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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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.
From the first look into their child’s eyes, parents fall in love with the little life they have now welcomed into the world. Their child is the most pure and innocent creature they have laid eyes on, and from that day forward they strive to preserve it for as long as they can. As children grow, parents become more protective (especially with their first child). They spend countless dollars on safety gadgets to place around the house to ensure their child’s safety, and they tell them lies to make holidays more exciting. Does Santa Claus and the Easter Bunny ring a bell? These lies are meant to cause harm; they are simply told to children to prolong their innocence. As long as they believe in fictional characters such as Santa, the Easter Bunny, and the Tooth Fairy, children will have magic in their world. Parents attempt to make that magic last for as long as possible because they know about all the horrible things that happen in the real world. Although parents know they cannot prolong their children’s innocence and purity forever, they try
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).
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
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.
More specifically, imaginative play is very important during this stage of development because it serves as a means of understanding the world. For example, imaginative play allows the child to comment and try to understand reality via an imaginary world that the child can control and manipulate. This in turn, allows the child to express their feelings in a pretend scenario without receiving the same responses if expressed in reality. As a result, this assists the child in the understanding of emotions and perspective thinking because during imaginative play, the child expresses strong emotions and must empathize with each other’s ideas and feeling (Davies,
Tatar, Maria. Off with Their Heads!: Fairy Tales and the Culture of Childhood. Princeton, NJ: Princeton UP, 1992. Print.
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.
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.
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.
Children are fascinated by magic, and are innocent enough to believe that it might actually exist. Because of this, they delight in any fantastical or supernatural tale. Adults, on the other hand, have the life experience to know that there is no such thing as magic, and to believe in magic is immature and foolish. Because of this, most adults find it patronizing to be expected to suspend their disbelief and accept the possibility of magical lands and wizards and fairy godmothers. It is for this reason that most fantasy stories are traditionally regarded as being for children, such as fairy tales, Alice in Wonderland, and the original text
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