Stories allow us to make sense of our worlds, who we are, and where we belong. For children, stories can provide a framework for exploring complex emotions, building cognitive skills, and developing a sense of identity (EYLF V2.0). Often rich in imagery and metaphor, they also foster a wonderful sense of imagination and creativity.
Early childhood educators have long turned to nursery rhymes and fairy tales—spoken, read or sung—for their familiarity, rhythm and rhyme. Most adults can recall a handful of rhymes or tales from their own childhood, including the actions to accompany them. Think Incy wincy spider or Twinkle twinkle little star, Sleeping Beauty or Cinderella.
It is, however, worth turning a critical lens on these seemingly innocent narrative forms and reflecting on embedded biases and problematic representations, some of which we explore below. Fortunately, the scope of storytelling is limited only by our imaginations.
The role of storytelling in ECEC
Stories, especially nursery rhymes with their rhythmic patterns, enhance phonological awareness, a crucial pre-reading skill. As the EYLF V2.0 highlights in Outcome 5, children who “listen and respond to sounds and patterns in speech, stories and rhymes in context” are effective communicators (p. 60)
Meanwhile, fairy tales, with their fantastical elements, ignite children's imaginations, encouraging them to think beyond the immediate and explore possibilities. Some stories, especially those with clear narratives of good versus evil, help children understand moral concepts and the consequences of actions. Many fairy tales were written with universal themes, such as hope, kindness and overcoming adversity, and archetypal characters, whereby the ‘good’ or ‘kind’ character triumphs over the ‘evil’ one.
Nursery rhymes and fairy tales can be excellent springboards for discussion in ECEC. Instead of passively reciting nursery rhymes, educators can use them as opportunities to discuss fairness, equality, and different perspectives. Humpty Dumpty or Jack and Jill, for example, could spark conversations about resilience and support.
As CELA Early Education Specialist, Jannelle Gallagher, notes, underneath every story is an underlying theme for educators reflect upon.
“Take Goldilocks and the Three Bears,” Jannelle says. “It’s a great, engaging story. But bringing it into a contemporary space, you could ask the children, ‘Would you let yourself into another person’s house like Goldilocks did?’
“Or if you think about the little bear, when someone sat on his chair and he started crying, you could ask, ‘How would you feel if something of yours was broken?’ You could have a conversation about understanding emotions.
“Or perhaps you could raise social justice issues—gender roles in terms of mother bear making the porridge, for instance—opening lots of discussion with children and using the story as a bridge between home and early learning.”
Jannelle also points out that nursery rhymes and fairy tales provide a segue to learning about other subjects, including music—Peter and the Wolf has some beautiful accompanying music, for example—or mathematical ideas around size and shape, as explored in Goldilocks and the Three Bears or the Three Billy Goats Gruff.
Ethical quandaries of traditional stories
Despite the clear benefits of storytelling, many traditional nursery rhymes and fairy tales portray harmful stereotypes and carry embedded biases that can negatively impact children's perceptions.
It is important that children can see themselves in stories and characters they can identify with. As the EYLF V2.0 (2022) states, children “share the stories and symbols of their own culture and re-enact well-known stories,” building a strong sense of cultural identity and belonging. (p. 61)
But often the nursery rhymes and fairy tales we share in Australia are Euro-centric and steeped in the traditions of those cultures. Problematic themes to look out for include:
Gender stereotypes: Classic stories often perpetuate outdated gender roles, portraying females as passive and dependent, and males as brave and dominant (Meland, 2020). Think of the helpless princesses waiting for rescue or the male heroes who always save the day.
Racism and cultural misrepresentation: Some older rhymes and tales contain offensive language or portrayals of different racial or cultural groups. These can reinforce harmful stereotypes and create a sense of exclusion.
Social class bias: Stories may reflect class inequalities, with characters from lower socio-economic backgrounds often depicted as villains or victims.
Violence and fear: Many fairy tales contain graphic violence and frightening imagery, which can be disturbing for young children. While some argue this helps children process fears, it's crucial to consider the potential for trauma.
Lack of diversity: Traditional stories often lack representation of diverse family structures, abilities, and cultural backgrounds, leaving many children feeling unseen.
Educators as critical storytellers
Early childhood educators have a responsibility to be mindful of these issues and to actively promote inclusive and equitable storytelling. This includes educators critically examining their own biases and assumptions about gender, race, class, and other social categories.
Outcome 1 in the EYLF V2.0 states that educators help children “develop their emerging autonomy, inter-dependence, resilience and agency…when they, for example: share stories of Aboriginal and Torres Strait Islander people who have shown agency and resilience… and share stories that reflect children’s cultural and family diversity.” (p33)
Educators are encouraged to carefully choose stories that challenge stereotypes and promote positive values. Look for diverse characters, inclusive narratives, and respectful portrayals of different cultures.
It is particularly important to share stories from Aboriginal and Torres Strait Islander cultures, ensuring authentic representation and fostering respect for Indigenous knowledge and storytelling traditions.
Jannelle adds that it is important be culturally responsive by speaking to families and local First Nations communities before sharing these stories (Jessica Staines provides some useful strategies and in Be You).
“Often there are stories that families do or don’t want shared with their children for cultural reasons," explains Jannelle. "There are some dreamtime stories that come from different Countries and have different meanings, for example. Or perhaps families want to be the ones that share that story as a traditional teaching.
“Families’ voices should be heard in this space so we can all garner a bit more meaning and understanding. Similarly, educators need to be able to say, ‘if we are going to use certain stories, then why are we going to use them and what are the benefits to the children.'"
Fairy tales and nursery rhymes don’t have to be traditional—and they don’t have to have been written in the ‘olden days’. Educators, families and children could work together to create their own stories, focusing on themes of kindness, cooperation, and inclusivity. This empowers them to become active storytellers and shape their own narratives. Classic stories could be adapted to reflect contemporary values—challenging traditional gender roles, introducing diverse characters, and creating more positive and empowering narratives.
Ultimately, stories have the power to shape children’s understanding of themselves and the world. By being mindful of the ethical implications of traditional stories and actively promoting inclusive storytelling practices, early childhood educators can empower children to become critical thinkers, compassionate individuals, and agents of positive change.
Creating inclusive storytelling environments
To ensure all children feel valued and represented educators can:
- Provide a wide range of books and stories featuring diverse characters and experiences.
- Make a wide range of mediums available to support children’s ways of telling and sharing their stories. These might include sand, puppets, storytelling rocks and loose parts.
- Critically reflect on the stories you choose—use inclusive language and avoid perpetuating stereotypes.
- Create opportunities for children to share their own stories and cultural traditions.
- Engage with families to learn about their cultural backgrounds and incorporate them into storytelling practices.
- Be open to conversations about stereotypes or problematic representations, creating a safe space for children to ask questions and express their feelings.
References
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.
Be You. (n.d.). Supporting authentic engagement with First Nations communities. https://beyou.edu.au/about/be-you-stories/supporting-authentic-engagement-with-first-nations-communities
Meland, A. T. (2020). Challenging gender stereotypes through a transformation of a fairy tale. European Early Childhood Education Research Journal, 28(6), 911–922. https://doi.org/10.1080/1350293X.2020.1836589
Further reading/resources:
Representation matters, here’s how you can conduct a bookshelf audit by Deborah Hoger for CELA's Amplify blog
Cultural diversity in kids' books by Readings.com.au
Magabala books
Riley Callie Resources
Realising the Rights of Children from Culturally & Linguistically Diverse Backgrounds - Diversity Kids