Veraksa A.N., Veraksa N.E. Psychological Analysis of Fairy Tales and Stories in the Context of Child’s Mental Development

Received: 09/22/2020

DOI: 10.24411/1997-9657-2020-10086

Keywords: online education developing leisure home nursing (education) web resource

Veraksa A.N., Veraksa N.E. (2020). Psychological analysis of fairy tales and stories in the context of child’s mental development. Preschool Education Today. 6:14, 12–20 (in Russian). DOI: 10.24411/1997-9657-2020-10086

This work is licensed under a Сreative Commons Atribiution - NonCommercial 4.0 International (CC BY-NC 4.0)

2020, 6

Nikolay E. Veraksa
Editor-in-chief, Doctor of psychological sciences, professor, Head of Department of social psychology of development of Moscow City University of Psychology and Education (MGPPU)

Aleksander N. Veraksa
Academician of the Russian Academy of Education, Dr. Sci. (Psychology), Professor, Head of the Department of Educational Psychology and Pedagogy, Faculty of Psychology, Lomonosov Moscow State University; Head of the Laboratory of Child Psychology and Digital Socialization; Deputy Director of the Federal Scientific Center for Psychological and Interdisciplinary Research, Moscow, Russian Federation

Abstract

The paper is devoted to the role of fairy tales in the cognitive and personal development of children. The article reviews the dialectical approach to the analysis of fairy tales. On the example of folk tales of the world, the generality of structural transformations inherent in fairy tales is shown.

The conclusion is made about the importance of fairy tales for the development of children’s creative abilities. Particular attention is devoted to the approach of L.S. Vygotsky, on the basis of which the grounds for correlating fairy tales with the age of the child are distinguished.

Analysis of the social situation of development at each age makes it possible to determine the essential aspects of fairy tales and narratives that are necessary for productive interaction between a child and an adult. Examples are given and a conclusion is made about the importance of following the principles of cultural-historical psychology for creating and using fairy tales as a way for a child to enter culture.

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