References
Birhan, W., Shiferaw, G., Amsalu, A., Tamiru, M., & Tiruye, H. (2020). Exploring the context of teaching character education to children in preprimary and primary schools. Social Sciences & Humanities Open, 4(1), 100171. https://doi.org/10.1016/j.ssaho.2021.100171.
Cave, A. (2010). Learning How to Become a Writer in Elementary School: A Review of the Literature from Cognitive, Social Cognitive, Developmental, and Sociocultural Perspectives. Journal on Educational Psychology, 3(4), 1-13. https://doi.org/10.26634/JPSY.3.4.1129.
Engeser, S., Hollricher, I., & Baumann, N. (2013). The stories children’s books tell us: Motive-related imagery in children’s books and their relation to academic performance and crime rates. Journal of Research in Personality, 47(4), 421-426. https://doi.org/10.1016/j.jrp.2013.04.002.
Hast, M. (2023) The Formation of Scientific Conceptions in Early Childhood: A Result of “Over”-Development? European Journal of Educational and Development Psychology, 11(2), 14-23. https://doi.org/10.37745/ejedp.2013.
Hawkman, A. M., Tofel-Grehl, C., Searle, K., & MacDonald, B. L. (2022). Successes, challenges, and surprises: teacher reflections on using children’s literature to examine complex social issues in the elementary classroom. Teachers and Teaching, 28(5), 584-602. https://doi.org/10.1080/13540602.2022.2062747.
Kazantzidou, D., & Kotsis, K. T. (2023). Misconceptions for concepts in sciences in Charles Perrault’s fairy tales. Aquademia, 7(2), ep23006. https://doi.org/10.29333/aquademia/13697.
Kotsis, K. (2023). Misconceptions about Science Concepts in Traditional Fairy Tales. EIKI Journal of Effective Teaching Methods, 1(4). https://doi.org/10.59652/jetm.v1i4.65.
Kotsis, K. (2024). Common misconceptions regarding physics concepts in the fairy tales written by the Grimm Brothers. EIKI Journal of Effective Teaching Methods, 2(1). https://doi.org/10.59652/jetm.v2i1.89.
Margherita, G., Martino, M. L., Recano, F., & Camera, F. (2014). Invented fairy tales in groups with onco-haematological children. Child: Care, Health and Development, 40(3), 426-434. https://doi.org/10.1111/cch.12076.
McGonigle, S. (2010). Transforming readers: Teachers and children in the Centre for Literacy in Primary Education Power of Reading project. Literacy, 44(2), 51-59. https://doi.org/10.1111/j.1741-4369.2010.00555.x.
Paquette, K. R. (2007). Encouraging primary students’ writing through children’s literature. Early Childhood Education Journal, 35, 155-165. https://doi.org/10.1007/s10643-007-0183-6.
Pérez-Gómez, F. A., & Daza, C. V. (2019). Shaping Narrative Writing Skills Through Creating Picture Books. GIST Education and Learning Research Journal, 19, 148-171. https://eric.ed.gov/?id=EJ1237370.
Petrenko, V., & Mitina, O. (2020). The Fairytale Semantic Differential Technique: A Cross-Cultural Application. Behavioral Sciences, 10(7), 112. https://doi.org/10.3390/bs10070112.
Pulimeno, M., Piscitelli, P., & Colazzo, S. (2020). Children’s literature to promote students’ global development and wellbeing. Health Promotion Perspectives, 10(1), 13-23. https://doi.org/10.15171/hpp.2020.05.
Reynolds, K. (2011). Children's literature: A very short introduction (Vol. 288). Oxford University Press, USA.
Sen, E. (2021). Children's Literature as a Pedagogical Tool: A Narrative Inquiry. International Online Journal of Education and Teaching, 8(3), 2028-2048. https://eric.ed.gov/?id=EJ1308046.
Tsitsani, P., Psyllidou, S., Batzios, S. P., Livas, S., Ouranos, M., & Cassimos, D. (2012). Fairy tales: A compass for children’s healthy development – a qualitative study in a Greek island. Child: Care, Health and Development, 38(2), 266-272. https://doi.org/10.1111/j.1365-2214.2011.01216.x.