A study of folklore may be a way of introducing children to traditional stories which tell of a culture's superstitions, beliefs and customs. (JH)

ERIC abstracts of folk literature. Details the pros and cons of folk story telling and fairy tales to young children. (AF)

This volume, the third in the International Reading Association's Perspectives Series on literature for school age children, concerns the role of folklore and the types of folktales in several areas of the world. These papers were originally presented at IRA's Fifteenth Annual Convention held in Anaheim, California, in 1970. Several articles are…

Discusses the many world-wide stories of Cinderella, contrasting the American version with other versions in different eras and cultures. (MB)

Reviews 14 children's books concerned with traditional Native American tales and experiences, written mostly by Native authors and published 1989-93. Includes books on Hiawatha, buffalo, the battle of the Little Bighorn, the Fetterman Fight, and traditional beliefs and values; Cree, Navajo, Chickasaw, and Seneca tales and stories; fictional…

Recounts Polynesian legends and folktales as examples of how the informal knowledge passed on through shared traditional stories can broaden children's worldviews and contribute to a culture vision. Maintains that reading, telling, discussing, and making creative interpretations of folklore are one way to share the intimate side of a culture.…

This briefly annotated bibliography of selected children's books and recordings is a salute to the International Year of the Child. Included in its listings is a section highlighting some translations and representative publications from other countries; these depict a range of mores from Edwardian England to that of the Aborigines of Australia. A…

This curriculum guide is intended to introduce elementary school students to folktales and fairy tales. Three categories of tales, each containing four examples, are included: "Encounters with Wee Folk,""Foolish Use of Wishes," and "Unlikely Success." The folktales and fairy tales in this unit are described as…

Any topic, in this case Frogs, can be related effectively to all areas of the curriculum for an exciting and enjoyable reading/language experience. (JH)

States that the proper end for social studies is understanding, and that stories, because of their form and substance, can provide the conditions necessary for understanding in social studies. Stories are judged educationally worthwhile for psychological, pedagogical, and curricular reasons. (Author/JDH)