Study On Development Of Preschoolers' Moral Cognition Under Fairy Tales Education

Fairy tales, as a special genre in literature, play an important role in moral education. Conducting enlightenment education of moralities among preschoolers by using fairy tales as the materials suits the levels and characteristics of children's moral cognition development and stimulates their initiative in learning. Through reading their favorite fairy tales, preschoolers can take in abstract moral concepts with ease, which effectively facilitates their moral cognition development. In this thesis, a quasi-experiment research is carried out and middle class kindergarten children are taken as the subjects of the study, with fairy tales and children's moral cognition organically integrated. This thesis focuses on the findings of the experiment and examines the unique values and advantages of fairy tales and the approaches of using fairy tales and some problems that claim our attention, so as to provide some implications for the current preschool education.The following conclusions are drawn out of the discussion of the whole thesis: 1. Under moral education with fairy tales as the materials, moral concepts develop from being specific and superficial to being general and abstract. And accordingly, preschoolers can make appropriate judgment and explanation in accordance with their moral concepts. 2. Preschoolers have developed in understanding of the moral concepts at different levels. 3. On the whole, effect of fairy tales moral education is better than that of conventional moral education. 4. Of the three approaches of conducting fairy tales-based moral education, discussion is more effective than the conventional and the situation-based approach. 5. There is no gender difference in moral education.The following tentative suggestions are put forward based on the above conclusions: 1. Effectiveness of preschool moral education should be re-examined. 2. Attention should be paid to the value and vantage of fairy tales in the course of preschool moral education. 3. The selection of the contents of moral education should be valued. 3. The values and advantages of fairy tales in moral education should be recognized. 4. Fairy tales should be selected adapted to the proximal development zone with appropriation. 5. Dynamic knowledge should be combined with static knowledge. 6. Concerted efforts should be made by the family and the kindergarten to achieve better results in moral education.