Date of Award
College of Liberal Arts
Type of Degree
Marianna Footo Linz
The use of folktales and fables in explaining the physical and spiritual worlds to children is cross-cultural, and precedes recorded history. Prior studies indicate a developmental process in children’s understanding of fables and folktales (Jose, D’Anna, & Krieg, 2005; Narvaez, Gleason, Mitchell, & Bentley, 1999). However, no known study has examined whether this developmental process is cross-cultural or culture specific. No known study also, has examined whether children as young as 6 years of age are aware that fables and folktales are non-historical. The present study fills these observed gaps by examining moral didacticism in children aged 6-11 years. The children were drawn from two distinct nations and cultures (United States and Nigeria). The study tested the children’s ability to: (a) recognize that fables/folktales are not historical, and (b) deduce the moral lessons in fables/folktales. They were asked to identify the correct answers from a list of answer options. The older participants performed better than the younger participants. Limitations and directions for future studies are identified.
Title on title page of thesis: Development of Moral Didacticism ichildren: A Cross-Cultural Study
Conduct of life
Iwuji, Sixtus Obinna, "Development of Moral Didacticism in Children: A Cross-Cultural Study" (2014). Theses, Dissertations and Capstones. 862.