Comments on the ability of fantasy to evoke images, the validity of fantasy, and influence of fantasy. (DD)

Describes the stories told by two three-year-olds and suggests that the storytelling process is a healthy expression of children's imaginations. (DD)

Examines the possibly factual origins of several elements of fantasy literature, including giants, dwarfs and goblins, fairies, talking animals, and the ability to transform beings into other shapes. (HTH)

Uses summaries and excerpts from ERIC documents to define fantasy, examine its attraction for children, and describe how fantasy may be selected and used in the elementary school classroom. (DD)

Notes that fantasy and fairy tales are frequent targets of censorship attempts. Provides a defense against such attacks, by offering an answer (perhaps a challenge) to each of the major objections to fantasy stories. (SR)

Presents the value of stories, especially fairy tales, as ways of both tutoring and expressing the imaginative and intuitive side of the personality. (DD)

Notes that lesson plans in English classes are unlike those in many disciplines, because the human factors involved often cause unpredictable elements. Points out that fantasy and spiritual inspiration often come into play when teachers put together language arts lesson plans. (SKC)