A study of fairy tales as a source of child development in early childhood education

This study investigates the relations between fairy tales, play and child development in early childhood education. The thesis reports on a detailed study of The Frog King fairy tale with a multi-age group of children, their educators and the researcher in an early childhood education setting in Australia. Using cultural historical theory and the principles of Russia’s Golden Key schools where fairy tales are consciously used to support children’s holistic development, the study identifies new pedagogical principles which help teachers to enter into imaginary play with children in whole group settings to create the conditions for their development.