants in this study were 42 young children who attended a kindergarten in G city. The mean age of participants was 70 months. The experimental group participated in 'Dramatic play using Economic-fairy tales' while the control group participated in a 'Discussion activity using Economic-fairy tales'. The experiment used 'The Basic-Economic Concept Test' and 'The Consumer Behavior Test' in the collection of data and T-test was used to statistically analyze the data. Significant differences were found between the experimental group and comparison group in both the post-test score of Basic-Economic Understanding and of Consumer Behavior NOTE. In conclusion, the results of this study suggested that the technique of dramatic play using Economic-fairy tales which was developed in this study are probably effective in developing young children's basic-economic understanding and consumer behavior.

• Korean Journal of Child Studies
• /
• v.28 no.2
• /
• pp.193-204
• /
• 2007

This study investigated the effect of educational intervention utilizing fairy tales on young children's creativity and pro-social behaviors. Participants were 40 five-year-old young children. Fairy tale books were read to the experimental group and were adapted for various educational intervention activities but the control group participated only in standard child care center themes without educational interventions. Results showed significant differences between experimental and control groups in creativity and pro-social behavior. Findings confirmed that educational intervention utilizing fairy tales is an effective means for enhancing creativity and pro-social behavior in young children.