An Overview Study on Using Folk Literature Works in Educating Children in Preschool
Main Article Content
Abstract
Research on using folk literature for preschool children has been interesting for many years. This study uses the PRISMA model to collect data on the use of folk literary works for preschool children in Vietnam and around the world. At the same time, we use the content analysis method to overview the collected documents. Research results show that in Vietnam there have been several authors interested in the issue of using folk literature works in organizing educational activities for children in preschools. Around the world, studies on the use of folk literature work for preschool children have mentioned some issues such as using family and local resources, connecting folk literature works with practice and technology applications,... This research provides researchers, preschool teachers, and parents with an overall view of how to use folk literature, which can then be applied in teaching, provide research orientations and directions for using folk literature works by practical conditions.
Keywords:
Using, Folk Literature, Educating, Children, Preschool.
References
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[2] G. L. Lee, Best Practices of Teaching Traditional Beliefs Using Korean Folk Literature, Procedia-Social and Behavioral Sciences, Vol. 15, 2011, pp. 417-421.
[3] H. Guo, A Study on the Educational Strategy of Using Folktales in Kindergarten, in 2018 5th International Conference on Education, Management, Arts, Economics and Social Science (ICEMAESS 2018), Atlantis Press, 2018, pp. 748-751.
[4] S. I. Sobirjonovich, Fairy Tales and Their Role in Education of Preschool Children, Barqarorlik va Yetakchi Tadqiqotlar Onlayn Ilmiy Jurnali, 2022, pp. 150-155.
[5] М. Р. Балтымова, А. Пангереев, Children’s Folklore is the Source of the Preservation of Folk Traditions, Вестник Евразийского национального университета имени ЛН Гумилева, Серия Филология, Vol. 143, No. 2, 2023, pp. 115-121.
[6] K. Tatlilioglu, N. Senchylo-Tatlilioglu, The Effect of Fairy Tales in the Preschool Period: Evaluation in the Context of Language Development, General Secondary Education Institution - Pre-University Training - Higher Education Institution, No. 1 +2, 2022, pp.106-113.
[7] C. S. M. Ng, W. Chai, H. K. Fok, S. P. Chan, H. C. Lam, K. K. H. Chung, Building Preschool Teachers’ Capacity for Teaching Chinese to Ethnic Minority Children in Hong Kong: A Qualitative Study, Journal of Early Childhood Teacher Education, Vol. 41, No. 3, 2020, pp. 284-305.
[8] S. Yılmaz, Z. Temiz, G. Karaarslan Semiz, Children's Understanding of Human-Nature Interaction After a Folk Storytelling Session, Applied Environmental Education and Communication, Vol. 19, No. 1, 2020, pp. 88-100.
[9] M. Rahiem, H. Rahim, The Dragon, the Knight and the Princess: Folklore in Early Childhood Disaster Education, International Journal of Learning, Teaching and Educational Research, Vol. 19, No. 8, 2020, pp. 60-80.
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[11] J. S. Agbenyega, D. E. Tamakloe, S. Klibthong, Folklore Epistemology: How Does Traditional Folklore Contribute to Children’s Thinking and Concept Development?, International Journal of Early Years Education, Vol. 25, No. 2, 2017, pp. 112-126.
[12] I. Cahyani, F. Junaidi, Andai-Andai Folklore: A Media for Internalization Character Values And Educating Children, in Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018), Atlantis Press, 2019, pp. 336-339.
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[14] E. P. Stavrou, Determining the Cultural Identity of a Child through Folk Literature, American Journal of Educational Research, Vol. 3, No. 4, 2015, pp. 527-534.
[15] C. F. Peng, Z. Ishak, Malay Folk Literature in Early Childhood Education Among Malaysians, Educare, Vol. 2, No. 1, 2009, pp.69-82.
[16] S. A. Buranova, S. X. Absatarova, Technology of Education of the National Culture of Preschool Children in the Family, Mahalla and Doo, Current Research Journal of Pedagogics, Vol. 3, No. 05, 2022, pp. 49-53.
[17] L. T. Dinh, Folk Games in Multicultural Education for Children in Kindergartens with Many Ethnic Minority Students, Vietnam Education Journal, Vol. 12, 2017, pp. 133-135 (in Vietnamese).
[18] L. T. Lan, Ethnic Minorities Children's Nursery Rhymes and Game in Current Life, TNU Journal of Science and Technology, Vol. 225, No. 07, 2020, pp. 243-249 (in Vietnamese).
[19] N. T. H. Huong, Awareness Education Lessons for Preschool Children through some Nursery Rhymes, Hong Duc University Journal of Science No. 69, 2024, pp. 87-93 (in Vietnamese).
[20] T. T. Nhung, N. T. M. Thu, Using Works of Folk Literature in the Education of Social-Emotional Competencies for Preschool Children, Education Journal, Vol. 23, No. 24, 2023, pp. 1-6 (in Vietnamese).
[21] N. T. T. Huyen, Use Folk Songs and Rhymes in Language Development for Preschool Children TNU Journal of Science and Technology, Vol. 121, No. 07, 2014, pp. 15-18 (in Vietnamese).
[22] N. Polkovnikova, L. Osipenko, S. Lesin, Folklore Tale for Young Children Precuring a Polyculture Textbook, ARPHA Proceedings, Vol. 4, 2021, pp. 699-709.
[23] M. Rahiem, H. Rahim, The Dragon, the Knight and the Princess: Folklore in Early Childhood Disaster Education, 2020.
[24] J. Mzimela, Exploring the Role of Teaching Using Folklore in Developing Grade R Learners’ Mother Tongue, Studies of Tribes and Tribals, Vol. 14, No. 2, 2016, pp. 129-137.
[25] T. T. T. Anh, N. M. Dung, Using Literary Works in Guiding Preschool Children 5-6 Years Old to Explore Science, Education Journal, Vol. Special Issue, Part 2, May 2019, pp. 132-137 (in Vietnamese).
[26] T. T. Nhung, N. T. M. Thu, D. N. Van, Using the Folk Riddles of Ethnic Minorities in Educational Activities in Preschools in Northern Mountainous Area, TNU Journal of Science and Technology, Vol. 228, No. 04, 2023, pp. 132-139 (in Vietnamese).
[27] N. T. M. Huong, Conversation in Developing Conversational Language for 5-6 Year Old Children in the Folktable Familiarizing Activities, Hong Duc University Journal of Science, No. 63, 2023, pp. 71-79 (in Vietnamese).
[28] T. T. T. Anh, P. T. H. Thu, Use Folk Literature in Some Intentional Activities in Preschool, Education Journal, Vol. Special Issue Part 1, 2018, pp. 148-151 (in Vietnamese).
[29] I. P. Y. Purandina, G. A. P. D. P. Sari, Engaging Early Childhood Learners of EFL through Balinese Folklore Picture Books during Distance Learning in Singaraja Bali, in 67th TEFLIN International Virtual Conference and the 9th ICOELT 2021 (TEFLIN ICOELT 2021), Atlantis Press, 2022, pp. 123-129.
[30] A. B. Tomi, D. R. A. Rambli, An Interactive Mobile Augmented Reality Magical Playbook: Learning Number With the Thirsty Crow, Procedia computer science, Vol. 25, 2013, pp. 123-130.
[31] C. F. Peng, T. Y. Wah, Z. Ishak, Computer-Assisted Instruction in Teaching Early Childhood Literature, in WSEAS International Conference. Proceedings, Mathematics and Computers in Science and Engineering, No. 8 (Citeseer), 2009.
[32] M. I. Z. Abidin, A. A. Razak, Malay Digital Folklore: Using Multimedia to Educate Children through Storytelling, Information Technology in Childhood Education Annual, Vol. 2003, No. 1, 2003, pp. 29-44.
[33] K. Widhiyanti, S. G. Gunanto, Nusantara Folklore in the Digital Age, in Proceedings of the 2nd International Conference on Interdisciplinary Arts and Humanities (ICONARTIES), 2020.
[34] R. Faeruz et al., Child Educational Content on Digital Folklore Pak Lebai Malang: A Qualitative Content Analysis, Al-Athfal: Jurnal Pendidikan Anak, Vol. 7, No. 2, 2021, pp. 111-122.
[35] D. Moher, A. Liberati, J. Tetzlaff, D. G. Altman, T. PRISMA Group*, Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement, Annals of Internal Medicine, Vol. 151, No. 4, 2009, pp. 264-269.
[36] S. Elo, H. Kyngäs, The Qualitative Content Analysis Process, Journal of advanced nursing, Vol. 62, No. 1, 2008, pp. 107-115.
[37] N. T. Tam, L. T. Nhung, N. T. Nhung, L. V. Huy, H. H. Nhat, Reality of Local Cultural Education for Preschool Children in Thua Thien Hue Province, Hue University Journal of Science: Social Sciences and Humanities, Vol. 131,
No. 6B, 2022, pp. 19-33 (in Vietnamese).
[38] MOE, Circular No. 01/2021/VBHN-BGDDT Dated April 13, 2021 on Promulgation of the Preschool Education Program, 2021 (in Vietnamese).
[39] K. S. Kopaysinovna, Age-related Characteristics and Teacher's Skills of Introducing Artistic Works to Preschool Children, Berlin Studies Transnational Journal of Science and Humanities, Pedagogical Sciences, Vol. 2, No. 1.5, 2022, pp. 1036-1041.
[40] C. F. Peng, Developing Children’s Literary Resources, Educational Research and Reviews, Vol. 7, No. 7, 2012, pp. 155-168.
[41] D. Rohaya, A. Rambli, W. Matcha, S. Sulaiman, M. Y. Nayan, Design and Development of an Interactive Augmented Reality Edutainment Storybook for Preschool, IERI Procedia, Vol. 2, 2012, pp. 802-807.
[42] J. Liu, Investigation Report on the Development of Educational Resources in Kindergartens Regarding Huanggang Native Culture, in International Conference on Education Studies: Experience and Innovation (ICESEI 2020), Atlantis Press, 2020, pp. 123-132.
[43] E. Engliana, A. Prasetyo, A. Nisa, Empowering Young Children with Folktales and Storytelling: A Report from a Rural West Java Village, Asia-Pacific Journal of Research In Early Childhood Education, Vol. 15, No. 1, 2021, pp. 157-180.
[44] H. Sofyan, E. Anggereini, Developing the Reference Books of Center, Area and Group Learning Models Based on Environment and Thematic in Early Childhood Education, Universal Journal of Educational Research,
Vol. 7, No. 10, 2019, pp. 2208-2213.
[45] MOE, The 2019 Revised Nuri Curriculum Notice, Korea, Available from: https://www.moe.go.kr/boardCnts/viewRenew.doboardID=312&boardSeq=79419&lev=0&searchType=null&statusYN=W&page=1&s=moe&m=0301&opType=N&fbclid=IwY2xjawGC9VtleHRuA2FlbQIxMAABHbgBDYmlGZl2UyIGpx-d3EHWcqbt1xajgQR8LiurAIkeYa5o2DRHzIDrBw_aem_NQzWQiKLtb3V0XcHWHrSzQ/, 2019 (accessed on: July 12th, 2020).
[46] MOE, Guideline to the Learning and Development of Children Aged 3～6, China, Available from:
http://www.moe.gov.cn/srcsite/A06/s3327/201210/t20121009_143254.html/, 2012 (accessed on: July 12th, 2020).
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