Have a personal or library account? Click to login
Therapeutic Fairytales for Holistic Child Development: A Systematic Literature Review of Clinical, Educational, and Family-Based Practices Cover

Therapeutic Fairytales for Holistic Child Development: A Systematic Literature Review of Clinical, Educational, and Family-Based Practices

Journal of Mother and Child
Volume 28 (2024): Issue 1 (February 2024)
By: Andi Sulfana Masri,  Agus Nuryatin,  Subyantoro Subyantoro,  Mukh Doyin and  Prusdianto Prusdianto  
Open Access
|Mar 2025

References

  1. Condello G, Mazzoli E, Masci I, De Fano A, Ben-Soussan TD, Marchetti R, et al. Fostering holistic development with a designed multisport intervention in physical education: A class-randomized cross-over trial. Int J Environ Res Public Health. 2021;18(18):9871. doi: 10.3390/ijerph18189871.
    Open DOISearch in Google ScholarBack to article
  2. Carter D. A nature-based social-emotional approach to supporting young children’s holistic development in classrooms with and without walls: The social-emotional and environmental education development (SEED) framework. Int J Early Child Environ Educ. 2016;4(1):10–25. Available from: https://naturalstart.org/sites/default/files/journal/5._final_carter.pdf
    Search in Google ScholarBack to article
  3. O’Flaherty J, McCormack O. Student holistic development and the ‘goodwill’ of the teacher. Educ Res. 2019 Apr;61(2):123–41. doi: 10.1080/00131881.2019.1591167.
    Open DOISearch in Google ScholarBack to article
  4. Olalowo I, Babalola A. A tale of two childhoods: exploring holistic development of preschoolers in a rural and urban community. Theory Pract Child Dev. 2024 July;4(1):57–75. doi: 10.46303.tpicd.2024.4.
    Search in Google ScholarBack to article
  5. Kulikovskaya IE, Andrienko AA. Fairy-tales for modern gifted preschoolers: developing creativity, moral values and coherent world outlook. Procedia - Soc Behav Sci. 2016;233:53–7. doi: 10.1016/j.sbspro.2016.10.129.
    Open DOISearch in Google ScholarBack to article
  6. Hibbin R. The psychosocial benefits of oral storytelling in school: developing identity and empathy through narrative. Pastor Care Educ. 2016;34(4):218–31. doi: 10.1080/02643944.2016.1225315.
    Open DOISearch in Google ScholarBack to article
  7. Kuciapiński MJ. The Therapeutic and Educational Properties of Fairytale Therapy in the Early Stages of Children’s Development. Pedagogika Rodziny. Family Pedagogy. 2014;4(2):77–93. doi: 10.2478/fampe-2014-0019.
    Open DOISearch in Google ScholarBack to article
  8. Jones P, Pimenta S. The storm: for children growing through parents’ separation. 1st Edition. London: Routledge, Taylor & Francis Group, 2020; p. 1–32. ISBN 9780367491963. (Book series: Speechmark’s therapeutic fairy tales: for children and families going through troubling times).
    Search in Google ScholarBack to article
  9. Aigul A, Feruza Y, Onal A, Alena G, Sandugash K, Aktoty K, et al. Preparing future teachers and psychologists to use integrative fairy tale therapy techniques. Eurasian J Appl Linguist. 2024;10(1):1–13. doi: 10.32601/ejal.10101.
    Open DOISearch in Google ScholarBack to article
  10. Vasalou A, Kalantari S, Kucirkova N, Vezzoli Y. Designing for oral storytelling practices at home: A parental perspective. Int J Child-Computer Interact. 2020;26:100214. doi: 10.1016/j.ijcci.2020.100214.
    Open DOISearch in Google ScholarBack to article
  11. Hailey DJ, Hailey TI, Fazio-Brunson M. Family stories: a teaching tool for families and early childhood educators. Int J Humanit Soc Sci. 2019;9(9):1–10. doi: 10.30845/ijhss.v9n9p1.
    Open DOISearch in Google ScholarBack to article
  12. Pulimeno M, Piscitelli P, Colazzo S. Children’s literature to promote students’ global development and wellbeing. Health Promot Perspect. 2020;10(1):13–23. doi: 10.15171/hpp.2020.05. eCollection 2020.
    Open DOISearch in Google ScholarBack to article
  13. Cobham VE, McDermott B, Haslam D, Sanders MR. The role of parents, parenting and the family environment in children’s post-disaster mental health. Curr Psychiatry Rep. 2016;18(6):53. doi: 10.1007/s11920-016-0691-4.
    Open DOISearch in Google ScholarBack to article
  14. Boerma IE, Mol SE, Jolles J. The role of home literacy environment, mentalizing, expressive verbal ability, and print exposure in third and fourth graders’ reading comprehension. Sci Stud Read. 2017 May;21(3):179–93. doi: 10.1080/10888438.2016.1277727.
    Open DOISearch in Google ScholarBack to article
  15. Yusoff MJHM, Sulaiman MZ, Zainudin IS, Haroon H. Sistem pentauliahan penterjemah: sorotan literatur bersistematik [Translator certification system: a systematic literature review]. GEMA Online® J Lang Stud. 2023 Nov;23(4):115–31. doi: 10.17576/gema-2023-2304-07.
    Open DOISearch in Google ScholarBack to article
  16. Ismail MS, Sarudin A. Sorotan literatur bersistematik: interpretasi partikel wacana “lah” dalam ujaran masyarakat Malaysia [Systematic literature review: interpretation of “lah” discourse particles in Malaysian speech]. GEMA Online® J Lang Stud. 2023 Feb;23(1):261–90. doi: 10.17576/gema-2023-2301-14.
    Open DOISearch in Google ScholarBack to article
  17. Riedmeier M, Decarolis B, Haubitz I, Müller S, Uttinger K, Börner K, et al. Adrenocortical carcinoma in childhood: A systematic review. Cancers (Basel). 2021;13(21):5266 (p. 1–23). doi: 10.3390/cancers13215266.
    Open DOISearch in Google ScholarBack to article
  18. Eslit ER. Tales through a cultural lens: exploring the global significance of Cinderella, Snow White, and Sleeping Beauty. Int J Lang Cult. 2023 Dec;3(2):12–25. doi: 10.51483/IJLC.3.2.2023.12-25.
    Open DOISearch in Google ScholarBack to article
  19. Heilmann JJ, Rojas R, Iglesias A, Miller JF. Clinical impact of wordless picture storybooks on bilingual narrative language production: A comparison of the “frog” stories. Int J Lang Commun Disord. 2016 May;51(3):339–45. doi: 10.1111/1460-6984.12201. Epub 2015 Sep 10.
    Open DOISearch in Google ScholarBack to article
  20. Manyande A, Cyna AM, Yip P, Chooi C, Middleton P. Nonpharmacological interventions for assisting the induction of anaesthesia in children. Cochrane Database Syst Rev. 2015 Jul 14;2015(7):CD006447. doi: 10.1002/14651858.CD006447.pub3.
    Open DOISearch in Google ScholarBack to article
  21. Jaeger A, Bofferding C, Prudent C, Vervier JF, de Tychey C. Clinique d’une enfant endeuillée par le suicide de son père : identification mélancolique [Suicide attempt in childhood and melancholic identification: A clinical projective approach]. Neuropsychiatr Enfance Adolesc. 2017;65(5):307–17. doi: 10.1016/j.neurenf.2017.03.007.
    Open DOISearch in Google ScholarBack to article
  22. Silber LM. Reimagining Humpty Dumpty with play’s therapeutic action. J Infant, Child, Adolesc Psychother. 2020 Jun 10;19(2):182–98. doi: 10.1080/15289168.2020.1756032.
    Open DOISearch in Google ScholarBack to article
  23. Golden A-MJ, Hančević Horvat N, Jakovljević M. Acceptance and change as dialectic of recovery: examples of storytelling, fairy tale and psychopharmacotherapy as therapeutic modalities. Psychiatr Danub. 2021;33(Suppl 4, p. 3):1130–9. Available from: https://hrcak.srce.hr/en/file/398581.
    Search in Google ScholarBack to article
  24. La Foresta S, Faraone C, Sframeli M, Vita GL, Russo M, Profazio C, et al. Intrathecal administration of Nusinersen in type 1 SMA: successful psychological program in a single Italian center. Neurol Sci. 2018 Nov;39(11):1961–4. doi: 10.1007/s10072-018-3506-z. Epub 2018 Jul 25.
    Open DOISearch in Google ScholarBack to article
  25. Nicolopoulou A, Cortina KS, Ilgaz H, Cates CB, de Sá AB. Using a narrative- and play-based activity to promote low-income preschoolers’ oral language, emergent literacy, and social competence. Early Child Res Q. 2015 2nd Quarter;31:147–162. doi: 10.1016/j.ecresq.2015.01.006.
    Open DOISearch in Google ScholarBack to article
  26. Son SHC, Butcher KR, Liang LA. The influence of interactive features in storybook apps on children’s reading comprehension and story enjoyment. Elem Sch J. 2020 March;120(3):422–54. doi: 10.1086/707009.
    Open DOISearch in Google ScholarBack to article
  27. Kao GYM, Tsai CC, Liu CY, Yang CH. The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Comput Educ. 2016 Sep;100:56–70. doi: 10.1016/j.compedu.2016.04.013.
    Open DOISearch in Google ScholarBack to article
  28. Kelley ES, Goldstein H, Spencer TD, Sherman A. Effects of automated Tier 2 storybook intervention on vocabulary and comprehension learning in preschool children with limited oral language skills. Early Child Res Q. 2015 2nd Quarter;31:47–61. doi: 10.1016/j.ecresq.2014.12.004.
    Open DOISearch in Google ScholarBack to article
  29. Walker CM, Gopnik A, Ganea PA. Learning to learn from stories: children’s developing sensitivity to the causal structure of fictional worlds. Child Dev. 2015 Jan–Feb;86(1):310–8. doi: 10.1111/cdev.12287. Epub 2014 Aug 22.
    Open DOISearch in Google ScholarBack to article
  30. Kucheriavyi OH. Didactic fairy tale designing as a key to proactive training of Physics and Mathematics at primary schools. J Phys: Conf Ser. 2022;2288(1 – XIV International Conference on Mathematics, Science and Technology Education, 18/05/2022 - 20/05/2022, Kryvyi Rih, Ukraine):012034, p. 3–14. doi: 10.1088/1742-6596/2288/1/012034.
    Open DOISearch in Google ScholarBack to article
  31. Spears GK. Breaking the gender binary: using fairytales to transform playground possibilities for year 3 girls. Educ 3–13. 2021 Apr 14;49(6):674–87. doi: 10.1080/03004279.2020.1767673.
    Open DOISearch in Google ScholarBack to article
  32. Brown SA, Ronfard S, Kelemen D. Teaching natural selection in early elementary classrooms: can a storybook intervention reduce teleological misunderstandings? Evol Educ Outreach. 2020 May 30;13(1):12, p. 1–19. doi: 10.1186/s12052-020-00127-7.
    Open DOISearch in Google ScholarBack to article
  33. Kim SJ, Hachey AC. Engaging preschoolers with critical literacy through counter-storytelling: a qualitative case study. Early Child Educ J. 2021 July;49(4):633–46. doi: 10.1007/s10643-020-01089-7.
    Open DOISearch in Google ScholarBack to article
  34. Wee SJ, Kim KJ, Lee Y. ‘Cinderella did not speak up’: critical literacy approach using folk/fairy tales and their parodies in an early childhood classroom. Early Child Dev Care. 2019;189(11):1874–88. doi: 10.1080/03004430.2017.1417856.
    Open DOISearch in Google ScholarBack to article
  35. Agnoli S, Pozzoli T, Mancini G, Franchin L, Mastria S, Corazza GE. This is my fairy tale: how emotional intelligence interacts with a training intervention in enhancing children’s creative potential. J Creat Behav. 2022 Sep;56(3):465–82. doi: 10.1002/jocb.541.
    Open DOISearch in Google ScholarBack to article
  36. Vidal CC, Christodoulakis N, Adbo K. Development of preschool children’s executive functions throughout a play-based learning approach that embeds science concepts. Int J Environ Res Public Health. 2021 Jan 12;18(2):588, p. 1–11. doi: 10.3390/ijerph18020588.
    Open DOISearch in Google ScholarBack to article
  37. Vaahtoranta E, Suggate S, Jachmann C, Lenhart J, Lenhard W. Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling. First Lang. 2018 April;38(2):198–217. doi: 10.1177/0142723717737452.
    Open DOISearch in Google ScholarBack to article
  38. Dickinson DK, Nesbitt KT, Collins MF, Hadley EB, Newman K, Rivera BL, et al. Teaching for breadth and depth of vocabulary knowledge: Learning from explicit and implicit instruction and the storybook texts. Early Child Res Q. 2019 2nd Quarter;47:341–56. doi: 10.1016/j.ecresq.2018.07.012.
    Open DOISearch in Google ScholarBack to article
  39. Chaparro-Moreno LJ, Reali F, Maldonado-Carreño C. Wordless picture books boost preschoolers’ language production during shared reading. Early Child Res Q. 2017 3rd Quarter;40:52–62. doi: 10.1016/j.ecresq.2017.03.001.
    Open DOISearch in Google ScholarBack to article
  40. Hassinger-Das B, Jordan NC, Dyson N. Reading stories to learn math: Mathematics vocabulary instruction for children with early numeracy difficulties. Elem Sch J. 2015 Dec;116(2):242–64. doi: 10.1086/683986.
    Open DOISearch in Google ScholarBack to article
  41. Hamilton LG, Hayiou-Thomas ME, Hulme C, Snowling MJ. The home literacy environment as a predictor of the early literacy development of children at family-risk of dyslexia. Sci Stud Read. 2016 Sep 2;20(5):401–19. doi: 10.1080/10888438.2016.1213266. Epub 2016 Aug 11.
    Open DOISearch in Google ScholarBack to article
  42. Brown MI, Westerveld MF, Trembath D, Gillon GT. Promoting language and social communication development in babies through an early storybook reading intervention. Int J Speech Lang Pathol. 2018 Jun;20(3):337–49. doi: 10.1080/17549507.2017.1406988. Epub 2017 Dec 15.
    Open DOISearch in Google ScholarBack to article
  43. Puglisi ML, Hulme C, Hamilton LG, Snowling MJ. The home literacy environment is a correlate, but perhaps not a cause, of variations in children’s language and literacy development. Sci Stud Read. 2017 Jul 25;21(6):498–514. doi: 10.1080/10888438.2017.1346660. eCollection 2017.
    Open DOISearch in Google ScholarBack to article
  44. Burris PW, Phillips BM, Lonigan CJ. Examining the relations of the home literacy environments of families of low SES with children’s early literacy skills. J Educ Stud Placed Risk. 2019;24(2):154–73. doi: 10.1080/10824669.2019.1602473. Epub 2019 Apr 16.
    Open DOISearch in Google ScholarBack to article
  45. Grolig L, Cohrdes C, Tiffin-Richards SP, Schroeder S. Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills. Read Writ. 2019 April 15;32(4):1061–84. doi: 10.1007/s11145-018-9901-2.
    Open DOISearch in Google ScholarBack to article
  46. Kucirkova N. How could children’s storybooks promote empathy? A conceptual framework based on developmental psychology and literary theory. Front Psychol. 2019 Feb 5:10:121, p.1–15. doi: 10.3389/fpsyg.2019.00121. eCollection 2019.
    Open DOISearch in Google ScholarBack to article
  47. Akemoglu Y, Tomeny KR. A parent-implemented shared-reading intervention to promote communication skills of preschoolers with autism spectrum disorder. J Autism Dev Disord. 2021 Aug;51(8):2974–87. doi: 10.1007/s10803-020-04757-0. Epub 2020 Oct 23.
    Open DOISearch in Google ScholarBack to article
  48. Grolig L. Shared storybook reading and oral language development: A bioecological perspective. Front Psychol. 2020 Aug 26:11:1818. doi: 10.3389/fpsyg.2020.01818. eCollection 2020.
    Open DOISearch in Google ScholarBack to article
  49. Pandith P, John S, Bellon-Harn ML, Manchaiah V. Parental perspectives on storybook reading in Indian home contexts. Early Child Educ J. 2022;50(2):315–25. doi: 10.1007/s10643-020-01147-0.
    Open DOISearch in Google ScholarBack to article
  50. Golden A-MJ, Hančević Horvat N, Jakovljević M. Acceptance and change as dialectic of recovery: examples of storytelling, fairy tale and psychopharmacotherapy as therapeutic modalities. Psychiatr Danub. 2021 Spring–Summer;33(Suppl 4, p. 3):1130–9. Available from: https://hrcak.srce.hr/file/398581.
    Search in Google ScholarBack to article
  51. Ruini C, Masoni L, Ottolini F, Ferrari S. Positive narrative group psychotherapy: the use of traditional fairy tales to enhance psychological well-being and growth. Psychol Well Being. 2014;4(1):13, p. 1–9. doi: 10.1186/s13612-013-0013-0. Epub 2014 Apr 5.
    Open DOISearch in Google ScholarBack to article
  52. Athiroh WS, Ahmad R. Relevansi dongeng dengan membentuk karakter anak usia dini [The relevance of fairy tales in forming the character of early childhood]. Golden Age: J Pendidik Anak Usia Dini [Internet]. 2021;V(1):105–10. doi: 10.29313/ga:jpaud.v5i1.8766. Available from: https://ejournal.unisba.ac.id/index.php/golden_age/article/view/8766
    Open DOISearch in Google ScholarBack to article
  53. Sotiropoulou E, Kasapi C. Fairy tale as a pedagogical tool for children under the age of 3: educators’ views and practices. Glob J Educ Stud. 2022 Aug;8(2):1–11. doi: 10.5296/gjes.v8i2.20137.
    Open DOISearch in Google ScholarBack to article
  54. Pitchik HO, Tofail F, Rahman M, Akter F, Sultana J, Shoab AK, et al. A holistic approach to promoting early child development: A cluster randomised trial of a group-based, multicomponent intervention in rural Bangladesh. BMJ Glob Heal. 2021 Mar;6(3):e004307, p. 1–13. doi: 10.1136/bmjgh-2020-004307.
    Open DOISearch in Google ScholarBack to article
  55. Aboud FE, Yousafzai AK. Global health and development in early childhood. Annu Rev Psychol. 2015 Jan 3:66:433–57. doi: 10.1146/annurev-psych-010814-015128. Epub 2014 Aug 25.
    Open DOISearch in Google ScholarBack to article
  56. Frosch CA, Schoppe-Sullivan SJ, O’Banion DD. Parenting and child development: a relational health perspective. Am J Lifestyle Med. 2019 May 26;15(1):45–59. doi: 10.1177/1559827619849028. eCollection 2021 Jan–Feb.
    Open DOISearch in Google ScholarBack to article
DOI: https://doi.org/10.34763/jmotherandchild.20242801.d-24-00040 | Journal eISSN: 2719-535X | Journal ISSN: 2719-6488
Journal RSS Feed
Language: English
Page range: 136 - 145
Submitted on: Sep 26, 2024
|
Accepted on: Jan 24, 2025
|
Published on: Mar 21, 2025
Published by: Institute of Mother and Child
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Therapeutic Fairytales,
Child Development,
Clinical,
Educational,
Family-Based Practices
Related subjects:
Medicine,
Clinical medicine,
Pediatrics and juvenile medicine,
Paediatric haematology and oncology,
Public health

© 2025 Andi Sulfana Masri, Agus Nuryatin, Subyantoro Subyantoro, Mukh Doyin, Prusdianto Prusdianto, published by Institute of Mother and Child
This work is licensed under the Creative Commons Attribution 4.0 License.

Previous articleVolume 28 (2024): Issue 1 (February 2024)Next article