Children's Literature Guide

DEFINITION
Children’s literature includes all the
artistic and creative production that
uses the word and it is aimed at
children. (Juan Cervera, 1992)

CHARACTERISTICS
Children’s literature must be entertaining and
also it must give pleasure.
Children’s literature must be comprehensive.
Literature is a form to acquire experience.
It put in order the experience and the
chronological sequences.
Literature shows the fragmentation of the
life, like: family, love, values, friendship…
Literature also shows social institutions, for
example: family, school, the Church…

FUNCTIONS
Through literature child knows popular pictures,
symbols and myths that help him/her to
understand the environment and human
relationship.
Literature allows create a lot of fantastic
worlds.
Literature creation also allows incorporate
human knowledge, popular knowledge and brings it
to children.
Children’s literature helps child to resolve
his/her problems.
The story provides values like: Goodness, evil,
courage and innocence.
Through literature child can learn to read and
value different tales.

CLASSIFICATION
Traditional Literature
This group includes all the production that
wasn’t created to children, it was a literature
for adults but later it was destined to children.
For example the adaptation of “One thousand
and one nights”.

CLASSIFICATION
 Literature created to children:
This is the literature that was created for
children. It includes: novels, poems, tales and
plays. Examples: Alice in Wonderland, Harry
Potter…

CLASSIFICATION
 Instrumented literature
This group includes books that are created for Infant
Education and Primary Education. In these stories
there is a main character who visits some familiar
places for children like the beach, the zoo, the
market, the circus… For example: Teo, Caillou…

GENRES
POETRY:
Oral texts with cultural
tradition.
It is in the children’s life since their birth.
It is transmitted orally by several
generations. Normally, these texts tell
daily moments, plays, free time
moments…

Oral texts includes:
http://www.youtube.com/watch?v=_7P2I804nw8
• Lullabies
• First songs
• Strings
• Tongue twisters
• Riddles
• Nonsense
• Songs.

 Poetry with oral tradition
and by the author.

Poetry is a form to play with the language.
Infant Education teachers have to use
rhymes and poems as a fun activity for
children.

The main characteristics of infant poetry are:
• The strophic form
• Dialogued poems
• Undefined series
• Enumeration, Parallelism and Onomatopoeia

Poems are divided in:
• Narrative poems: They tell facts.
• Descriptive poems: They describe places, people,
landscapes, animals, objects…
• Plastic poems: After the reading of one of them children
draw a picture.

NARRATIVE: THE TALE.
The tale is a short story of imaginary facts.
The tale has a moral or ludic purpose, which
stimulates the imagination of children.

It is classified in:
• Formula Stories
• Animal Stories
• Realistic Stories and Fantastic Stories
• Marvelous Stories

THEATRE

 The difference between theatre and
other genres is that theatre adds some
resources like corporal expression,
plastic expression and rhythm
expression.

OTHER GENRES
Realism

Social Realism literature focuses in a possible real
situation. The main character has a problem. This
problem is caused by the society or another person.
So the story is based in how the main character
resolves his/her problem. Example: Heidi.

Realism
• Animal Realism literature focuses in the life of an animal.
These tales tell some things about their appearance, place
where they live, and their life cycle. Example: The lion king.
• Historic Realism literature focuses in the past. It describes
some things about the past like: clothes, vehicles, work...
Stories about Vikings and Romans, for example: Asterix and
Obelix.

OTHER GENRES
Fantastic Literature: For example: The tales of
• The author creates other Hans Christian Andersen.
world, so his/her intention
is that the reader believes
that this world would be
real. The characters of
these tales are usually
dragons, trolls, fairies,
princesses, goblins…

OTHER GENRES
Traditional • For example: Cinderella.
Literature:
These tales have many
characteristics, some of
them are good and others
are bad. The author
makes clear descriptions,
and the characters are
usually fairy
,godmothers, stepmothers

OTHER GENRES
Picture books:

• These tales focuse in show to children some
pictures so they understand the tale with these
pictures. For example: The illustrations of
“The adventures of Pinocchio”.

OTHER GENRES
Classics: For example: Tom
These tales are stories Sawyer by Mark
that are told from one Twain.
generation to another.
They could belong to
any genre.

Work realized by:

María Iniesta Simón
Lorena Ortega García-Muñoz
María Sánchez-Hermosilla Morales.
Paula Serrano Oviedo

Carmen Fdez Marchante
Javier De Esteban Glez.

 Literature is all the creative and artistic things
that you can create using words and there are
created for children. ( Juan cervera)
 Includes poetry, narrative, theatre, riddles,
jingles, short stories…
 Educator must delve into education´s
magnitude.

 It should provide pleasure, entertainment
and escape
 Be comprehensive
 Adquires experience
 To divide the life´s stages, like friendship,
family, love, values…
 It can be showed in socials institutions (
family, school, churches..)
 It shows how the nature acts over each one
of us

 Allow culture´s evolution through simbols
 Allow create his own unreal world
 Children know images, myths, simbols that help
them to interpret the environment
 Allow add human and popular knowledge
 Through stories, children can overcome difficulties
situations in their lives
 The stories transmit values knowledges like
kindness, courage, innocence
 Stories prevents the child goes astray
 Make an analysis about the evolution of social
issues
 Children learns to read and appreciate literary
works.

 Acquired literature
 This readings goes from generation to generation, like
songs, traditional stories and romances. Example. 1001
nights
 Literature created for children
 Made for children. Stories, novels, poems…Example.
Gloria Fuertes, J.K Rowling Harry Potter
 Instrumental literature
 Relates all the differents situations that a character
passes. Example Teo
 Books with images, toybooks surprises books..
 Quality and language are the most importants attribute

 Poetry :
 Oral texts from cultural tradition ;
Lullabies, first songs, riddles…children
songs too
 Oral tradition poetry.
-Oral texts from cultural tradition
-Present from the beginning
Characteristics.
-Pass from generation to generation
-Interpret and transmit
-Present in real situations

 Lullabies
These are the first songs the child listens to. They
have binary relaxing effect and movement.
 First songs. Songs with the purpose of knowing the
child's body and developing his motor possibilities.
They are rhymed and repeated. It highlights tickle
and finger songs.
 Jingles. They are written in verse to describe
different daily situations as having lunch or going
to bed. They quite funny
 Tongue-twisters
Little poems without too much sense but quite
difficult to pronounce, which is very funny

 Riddles
Oral games that stimulate mental exercise and language
learning, creating a connection between the child and poetry.
There's a huge number of topics, which supposes a challenge for
the child.
 Nonsenses
Poems close to the jokes, whose best characteristic is bringing
laughs to the child. It stimulates the development of the brain.
 Songs
Poems with melody (o tune) and rhythm, employed for playing.
They are used as:
-symmetric series with just one variant: repeating the same
structure
-symmetric series with correlative variant: the introduction of
one variant leads the appearance of another one.
-Symmetric series formed by increasing or decreasing
enumeration. They are used to learn how to count.
-Echoes. Repetition of one syllable in each verse.
-Chorus: Probably the most important and clear element.

 b) Oral and author tradition’s poetry
Poetry allows the child playing with language and words.
Teachers must approach poetry to children so they can learn a
lot.

 Characteristics:
- Verse form: Short verses composed of less than eight syllables
in length, with musicality and easy to pronounce. Children enjoy
creating their own rhyming couplet.
- Dialogued poems: Texts to be dramatized.
- Undefined sequences: Chained forms.
- Enumeration of elements by juxtaposition as if making an
inventory.

 - Parallelism: Structures’ repetitions in order to call the
attention.
- Onomatopoeias.

 The importance of the content: Narrative,
descriptive and plastic poems.

 - Narrative poems: they tell what happens to the
characters. The graphic complement is very
important.

 - Descriptive poems: Description of human beings,
animals, landscapes… with pictures to motivate the
children.

 - Plastic poems: they fix the guidelines to do a
drawing.

 The story is a short narrative of imaginary events
with a simple argument. The purpose of the
story can be moral or to entertain and stimulates
the child´s imagination.

 There are four groups of stories:
- Formula stories
- Animal stories
- Realistic and fantasy stories
- Fairy tales

 They are stories in which, rather than the content, is
most important how to tell it and the effect on the child.
They have many literary devices.

There are three types:

 Minimum stories: They are short narratives which
appear rhyme. In a sentence appears a character and
the action. And in another sentence appears the
conclusion.
 Never ending stories: They are jokes to develop the
sense of humor. It's usually quite annoying.
 Cumulative tales: In the cumulative tale the action and
dialogue repeats but also accumulates. It is a memory
exercise.

 ANIMAL STORIES >REALISTIC AND
 The protagonists of FANTASTIC STORIES
these stories are  The characters are
animals that act like
developed quite
people
naturally in the
 They are like fables
and they are usually middle of the magic
short stories ending and fantasy
with a saying. They
have a very simple
structure.

 Is characterized by a breakdown of
order, the intervention of fabulous
characters and the appearance of
magical items. In them appear
supernatural characters like: fairies,
genies, trolls and giants, witches,
wizards...
Their structure is :
1. An initial action that creates intrigue.
2. The hero´s actions.
3. The happy ending

 The theatre is characterized by the linguistic
expression like the other genres but also add
other resources, such a body expression,
artistic expression and the expression
rhythmic music

 Realistic literature assumes that the story told is possible,
though not necessarily probable. Without magical
intervention and the results are reasonable and possible. The
story seems real.

There are several types:
 Social realism: The protagonist is affected by a type of
problem whose origin is in society such as discrimination
because of race, gender or social status.
 Realism in stories with animals: stories about animals,
speaking of details concerning their appearance, habitat and
life cycles.
 Historical realism: It is located in the past. Describe in detail
aspects of the past, dresses, used vehicles, work, showing the
features and events of that time and place.

 The author creates another world inviting readers
to believe that this world could exist. This requires
the author´s ability to imagine the universe so
close that the reader wants it to be true. You get
to make credible for pleasure.
 A noted author of fantasy stories is H. C. Andersen.

 The term traditional or popular literature
refers to a type of literature that has come to
the reader or the listener the story by others,
a traditional storyteller, which existed at
some time orally before they were collected
the written in form

 A picture book is a book in which the
illustrations are as important as (or even
more important than) the words in telling the
story.
 In picture books, there are illustrations on
every page or on one of every pair of facing
pages.
 They are very important because children
learn and enjoy while they are reading the
book.

 The classics children´s literature are those
books that pass from one generation to
another. They can be of different genres:
history, fiction, popular, fantasy…
 They pass from one generation to another by
the significance of the issue, the credibility of
the characters, the reality of the conflict or
style.

THE STORY AS AN
EDUCATIONAL
ACTIVITY

EDUCATIONAL VALUE OF
STORIES
• The story has a huge emotional and
educational value, it serves to reinforce
the bond between child and parents, to
open a world of fantasy and imagination
and to help resolve personal conflicts.

• The story has a great educational value.

CREATIVITY DEVELOPMENT
• Tale give the child the opportunity to
imagine what you would like to be, do and
experiment.

• Activities around the stories can be:
dramatizations, illustrations, stories,
music, etc.

LANGUAGE DEVELOPMENT

• Stories help to structure the language, sort
and make sense of sentences, to
increase vocabulary, and above all,
affect the communicative function of
language.

EMOTIONAL DEVELOPMENT
• The story is a simple and effective way to
establish a relationship of affection and
trust between storyteller and listener.

• When adults remember the tales of our
childhood we remember good times.

PSICHOLOGYCAL
DEVELOPMENT
• The stories are a sample of human behavior:
lies, kindness, fear, desire, sadness ... the child
identifies with the characters and shows their
fears, their needs and fantasies.
• The happy ending is a very important element
because it maintains the hope that the problems
can be solved. Stories are able to stimulate the
memory and the child's mind.

SOCIAL DEVELOPMENT
• Listening to a narrative with the other
partners allows them to share emotions.

CRITERIA FOR SELECTING,
USING AND TELLING STORIES.
• To select stories we must consider a number
of criteria:

a) Aesthetic criteria
b) Age of children
1 to 3 years
3 to 5 years
5 to 7 years
C) Extension

• d) Language: simple

• e) Structure

• f) Topic

• g) Illustrations

CRITERIA FOR THE USE
• How to use the stories in classroom can vary
depending on the objectives: we can read it,
count it, represent it...
• The story can’t be considered a filler activity:
we should give the importance what it
deserves.
• There are two types of stories: the tale told
(spontaneous and free) and the read story
(with a better language).

CRITERIA FOR THE STORY
Tell stories is transmit feelings, enjoy what you do and
get the kids have fun. To achieve this, we must:
- Choose stories that we like
- Learn the story, practice it…
- Display the characters
- Establish a relaxed clime.
- Use a soft voice
- Use gestures
- Getting kids involved
- Receive comments from the children.

The time to tell a story should be calm and
relaxed. This requires 2 aspects:
- Do it after a strong activity
- Tell it when we have enough time for
this.

The space to tell a story has to have these
conditions:

- Be well defined.
- Have an adequate size
- Be well lit.

ACTIVITIES FROM THE
STORY
• After reading the story we can offer many
activities, but these activities should not be
too complicated.
• To verify that the story has been
understood, there should be a dialogue
with children through a series of questions.

SOME ACTIVITIES OF CREATION,
RECREATION AND
INTERPRETATION OF LITERARY
TEXTS
Some examples of possible activities:
• If this happen?
• What happened next?
• Children Tell a story with the
collaboration of all.
• To represent a little theatre.

SOME ACTIVITIES RELATED TO
OTHER MODELS OF
EXPRESSION
• Illustrate the story. The story is illustrated with
cards, so that each is accompanied by
referenced.
• Dramatization. The story will be represented
by children from freely using their body and
language.
• Musical tales. Use instruments to tell the tale.
• Activities out of the class, for example to visit a
museum, to visit a zoo, to visit a farm…

THE END
• CRISTINA CAMUÑAS ESTRADA

• ALEJANDRO CLAROS BELLÓN

• CARLOS ALAÑON MOYA.

THE GAME FROM
THE GAME FROM
DIFFERENT POINTS OF
VIEW DIFFERENT
POINTS
OF VIEW

1. PSYCHOLOGICAL STANDPOINT.
EVOLUTION OF THE GAME AND AGE
Piaget says that the game can be used to
measure the process of maturation of
the child and his mental and emotional
development, based on the
assumption that developmental stages
are presented with a determined
succession and order for all individuals.

Psychological activities are different for different stages of
development and activities of a higher stage make up the activities of
previous stages.

There are different types of games depending on age of children:

a) THE GAME IN THE FIRST CYCLE OF CHILDHOOD
EDUCATION (0-3 YEARS):
The games of this cycle can be considered the first pre-games
and pre-toys.
Function: separating the child from his enviroment and give
him the notion of self and the parts of his body.

• In the early months the
game is reduced to
rocking, pacifier and
rattle.

• After appear the games to “show / hide” which
introducing guidelines for action that will last a lifetime.

• Then come the functional games and sensorimotor
games, where the pleasure lies in the movement of body
parts. The physical learning is inherent in the child's play,
which develops self-confidence and self esteem through this
control of the body.

• Finally appears the game of
projected his image in the mirror.

All of them, lead to the discovery
of self, the “I”.

b) THE GAME IN THE SECOND STAGE OF CHILDHOOD
EDUCATION (3-6 YEARS):

Function: With these games is
passed from the discovery of self to
the discovery of another.

• In these games the child
assumes roles, imitate animals,
adult or representing yourself in
fictional situations.

• At first, the games are usually single, but after 5 years are usually
group activities.
• The learning through play should be continuous and evolutionary,
and covering intellectual, physical, emotional, social, aesthetic and
moral facts.
• Moreover, the game should allow the emergence of the ability to
solve problems.

In the learning (to be done through interaction with others) should
include all types of games that lead to independence, creativity
and discovery.

2. SOCIOLOGICAL STANDPOINT:
The game is influenced by society and the environment in which
it occurs.
The game introduces the children to the ideology of society and
learning the values of their culture through their rules, materials
and toys. There should be a fun environment,
physical and cultural, that the game
appears. This environment can have
large open spaces or not, these
spaces can be organized or not,
empty or full of toys, full of useful
objects for the child or not; all
influence the game.

 During the first year of life is very important the environment
because it is a part of the total socio-cultural space and therefore,
for this specificity in cultures, the social environment will provide a
unique character to the games, which vary according to the culture
in which the child grows.
• In some societies the games have transit functions from one age
to another. In other cases, the game serves to relieve tension
created by society, or by life. It also serves to transmit rules
among equals
• There are societies where children are surrounded of toys,
artificial and far from their recreational needs that limit their
capacity of creativity and imagination.

Finally, the observation of games makes possible observe how girls and
boys are separated into different groups at the time of play and
that their activities are different.

 The activities of the girls are generally more sedentary and
intimate, with complex rules and games usually have a happy
ending.
 The activities of the boys have more movement, more tendency to
be outdoors and taking up more space.

3. GAME AND PEDAGOGY:
Although the game is one of the best means of expression for
children, has not always been seen as a technique to use in school.

The school is faced with a new dichotomy between play directed by
teacher and free game, leaving the second as a "let do" that don't is
universally accepted in the school .

Today there are many parents who understand the educational
value of game in the early years and the need to include it in
children's activities.

 School can find various problems
- The game to respond to educational purposes and
not a job.
- The teacher must know what they can extract the
game in their educational practice and how.

- The educational use of the game must be present, not be
imposed, it is spontaneous, it can not be forced, can have
objectives, but not necessary always.

- the game has a function
educate themselves.

 The game should
complement the school
happens in other places

Motivation to explore and More fragmented Game
experiment freely in the
house, park ...
Long and continuous periods. No free time

activities less short. there are times for different types of
activities.

Activities of the child alone. Many sujects of the same age.

Individual material. The material in building rapport
with colleagues.

4.GAME AND MOTIVATION: ATTENTION
 It is an important factor for learning
 The teacher should know:
- When performing an activity.
- Provide, or facilitate
search activities that keep
the child's concentration.

• The game provides a natural means of maintaining
attention.
• The child plays and loses track of time.

• The game provides longer learning times.

 The school divides
time into shorter
periods to avoid
boredom appears.

 The game, motivates the child to the exploration and
experimentation.
 The school must provide opportunities that the child can
not in other place.

5. PLAY AND EXPLORATION.
 The exploration is related
to the acquisition of knowledge
and information.
• When a child approaches
a new situation or material
presents two types of conduct
A new experience, if cheerful
will attract attention and then
exploration
 Exploration is an essential prerequisite for the play
experience.

 First exploration can be visual. After a period of active
exploration and manipulation.

 The exploration depends
on the material or object that
is seen and manipulated that.

 Sometimes after
the exploration appears a kind of repetitive play.

 Innovation prevents boredom and monotony.

 The play conduct is optional,
the exploration is obligatory.

 The exploratory conduct
directly promote learning,
playful but they do indirectly.

 Free play is important if one considers this aspect
of material introduce or exploring situations that lead
to the child, and then to play with the known.
 It is important to act as the teacher.
 The adult must be conscious of their ways.

Elena Martín Ávila.
Alicia Martín de Madrid
Merchán.

RHYMES AND
CHANTS.
USING THEM IN
CLASS.
Marta Irles Martín-Abad
Marina Rodríguez Díaz
Mª José Serrano Donate
Ana Mª Tajuelo García-

1. Song, rhymes
and chants
• Children love songs, rhymes
and chants and their
repetitive nature and rhythm
make them an ideal vehicle
for language learning.
• Carefully selected them can
offer a rich source for our

Why use songs,
rhymes and chants?
• There are four resource to use
them in our class:
1. A linguistic resource.
2. A psychological/affective
resource.
3. A cognitive resource.
4. A cultural resource.

A LINGUISTIC
RESOURCE
• Allow introduce a new
language with new structures
and vocabulary to be learnt.
• Present familiar language in
new and imaginative context.
• Develop all skills in an
integrated way.

A
PSYCHOLOGICAL/AFFE
CTIVE RESOURCE
• Help develop positive attitudes
towards the target language.
• Non-threatening and the more
inhibited child will feel secure
when singing and chanting as a
class.
• Encourage a feeling of
achievement and build confident

A COGNITIVE
RESOURCE
• Develop concentration,
memory and coordination
• Repetition enables children to
predict what comes next and
to consolidate language items.
• Accompanying actions or
gestures help to reinforce

A CULTURAL
RESOURCE
• The songs can contribute to
the cultural components of a
language programme.
Children can compare their
mother tongue with the
target language through the

A SOCIAL
RESOURCE
• Singing together is a good social
experience and helps to develop
a class and group identity
• They can be used as the basis for
a performance or show.
• They offer a flexible resource to the
teacher.
• They can be used with a variety of

2. Pronunciation
benefits of using songs,
rhymes and chants
• This includes:
1. Individual songs and sounds
in connected speech.
2. Stress and rhythm.
3. Intonation.
4. Ear training

INDIVIDUAL SOUNDS
AND SOUNDS IN
CONNECTED SPEECH
• Songs and rhymes are useful for
showing what happens to sounds
in connected speech. For
example:
- That certain sounds run on
together: “You are not it”
- And complicated consonant

STRESS AND
RHYTHM:
• Using songs and rhymes,
children can clap according to
the rhythm or say rhymes. So,
they can develop a sense of
rhythm in English.

• The words that are weakly

INTONATIO TRAINING:
N: • You can ask
the pupils to
• Intonation can listen and
also be
count how
practiced in
rhymes. many times
an individual
sound or
word occurs

3.Types of songs,
rhymes and chants
• There are many different kinds of
songs, rhymes and chants which
contain different features and are
used for different purposes.
-Suggest that rhymes can be
divided in two categories:
1. those which are essential to the
regulation of games and children's
relationships.

4. When and how to
use songs, rhymes
and chants
• When they are used:
-As warmers
-As a transition from one activity to the next
-Closers
-To introduce new language
-To practice language
-To revise language
-To change the mood
-To get everyone's attention
-To channel high levels of energy
-To integrate story telling,topic-work or cross-
curricular work

DEFINITION
The tale is a brief and simple narrative. It
focuses in the action, time and space.

The tale is universal and it has the function
of help to the children to understand the
own culture and to understand the world.

To the children, the tales don`t only fun
them also encourage them the imagination
increasing positive feelings and
psychological development.

The tales transmit knowledge, ways of
thinking about different villages.

FEATURES
The tale presents these features:
1. it`s invented doesn`t is a real story.
2. it`s clear, with a linear structure
3. concentration of the plot
4. short time

FOLK TALE
Also it be called traditional tale because they come from the oral tradition,
therefore this tipe of tales preserved (more than other genres) the features of
the oral narration. So folk tales have to be heard, more than to be read.

About the structure, this tales present simple narrative forms: opening and
closing.

Propp proposes 31 functions for that tales, but in Spain we can found only 9:

- Initial problem.
- The king decide something (about the problem).
- Hero's trip.
- Hero does something.
- Magic objetc.
- Fight.
- Tests.
- Hero's return.
- Hero's recognition.

FOLK TALE
ORIGIN
It is anonymous. Initial author could be exist, but he desappears because the tale
belongs to the community. Due to its oral nature, the tale changes (it adapts to
time and space in which is narrated). Each tale has its own personality, and also
the storytelling personality.

So there is two versions about the origin of this tales:
- Monogenetic: common origin.
- Poligenetic: multiple origin.

Both of them are difficult to demostrate, but it is clear the diffusion in space: we
can found many different versions of the same tale.

Sociologically, the tale is a reflection of some values, sensibilities and knowledge
of a culture.

FOLK TALE
Some features like a simple form:

- Mobility of the language, of the characters, of the
situations and of the framework (time and space). It's
opposite to the fixed.

- Generic. It's opposite to the peculiarity.

- It can be repeated in our own words.

FEATURES OF FOLK TALE
No descriptions: the tale's world is plane. Objects are not described, only
mentioned. Nicknames are simple, for example: the prince is brave.

Repetitions: it's very important, because with repetitions is easier to
remember.

Characters haven’t inner world. There is no environment. There is no time.
There is only external stimulus. The oral tradition is focus in the action, more
than in the description.

There is no narrator.

The story is temporally and spatially indeterminate. The characters can go
to the end of the world, to the bottom of the sea and so on. A trip is not
narrated, only appear fantastic stages that give meaning to the story. The
supernatural is accepted.

OTHER TYPES OF TALES
MYTH is a story in a old world with a heroic and religious
meaning. In this type, appear natural phenomena and
supernatural forces.

The things that happen
in myths are unique
and these can`t happen
in other place.

EPIC presents actions and events about a
imaginary hero. Through her, community is
aware of their problems.
It has a tragic and pessimistic tone.

LEGEND
Legend is a story
which happens in a
specific place,
realistic, wonderful
or religious.

It tells a historical event. When a legend is told,
we understand the historical reality and heroes
in this place.

FABULA
Fabula is a story about humanized animals.
These are shorts stories in prose or verse.

The goal is to teach through problems that the
protagonist has to solve in the story.

CLASSIFICATION

AARNE-THOMPSON: depend on the repetition
of themes

I: Animal tales
II: fairy tales
III: Funny Tales
IV: Formula tales
V: other tales

Other classification, divides tales in 3 groups:
I: Typical Tales:
Fairy tales
Realistic tales
religious
tales and tales about

II: Animal tales
III: Costums Tales

PELEGRIN: depend on the age of children
I: Formula tales (2-5 years)
II: Animal tales (4-7 years)
III: Fairy Tales (5-7 years)

GIANNI RODARI
I: Animal tales: wild and
domestic animal, and
relationship between
people and animal, and people with animals.
II: Magic tales: supernatural forces and
magic objects.
III: Funny Tales to silly, to clever and formula
tales.

AUTHORS
1.CHARLES PERRAULT: “Sleeping beauti”, “Red Riding
Hood”, “Puss in boots”, “Cinderella”…

2. JAMES BARRIE: “Peter Pan”

2. BROTHERS GRIMM: “Hansel and Gretel”, “The
Musicians of Bremen”…

3. HANS CHRISTIAN ANDERSEN: “The Ugly duck”,
“The Brave Tin Soldier”, “The little Mermaid”…

4. BEATRIX POTTER: “The Tale of Peter Rabbit”

5. LEWIS CARROL: “Alice in Wonderland”

THE
END

LAURA RODRÍGUEZ ALCAIDE
ADRIÁN SABALETE SUÁREZ
THANK YOU! IRENE SÁNCHEZ BARCHINO

1. Introduction
2. Educational aspects of game
3. Video
4. Danger of game.
Game leads to conflict.
1.
2. Excess of didactism in games.
5. Personal opinion

 Many years ago, games have been the
most important activity to amuse
children, but they have educational
purpose too. For this, it is one of the
tools more used in Childhood
Education.
 For example, in Old Roma, schools
were called "ludus“, that it means
recreational.

 The methodology of Childhood Education
is active and based on the experiences and
game. Sometimes, it`s called ‘’recreational
methodology’’.
 Game is considered like spontaneous
activity of children, its an specific activity
and it should be stimulated by the
teacher.
 Although the school work is based , over
all, in serious, systematic and intentional
activities, the game should be
spontaneous and free.

 Nowadays, school work and game are
related. There is quite a lot of
controversy between school work and
game in schools.
 Many pedagogues think that it’s
necessary to use games and toys like a
material-work in class, due to learning
and game are closely related.

 There are different theories that show the
formal value of game because it produces a
better development and it’s very important for
learning.
 For example:
 Groos came to the conclusion that recreational
activity was a warm-up for serious life.
 Claparéde and Stratcham throught game, children
carry out enough exercises for muscular and psychic
development.

 http://www.youtube.com/watch?v=w4yHvkZMJrI

 Also, there are studies
about danger of games
which are done and
explained wrong.
Among analysis more
meaningful, we can
emphasize:
Game leads to conflict
 Recreational activity,
which is very necessary
for children’s
personality
development, can be
the origin of problems.
Among the problems
more common are
which take place due to
an excess tension.

 Game can be harmful when it isn’t suitable for
children, for example games of fear, when we
use some materials, when they must imitate
adult activities and competitive games.
 Children aren`t aware of the gravity of some
actions and they can transfer that danger to
dangerous and not recommend actions.
 Nowadays, children have many
entertainments and knowledge but some
aren’t suitable for children because they are
based on imitation and are typical of adults.

 These games can be not advisable to
use it with children, especially with
children in the Childhood
Education.
 It is very important that children
know the multitude of games that
are in their interests due to it exist a
variety of alternative, creative and
stimulating games. This may be a
function of the family and school.

 Children can be loser
because of the use of
didactics games
constantly.
 These games should
be effective and
organized to achieve
good outcomes. It’s
necessary to avoid
routines and also, it’s
better to reduce the
number of didactics
games when children
are older.

 Learning and game aren’t always
together, but also learning can appear
alone like a serious activity which the
teacher ought to motivate.
 The teacher wants to get that pupils
work very good in a comfortable
environment.
 Ending, in the childhood education, it
doesn’t well such a didactics games. It
would be better to alternate the
recreational activity with the didactic
activity.

 In our opinion, games are an excellent
strategy to work with children and, for this
reason, we think that all educational
activity should be based in game with
children.
 Nowadays, we have a lot of options for
children learn playing. For example,
computer's games, the Internet, traditional
games...
 Add, we think that the violent games
shouldn't be encouraged. Many times, these
games are learned by TV, videogames…

 Eva Díaz del Campo García Carpintero.
 Elena García-Fogeda Romero.
 Rocío Guerrero Ciudad.

 Definition of the Tale
 The Folktale
 Folktale Features
 Relation to the Folktale with other kind of
narration
 Origin of the Tale
 Classification and Authors

 The story is fictional short narration and character
developments simple, made for moral purpose.
But there are different interpretations of the story
one of that the Grim brothers collectors than
they understood the story as remnants of a
culture.

 The story is universal and It has the function of
helping people understand their culture. The
messages it conveys the story is aimed at all
audiences. For children are a source of
satisfaction because it enriches the world of
understanding, his inner life…

 The stories always have a main
character who is usually travelling, which
meets obstacles to be overcome and
the end is usually always happy.

 The story has these characteristics:
1. Duration not excesive.
2. Concentration of the plot.
3. Linear structure.
4. It is an invention.

 Falktales come from oral tradition. These stories are
to be listened.
 Propp offers 31 functions for stories. But the spanish
stories are 9. These functions are:

1. Initial problem.
2. Call
3. Round trip.
4. Displays of generosity.
5. Donation of a magical.
6. Combat
7. Testing.
8. Journey back
9. Recongnition of the hero

a) No description: Things aren’t described, because
only they are mentioned. The nouns are very
simple.
b) Repetitions: The folktale shows many repetitions.
c) The characters haven’t “internal world”: They react
to external stimuli, such as: advices, problems,
duties…
d) There isn’t narrator.
e) There isn’t time or space. In the folktale, the
characters use magic things and that’s why they
can do what they want. Fantasy is accepted
without any difficulty.

 The myth is a story that happens in an
earlier time and it adds a religious meaning.

 The myth can help to the social order.

- SIMILARITIES: The
characters are similar.

- DIFFERENCES: Form of
transmission. The topic
of the myth is fairly
simple and the topic
can’t happen to other
people, however in
the folktale what is
happening is very
normal and regular.

The epic talks about
the actions of a hero,
who is historic and
imaginary. There are
some differences with
the folktale, for example:
the epic has a tragic
ending and however,
the folktale is optimistic
and looks for a happy
ending.

Legend is a story that counts as something happened in a particular place.
It can be realistic, wonderful or religious.

The Legend tells of a historical event generally,
so this has more historical truth that for example a tale.

But this doesn’t mean that reflect the full historical
truth because many details which are narrated in the legend
are fictitious.

Over time, the curiosity of man heighten the interest in the
historical fact that is based on the legend.

Finally say about this, that the legend can refer to the natural world
or supernatural .

The fable is animal tale with moral and educational purpose.
Its extension is generally little, with a brief history, in prose or verse that clearly
pointing to a moral teaching.

The fable is an allegorical fiction, in which, the animals are fully humanized.
In spite of showing a fantastic animal world scene, the extracted lesson
applies to real world.

The lesson that emerge from the fabule is commonly
known like the moral
and it usually placed at the end of story.

Each fable reflects a different teaching , depending on the actions
that to do the protagonist.
The pupils could find other solutions using their creativity.

The folktale is anonymous.

The tale is adapted, modernized and are eliminated elements that lose meaning.
Each tale has its own personality and the narrator’s style.

The folktale’s origin can be summarized in two versions:

Monogenetic Polygenetic
(common origin and (multiple origins
after diffusion) depending times,
places, thoughts..).

Sociologically, the tale is analyzed as a reflection of collective values,
forms of sensibility and knowledge of a culture.

 Animal Tales

 Wonderful Tales

 Joke Tales

 Formula Tales

 Tales without clasification

 Tales:
› Wonderful Tales
› Realistic Tales
› Religious Tales

 Animal Tales

 Custom Tales

 Formula Tales (2-5 years)

 Animal Tales (4-7 years)

 Wonderful Tales (5-7 years)

 Animals Tales

 Magic Tales

 Anecdote and Joke Tales

 Charles Perrault (Little Red Riding Hood,
Cinderella…)
 Grimm Brothers (Hansel and Gretel, Blue
beard…)
 James Barrie (Peter Pan)
 Beatrix Potter (The Tale of Peter Rabbit)
 Lewis Carrol (Alice in Wonderland).

 Marta Cedenilla Romero
 Mª Ángeles Córdoba García-Consuegro
 Patricia Reíllo Bosquet
 Beatriz Villa López

Didáctica de la Lengua Inglesa en
Educación Infantil.

FOLK TALE
Also it be called traditional tale because they come from the oral tradition,
therefore this type of tales preserved (more than other genres) the features of
the oral narration. So folk tales have to be heard, more than to be read.

About the structure, this tales present simple narrative forms: opening and
closing.

Propp proposes 31 functions for that tales, but in Spain we can found only 9:

- Initial problem.
- The king decide something (about the problem).
- Hero's trip.
- Hero does something.
- Magic objetc.
- Fight.
- Tests.
- Hero's return.
- Hero's recognition.

CLASSIFICATION

AARNE-THOMPSON: depend on the repetition
of topics

I: Animal tales
II: fairy tales
III: Funny Tales
IV: Formula tales
V: other tales

Other classification, divides tales in 3 groups:
I: Typical Tales:
Fairy tales
Realistic tales
religious tales
tales about stupid ogre

II: Animal tales
III: Costums Tales

GIANNI RODARI
I: Animal tales: wild and
domestic animal, and
relationship between
people and animal, and wild and domestic
animals.
II: Magic tales: supernatural forces and
magic objects.
III: Funny Tales to silly, to clever and formula
tales.

Songs, rhymes, chants,
games and storybooks

1. SONGS, RHYMES AND
CHANTS
Resources
Benefits
Types
2. GAMES
How and when use its?
Why use game?
Purposes of games
Types
Factors
How to play game?
3. STORYBOOKS
Why use storybooks?
Types
Criteria for selecting
Reading or telling?

DIFFERENTS RESOURCES
LINGUISTIC
•Allow new language to be introduced and structures and
vocabulary.
•Provide natural repetition
•Develop all skill in an integrated
•Improve all aspect of pronunciation

AFECTIVE
•The songs, rhymes and chants give confidence to the children.
•Are very motivating.
•The children can teaching your family or friends.
•The children see the language as fun

DIFFERENTS RESOURCES
COGNITIVE
•Develop concentration, memory and coordination.
•The repetition enables consolidate language items.
•We can use for different works with the students

CULTURAL
•The children can compare with the songs, rhymes and chants of
your language

SOCIAL
•Allow the communication and interaction.
•Allow develop all competences.
•And we can use with different age groups of students.

BENEFITS OF USING SONGS, RHYMES
AND CHANTS
 Useful for practicing Pronunciation.

 Useful for showing what happens to sounds in
connected speech

 Help to develop a sense of rhythm and intonation
in English

 Also is very important develop ear training

TYPES OF SONGS, RHYMES AND CHANTS
(Opie and Opie)

1. Those which are essential to the regulation of games
ad children´s relation ships.

For example: dipping and skipping rhymes

2. Those that are mere expressions of exuberance.

For example: jingles, slongans, nonsense verse…

WHEN AND HOW USE SONGS,
RHYMES AND CHANTS?

 To introduce new language

 As transition from one activity to the next

 To change the mood

 To get everyone´s attention.

EXAMPLE

The Rainbow Colors Song

http://www.youtube.com/watch
?v=tRNy2i75tCc

WHY USE GAME?
 Changing the pace of lesson and increasing motivation

 Encouraging participation, shy learners can be motivated
to speak

 Provide hidden practice of specific language patterns,
vocabulary and pronunciation

 Improving attention span, concentration, memory,
listening skills and reading skills.

PURPOSE OF GAME
a) Encourage memorization of chunks of language

b) Useful pronunciation practice

c) Language may be practiced together with a wider
educational or conceptual goal

d) Language in a game encourage more creative use of
language

TYPES OF GAME
ACCURACY-FOCUSED GAMES

o Focus on comprehension and production

o It provides useful pronunciation, vocabulary and grammar
practice

o They are also good at training pupil´s memories

TYPES OF GAME
FLUENCY-FOCUSED GAMES

o We moves from language control to communication

o These games focus on developing fluency and collaboration
with others (students and teacher)

o Collaboration is achieved by trying to create a context where
the putpils’ focus on getting a task done together.

o Teacher should pre-teach language by modeling key
vocabulary or sentence patterns and providing rehearsal before
pupils play games if not, pupil use their L1 and produce little
English

TYPES OF GAME
COMPETITIVE AND COOPERATIVE GAMES

o Can be organized in teams groups, pairs or individuals.

o The first always have a winner.

o In the cooperative game the pupils have to work together
for reach an objective.

WHEN THE TEACHER CHOOSE A GAME
NEEDS TO CONSIDER FACTORS
 Have simple language, easy to explain, set up and play
 Everyone in the class should be participated it and It
should be fun
 Instructions can be given in L1
 Give students a second chance in order to make the
game last longer
 Games should be integrated with other language
work
 Teachers may sometimes use games for ‘fillers’ and
‘light relief’, but integrated practice is more
educationally sound

HOW TO PLAY GAMES?
 Giving instructions and organizing the class
 The instructions must be short, clear and simple
 Consider the level of the students
 Decide how you will apply the game pair or group
work, etc
 Use board, pictures, flashcards or other material to
demonstrate procedures

The teacher´s role
Observer
Monitoring pupils’ language
Giving prompts and explanation where necessary
Note-taking (some mistakes and errors)

WHY USE STORYBOOKS?
o It has always been educationally valuable, especially
teaching English.

o Create an acquisition rich environment and ideal learning
conditions which provide comprehensible input or language a
little beyond the child’s current level of competence

o Stories provide the starting point for a wide variety of
related language and learning activities

TYPES OF STORYBOOKS
READERS AUTHENTIC STORYBOOKS

Storybooks that are used in The language is not selected
young learners ELT classroom or graded
were adapted and simplified
versions of popular fairy tales Offer a rich source of
,fables,nursery rhymes or vocabulary
specificially written stories.
They are motivating beause
These books are produced to of the sense of achievement
supplement the syllabus of a about worked with a ‘real’
particular course book

They are intended to be used The quality of illustration is
by the pupil working alone to a high standart ,appealing to
develop reading skills the young learner

CRITERIA FOR SELECTING STORYBOOKS
 The language used in the text
 The length of the story
 Varied and fun
 The amount of repetition
 The use of illustrations and layout
 Pupils’ conceptual level
 Ability to concentrate
 After selecting a story you realize that it doesn’t appeal
to your pupils, it is advisable to adapt your plan of
work or even abandon the story altogether.
 A methodology for story-based work is plan-do-
review.

READING OR TELLING STORIES?
 Most of us aren’t natural storytellers but we can all become
good storytellers through practice and rehearsal.

 Try to know the story well enough so that you aren’t
reading words directly from the page

 Look at the pupils frequently

 It is suggested that, read the stories aloud as possible
rather than use a recorded version, especially the first time
they hear a story.

EXAMPLE

This example would be perfect if it had only ilustrations

ROCÍO PIQUERAS PARRILLA
EVA RABADÁN RUEDAS
ISABEL RAMÍREZ CHICO

THANKS YOU!

Blanco Mellado, Sara
Cota García, Elena.
Del Olmo Reillo, Natalia.
Duque Chamero, Marta

Introduction
 1. Points of view

 1.1 Psychological point of view

 1.2. Sociological point of view

 1.3 Pedagogical point of view.

 2. Game and motivation: attention.

 3. The game and exploration.

1.1 The psychological point of view.
 The psychological activities are different in each stage
of development. The age in each stage can be different
according to the culture, socioeconomic context and
each one.
 The two cycles of Infant Education:
 First cycle of Infant education:
1º Pre-games
2º Show and Hide games.
3. Functional games that favors the self-confidence
and the self-steem.

 Second cycle of Infant Education;
In this cycle the game gives the children the
opportunity to achieve the next aspects:
 The child discovers the other (people).

 The child creates his/her own identity.

 The child identifies with others.

 The child follows the rules.

 The child recognizes the leadership.

 The child knows that he belongs to a group.

1.2. The sociological point of view.
 The game is influenced by the society, the place, and
the values of this society.

 The adult can guide the game of her/his children or let
them free play and the adult must encourage the free
and spontaneous play.

 The game has the next functions:
 Social transmission.
 Passage from one age to another.
 Release tension.
 Integration of the child.
 Transmitting guidelines to each other.

 Girls and boys play different games.
 Girls = calm games
 Boys = fight games.

1.3 The pedagogical point of view.
 Some years ago, the school divided the serious work
and the game. Nowaday, teachers and parents know
the importance of the game. We have to realize that
the game:
 Gives us information about the child.
 Lets us know affective and intellectual problems.
 Reinforces the acquired knowledge.
 Favors the community between children.
 Helps us to create some intervention strategies.

 The game can have different problems. For this
reason, the teacher must know the kind of game
and how to adapt this game to the practice.

 The game has to be spontaneous and they can have
some educative objectives. If the game is planned
with finality this game isn’t a game anymore.

 The game that is carried out in the school isn´t the
same that the game which is carried out in family
context.
 School and family context must work together for
advantaging the child development.
 Now, new technology is advantaging the learning of
children.

2. Game and motivation: attention.

 The teacher has to know how long children keep the
attention when they do an activity.
 In this age is important to keep and control the
attention.
 The attention favors the intellectual and social
achievements. The attention is improved when
children are older.

3. The game and exploration.
At the beginning, the exploration has to be visual and then
the child has to take part in the exploration. And finally
appears a new behavior pattern.

The differences between the exploration and game are:

 The exploration must discover features of the objects while
the game must discover how to use the object.
 The game depends on the child´s motivation while the
exploration doesn´t depend on it.
 The game is optional while the exploration is obligatory.

The teacher must give a good exploration atmosphere.

THE STORY AS AN
EDUCATIONAL ACTIVITY

MADE BY:
Miriam López Gómez
Patrycja Zofia Milanowska
Ángela Muñoz Caminero
Mª Ángeles de la Sierra Llamazares

THE STORY AS AN EDUCATIONAL
ACTIVITY.

Stories and tales are the main key for
teaching the children. We can´t forget
that children must learn enjoying and
playing. In that way, the learning would
be more productive. It’s remarkable to
say that family bonds would be stronger if
parents use stories and tales to teach
their children.

• 1. Creativity development:
Children´s imagination can be encouraged
stories. They can imagine that they can be
whatever they want: pirates, wizards,
princes, queens…
Teachers should know how to tell the stories
so that the pupils could imagine landscapes,
places and characters. The account must be
slow and adapted to their age.

• 2. Language development:
When pupils are hearing a story, they are
learning characteristics about the language:
they increase their vocabulary; they learn the
structure of a text, and, the most important:
they learn the communicative use of
language.

• 3. Emotional development:
• Thanks to the stories and tales, the kids can
feel affection for the person who is telling the
story. Teachers or parents can bring them up
a magic world plenty of charming that makes
them feel special feelings and funny
experiences.
• Furthermore, it´s a good way to know
children´s characteristics. We can see in their
faces and expressions if the story that is
being told is funny or if some of them prefer
other kind of literature genre.

• 4. Psychological development:
• Tales show situations in which children can see
themselves reflected. Social values are taught
through the characters.
• Children´s literature talks about human conduct
such as lies, goodness, happiness, sadness, desire,
fear, friendship, family...so it´s very important to
choose tales adapted to their age and
understanding in such a way that they can find
what is the moral and the values that are showed.
• The “happy ending” is an essential feature: villains
will be unlucky with a bad ending and kind
characters will be happy and lucky instead.

• 5. Social development:
• All the children must enjoy in these activities
in which they will share emotions, feelings
and opinions by the hearing and reading of
tales.
• Tales bring up the opportunity to live others
lives and this will help them be unselfish
people.

CRITERIA TO SELECT, USE AND TELL
STORIES.
• 1. AESTHETIC: The story we chose must have
quality and have to be literature.

• 2. THE CHILDREN’S AGE:
Between 1 and 3 years: The tale must be a
simple and short story. It has to talk about
the daily life because they know it very well.
Moreover, it has to contain songs, rhymes…

Between 3 and 5 years: the tales are simple
yet, and the characters used to be animals
that can think and speak like humans.

Between 5 and 7 years: the characters of the
story are children like the students, and they
live amazing adventures with fantastic
characters. The tale can be longer.

• 3. THE LENGTH: The story have to be 10 or 20
minutes, and we have to achieve the children
didn’t bore and paid attention.

• 4. THE LANGUAGE: It must be simple, clear and
correct. We have to add more vocabulary and
reinforce the grammatical structures.
Furthermore, we have to use gestures because
in this way we express better the emotions.

• 5. STRUCTURES: The perfect structure is the
presentation of the characters, the problem and
the solution. The repetitions help the children to
remember the story.

• 6. THE TOPIC: We have to make the story
attractive for the children. We must increase
their knowledge about the world and society.
Moreover, we have to be ready and answer the
children’s questions.

• 7. THE PICTURES: The pictures are very
important when we tell a story. The children
relate the story that we tell them with the
pictures and understand it better.

CRITERIA FOR THE USE:
• When we are telling a story we could reading
it without the help of the text.
• We can use our own words and get better
attention of our pupils.
• When we read a story the language is more
correct and has more vocabulary.
• To start with, we use a simple stories with
many repetitions and rhymes.

NARRATIVE CRITERIA
• When we tell a story we should convey the
feelings of the characters.
• Choose the stories we like and that are
apropriate to the age of children.
• It´s good to know it by heart.
• We can display the characters.
• We should to achieve that the children are
quiet and relaxed.

• Speak slowly.
• Give expression to the voice.
• We can imitate sounds.
• We can use the things that cause a surprise.
• We need to invilve the children.
• We should recieve comments from our
students about what they have heard.

THE TIME TO TELL A STORY
• Should be calm and relaxed.
• We should read it after some exercises,
activities.
• It´s a filler activity.

THE SPACE WHERE WE WILL
DO IT:
• The space has to be defined.
• The class has to be spacious, and our
students should be seated in front of the
teacher.

ACTIVITIES WITH THE TALES

• When we had told the tale, we can do
questions about it. It can be important to
know if the children had understood the
story. We must highlight the tale because it’s
more important than the activities. The tale
is the principal activity.

ACTIVITIES OF CRATION, RECREATION
AND INTERPRETATION OF THE LITERARY
TEXT.
• The first activity consists of questions about
different situations of the tale.
• Other activity is the children continue the
story when we had told the tale.
• The children have to invent a story with
elements that they known of others tales.
• Other activity is the realization of mask or
puppetry to show the kids when we narrated
the story.

• Change the ending of the story.
• To express the moods of the tale through
voice and gesture.
• We can repeat more times the tales but we
change the velocity.
• Other activity is the children represent the
action of the tale.
• Memorization of story using objects or
pictures.

OTHER ACTIVITIES TO DO WHEN WE
HAD TOLD THE TALE
1. The children have to do some pictures about the
different character of the tale and then we
recreate the story using this pictures. Is important
that the students know the tale correctly for do
this secuences of pictures.
2. Other activity is the dramatization of the story.
We can use costumes and masks for do it.
3. To tell the story with music or different
instruments.

• Activities outside the classroom, for
example: in the forest, in the park, in a
museum, in a zoo, etc.
• The family is an important element in this
activities because the grandparents can
write poems or stories in a book, and other
families can write in them too.

Definition of the tale:
• The tale is a fictional and short story, it
is simple and it has moral or recreational
purposes. It is universal and it intended to
help understanding the culture and the
world.

Fairy folk tales: are stories
of past times of village life and
are unreal acts. The supernatural
elements are secondary. The most
important is the narration.
These tales are funny and encourage
the imagination of children.

•The marvellous tale:

The characters are witches, fairies, ogres, etc.
Explain topics about the nature, the evil or the
goodness.
These tales are pieces of prose, we can´t
know the time or place where happened the
story.
The principal character has to get to pass
obstacles to get a happy end. Children can learn
to solve problem.

The folk tale

• Folk tale: comes from oral tradition. Is
destined to be heard rather than to be
read. It has a structure for the beginning
and another to the end.

• Propp proposed 31 functions for the tales.
After the analysis of us Spanish stories, we can
highlight nine:
o Problem or initial lack
o Call
o Trip
o Generosity
o Doración of a magical object
o Combat
o Testing
o Journey back
o Recognition of the hero, etc.

Sometimes the stories haven´t all the functions

Characteristics of the folktale:
• There aren´t descriptions and figures are easy to distinguish.
• The vocabulary is simple
• ´The formulas are redundant, rigid and repetitions
• The characters haven´t inner world
• Characters react to external stimulus
• Time never pass for the characters
• There isn´t narrator

Relation tale and other
types of narrative

1. Myth and story.
• Definition of myth:
A myth is a traditional sacred story, typically
revolving around the activities of gods and
heroes, which purports to explain a natural
phenomenon or cultural practice.
• Characteristics:
- The myth happens in the past.
- The myth can affect humans. It is
transmitted orally.
- The myth has a religious significance.

• Similarities and differences:
- The myth and the tale sharing different
things, for example, their characters are
similar.
- Difference: the myth tells unique stories
that can´t happen in other places or to
other people and the tale can happen
anywhere or anyone.

2. Tale and epic.
• Definition of epic:
Epic talks about the actions of a hero, who is
historic and imaginary.
- The epic talks about imaginary events.
- The narrative is objective.
- The epic shows different values.
- Also it teaches different ways of life.

Differences:

• The epic and the tale differ because the tale
shows an optimistic point of view and the
epic shows a pessimistic point of view.

3. The legend
• Definition:
The legend is a traditional and historical
tale popularly regarded as true but usually
it containing a mixture of fact and fiction.

- The legend can be a realistic,
wonderful or religious story.
- The legend is between myth and
story.

• Similarities and differences:

Sometimes is difficult to differentiate
between the story and the legend. The big
difference is that the facts narrated in
tales are fictitious and the facts narrated in
legends are real.

4. The fable
• The fable is a tale about an animal.
• The fables are short stories written in
prose or verse and narrated in a very
simple form.
• The most important thing in the fable is
the moral that gives moral teaching.

• The fable doesn´t need a narrator to
explain the conclusion because the
lesson is narrated in a clear and simple
form.
• Characters: the fables involved
personified animals, inanimate objects
and human and divine characters.
• The purpose of the fable is to compare
the teaching of the fable and the reality
that surrounds us.

Origing of the tale
• The folktale is anonymous, although it may
be an initial author.

• The author disappears when the tale is
accepted by the community and it becomes
the heritage of everybody.

• The tale is adaptive, modern and
eliminates those elements that become
meaningless changes.

• Tales can be merged with other tales to
create a new tale.

• Each tale has the personality and style of
the person who tells the tale.

Studies, classification and authors
of the popular tales

• We emphasize the classification made by
Antti Aarne and Stith Thompson. We know
this classification as Aarne-Thompson.

• This classification is based on the
repetition of the principal topics of popular
tales.

Aarne-Thompson´s classification:

- Animal tales
- Wonderful tales
- Religious tales
- Humorous tales
- Fairy tales
- Realistic tales
- Custom tales

Pelegrín´s classification
Pelegrin makes a classification to each
age:
- Formula tales ( 2-5 years)
- Animal tales (4-7 years)
- Wonderful tales (5-7 years)

Gianni Rodari´s classification
- Animal tales
- Magic tales
- Anecdotal tales

Principal authors:

Finally we make a list of authors and of
their tales:

- Charles Perrault: Mother Goose

- Brothers Grimm: Hansel and Gretel

- Hans Christian Andersen: The Princess
and the Pea

- Edith Nesbit: Stories of dragons and
treasure hunters

- James Barrie: Peter Pan.

- Beatrix Potter: The Tale of Peter
Rabbit

- Lewis Carroll: Alice in Wonderland

• Miriam Calcerrada Castellanos
• Isabel Fuentes Ortega
• Violeta Gálvez Higuera

THE TALE AS AN
EDUCATIONAL ACTIVITY

INDEX
1. Educational value of the tales:
a) Creativity development.
b) Language development.
c) Emotional development.
d) Physcological development.
e) Social development.

2. Criteria to select, use and tell oral and written tales.
a) Criteria for tales selection.
b) Criteria for tales use.
c) Criteria to tell tales.

3. Activity from the tales.

1. Educational value of the tales
• The tale has an emotional and educational value because it reinforces the
relationship between parents and children.

• Tales also introduce children to a world of fantasy and imagination and
help them to solve their personal conflicts.

• Tales are very old because they have been transmitted from parents to
children.

• The tale is the main character of classrooms.

a) Creativity development
• Thanks to the expressiveness of the different
characters, scenes and situations, tales help children
to develop their imagination and creativity. Too, they
help them to decide what would like to be or to do.

b) Language development
• Tales help children to learn the language, to order
meaningful sentences, to improve their vocabulary,
especially affecting the communicative function of
language.

• In addition, stories allow a first contact with
literature and encourage them to have interest in
written texts.

c) Emotional development
• Thanks to tales, we can meet children.
• The story is a simple and effective way to establish
close relationships between teller and listener. They
are an extraordinary means to meet children.
• There are many different types of tales, each child
prefers a different tale like adventurous stories, fairy
tales, animals stories, fantasy stories…

d) Psycological development
• Moreover with the tales, children learn different values such
as respect, obedience, sincerity, friendship ...
• Children help to solve small conflicts and to identify their
feelings.
• Children are able to identify with the characters and thus they
can feel safe, so the end of the stories should be happy.
• Stories also stimulate children's memory and facilitate the
development of children's minds because the story is an
ordered structure of events in time.

e) Social development
• The child at this age is egocentric, therefore we should not
lose the occasion to be interested in other children and in
their behavior...
• They extend their world views and build spaces that allow
them to acquire new knowledge.
• Literature is a great way that allows us to share feelings, to
learn aspects about other worlds, cultures, so it is very
important to read tales from different places.
• The environment ,where they read and enjoy these tales,
should be calm and relaxed to favour good learning.

2. Criteria for selection, use and tell
oral and written tales.
a) Criteria for tales selection
In order to select a tale, we have to consider the following
criteria:
- Aesthetic criteria.
- The age of children.
- Length.
- Language.
- Structure.
- Topics.
- Pictures.

Aesthetic criteria:
Tales must be quality.

The age of the children:
From 1 to 3 years old
- Tales have to be short and simple. The stories focus on daily life and in them
there are rhymes, repetitions, poems…
-Books have to be hard material and with rounded corners,too.

Children usually tend to give life to the characters. They are interested in
animal topics and they prefer simple short stories, with few characters.
In this stage the language develops.

- Children like animals and fantasy tales and they are interested in the
wonderful world.
- In addiction, puzzles, the humor and wordplay attract them. These tales
are longer.

Length:
- Tales have to last between ten and twenty minutes, that is to say, they
have to be short and they have to be adapted to avoid distractions.

Language:
- Language must be simple, clear and correct in order to favour their
vocabulary and grammar.
- We have to use different types of story as classic as modern stories.
- When we are telling a story to the children we must be pretty expressive
in language and gestures.

Structure:
- The structure must be linear:
o Presentation of characters.
o Conflict.
o Resolution.
- The action should resolve around a main character. There should not be a
large number of characters.

Topic:
- It is very important that children are integrated into tale topics and
characters have to be attractive.

- Thanks to stories children are able to reflect on social issues such as family,
injustice, violence, culture and so on.

Pictures:
- Pictures have an important role. Thanks to the relation between the text
and the pictures, children can know the adult words through matches the
pictures with the texts.

- Albums are very large books where the reading is done through two
different ways: Through picture and text.
- Picture should have bright colours and attract the attention and interest of
children.

b) Criteria for tales use.
use.
- In accordance with the teaching objectives, tales can be used to
read, to tell, to manipulate, to represent…

It is better that mothers, teachers etc. tell the story than read it.

At first, we have to use simple stories, and they should be always
in a place accessible to them, such as the classroom library.

c) Criteria for telling tales
When teachers have to tell children a tale, they should take into
account the following criteria:

- Choosing tales that they like children and they have to be
appropriate with children age.
- Establishing a relaxed atmosphere in class.
- Using a soft voice and gestures.
- Asking the children about the tale that have been reading.
- Allowing children to manipulate stories.
- The space, where we will tell the story, should be suitable to
the number of children, it should have good conditions and be
dimly lit.

3. Activity from the tales
- From tale we can do many activities with children. First,
teacher should dialogue with the children, asking questions
related to the story to find out whether children have
understood the plot.

- We have to tell the story with pictures, puppets, masks... in
order to express different feelings.

- Repeating the story by varying the speed.

- Narrating the story while children are representing the
action.

- Some activities that we can do are: illustrating the
tale, namely that children draw a picture of what
they have understood.

- Role play where children act out the story.

- We can tell musical stories playing musical
instruments.

- And finally, we can do activities outside the classroom
and activities with families.

o To conclude, tales are a great and funny way
to teach children.

By:
By:
• Teresa María Caba López.

• Laura Fdez-Pacheco Fdez-Medina.

• María García Berezo.

Children's Literature Guide

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