Taylor, M. (1997). The role of creative and culture in children’s fantasy/reality
judgments. Child Development, 68(6), 1015-1017.
Many researchers have underestimated children’s ability to distinguish between fantasy and reality due to “methodological problems and overgeneralization” of children’s performance in conditions where they have little control. Therefore, the main goal of this article was to explain that children have the ability to differentiate between fantastical and real entities. Also, there are different types of fantasy/reality distinctions, and that cultural backgrounds could influence children’s fantasy/reality judgments. In terms of fantasy/reality distinctions, Taylor (1997) argued that children often recognize that their actions during pretend play, only belong to the realm of pretense—and thus, not real. However, since there are many fantasy/reality distinctions, children tend to be confused. For example, human-like fictional figures (i.e. Santa Claus) tend to confuse children because parents often provide evidence that he exists. Thus, children are able to differentiate between fantastical and real entities only when they have some control over the experience (i.e. pretend play). Then finally, culture also plays an important role in fantasy/reality distinctions. For instance, Western children view pretend play as an imaginary compassion but children form other countries (i.e. India) refer to fantastical things as real things that exist in a spiritual realm.
This particular article did not conduct any actual experiment on children’s fantasy/reality distinctions. Instead, the author reviewed several research articles that supported his arguments. Therefore, the information provided seems bia...
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imaginary mental representations. Child Development, 64(4), 1-17.
Skolnick, D., & Bloom, P. (2006). What does Batman think about SpongeBob?
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In general, I have learned that every fantasy story affects a reader’s suspension of disbelief in different ways, and it depends on the fantasy setting and on Rosemary Jackson’s concept of ‘known’, ‘unknown’ and the ‘longing for an absolute
Bouldin, Paula. “An Investigation of the Fantasy Predisposition and Fantasy Style of Children With Imaginary Companions”. Journal of Genetic Psychology. 2006. 167(1): 17-29.
Children can identify themselves with fairy-tale characters; they imagine themselves as heroes, who are capable of killing dragons, or simpletons, who demonstrate the superiority over clever people. Fantasies based on the fairy tales are extremely important part of the children’s lives, and this is not only because they describe threatening situations that resemble main fears of a young child such as the fear of getting lost, fear of wrong decisions, fear of monsters or evil animals. Happy endings, which are always present in fairy tales, give children the confidence that despite all their fears they will be able to win in the end. This knowledge helps them to prepare for the difficulties of life, regardless whether they are real or imagined (Doughty, 2006).
Faris, Wendy B. "Scherazade's Children: Magical Realism and Postmodern Fiction." Magical Realism: Theory, History, Community. Ed. Lois Parkinson Zamora and Wendy B. Faris. Durham; N.C.: Duke UP, 1995.
Imagination and reality are often viewed as opposites. People are told to stop playing pretend and to face reality like an adult. However, in Alison Gopnik’s short story, “Possible Worlds: Why Do Children Pretend,” she discusses counterfactuals and how humans of all ages experience these counterfactuals. Gopnik’s definition of a counterfactual is the product of hope and imagination, also known as the woulda-coulda-shouldas of life. These counterfactuals include all the possible scenarios that could have happened in the past and all that could happen in the future. Scientists have proven that knowledge and imagination go hand in hand and without imagination, pretend, and fantasy there would be no science or opportunity for change. In the text, Gopnik explains how even babies are capable of
Tatar, Maria. Off with Their Heads!: Fairy Tales and the Culture of Childhood. Princeton, NJ: Princeton UP, 1992. Print.
When comparing the terms fantasy and reality, the adult mind categorizes the respective events of the two perspectives. Fantasy relates to the impractical while reality pertains to the facts and our experiences. In the mind of a child, there isn’t necessarily a distinction. Rather the lens in which children see through is an unrestricted view of the world that is not constrained by the rules of practicality. None better depicts the power to fantasize and imagine than the two films Beast of the Southern Wild and Pan’s Labyrinth.
Fairy tales portray wonderful, elaborate, and colorful worlds as well as chilling, frightening, dark worlds in which ugly beasts are transformed into princes and evil persons are turned to stones and good persons back to flesh (Guroian). Fairytales have long been a part of our world and have taken several forms ranging from simple bedtime stories to intricate plays, musicals, and movies. However, these seemingly simple stories are about much more than pixie dust and poisoned apples. One could compare fairytales to the new Chef Boyardee; Chef Boyardee hides vegetables in its ravioli while fairytales hide society’s morals and many life lessons in these outwardly simple children stories. Because of this fairytales have long been instruments used to instruct children on the morals of their culture. They use stories to teach children that the rude and cruel do not succeed in life in the long run. They teach children that they should strive to be kind, caring, and giving like the longsuffering protagonists of the fairytale stories. Also, they teach that good does ultimately defeat evil. Fairy tales are not just simple bedtime stories; they have long been introducing cultural moral values into young children.
As children grow up, they are exposed to the “perfect” fairy tale, portraying the roles of the perfect man and woman, according to Andrea...
Faris, Wendy B. "Scheherazade's Children: Magical Realism and Postmodern Fiction." Magical Realism. Theory, History, Community. Ed. Lois Parkinson Zamora and Wendy B. Faris. Durham, N.C.: Duke UP, 1995. 163-186.
Hansjorg, Hohr, (2000). Dynamic Aspects of Fairy Tales: social and emotional competence through fairy tales. Scandinavian Journal of Educational Research, Vol 44, No 1, Department of Education, Norwegian University of Science and Technology
We all grew up hoping that we were the princesses who met the dreamy prince and lived ‘happily ever after’ like in a fairytale.People debate over whether or not Disney fairytales are beneficial for children. Like Melissa Taylor the author of the piece ‘10 reasons why kids need to read non disney fairy tales’, I am against disneyfied fairy tales. In this essay I will argue on why kids should not only watch disney fairytales but also the real versions.
Faris, Wendy B. "Scheherazade's Children: Magical Realism and Postmodern Fiction". Magical Realism Theory, History, Community. Ed. Lois Parkison Zamora and Wendy B. Faris. Durham Duke U.P., 1995. 163-190.
Many parents read fairy tales to their children. Young people are able to use their imaginations while listening to these fantastical stories. Filled with dragons, witches, damsels in distress, and heroes, these tales stay in the mind children for years to come. However, these young listeners are getting much more than a happy ending. Fairy tales such as "The Goose Girl", "The Three Little Pigs", "Cinderella", and "Snow White" one can find theories of psychology. Erik Erikson's theories of social development as well as Sigmund Freud's theory of the map of the mind and his controversial Oedipal complex can be found in many fairy tales. Within every fairy tale there lies a hidden lesson in psychology.
Think back to your childhood; a time where everything and anything was possible. Magic and imagination was something that was used everyday in your life. Now think about where you are in your life right now. There is no longer any magic or mystery. Neil Gaiman and Antoine De Saint-Exupry write two different novels that include multitudes of fantasy. But in the midst of all of the fantasy is the fact that children and adults think differently. Both of these novels explore the idea that children think positively while adults grow out of that stage, developing a pessimistic way of thinking from what they experience in life.