The Role of Fairy Tales and Fantasy Narratives in the Construction of the Evolving Self

Abstract

In a context characterized by the progressive thinning of shared narrative practices, this contribution aims to analyze the pedagogical value of fantastic storytelling as a formative tool. From early childhood, this tool is capable of fostering identity development, emotional awareness, and the enhancement of interpersonal skills through the design, dramatization, production, and sharing of fantastic tales. Children's literature emerges as a privileged cultural mediator, as well as an instrument of participation and belonging, capable of supporting meaningful educational pathways to encourage the construction of shared meanings between the individual and the community. This pilot study presents a laboratory experience conducted within the Bachelor’s Degree in Education Sciences at the Suor Orsola Benincasa University of Naples, as part of the course "Assessment in Early Childhood Educational Services," involving approximately 200 second-year students. Participants were engaged in the design, writing and dramatization of fairy tales and fantastic stories intended for early childhood. Particular attention was paid to the construction of transformative plots centered on the transition from problematic conditions to positive developmental outcomes, also involving the creation of narrative artifacts in both paper and digital formats. The methodology employed in this study is Arts-Based Research, as artistic-narrative production serves as a tool for inquiry and knowledge construction. At the same time, it integrates elements of Narrative Inquiry, in that it analyzes the produced narratives as expressions of meaning, identity, and representations of educational and relational dynamics. This hybrid methodological approach allowed for the capture of the transformative dimension of the experience, emphasizing the role of storytelling as a reflective practice. The results highlight how the creation of fantastic narratives activated processes of critical reflection and pedagogical awareness in future educators, bringing to light central themes such as inclusion, the recognition of identity, emotional management, and the value of relationships.  The narratives produced emerge as symbolic practices capable of promoting citizenship skills, understood as the capacity for care, responsibility and participation. In this perspective, fairy tales, and fantastic storytelling in general, are recognized as powerful educational and cultural tools. They bridge the gap between individual and collective dimensions, contributing to the training of conscious educators and the construction of educating communities founded on dialogue, storytelling, and the sharing of meaning.