?Introduction

Part 1: On Reading Fairy Tales

- Why recommend fairy tales to children
- A fairy tale I would recommend to my child
- Book conversations with children
- Building a bookshelf for our child
- Living as an adult who reads fairy tales

Part 2 Fairy Tales for Younger Children

Reading books for lower grades
1.
Easy and fun to read
- An exciting adventure story for cheerful young explorers _ Elmer's Adventures
- The many colors of the heart shining in a kaleidoscope - 『Nine Years Old』
- A child who pioneers a new path every day _ "I will pioneer the way to school"
Children have the power to solve their own problems. _ Gather on the Cloud Ladder

2.
Experience the joy of reading
- Welcome to Noah's attic, where he becomes friends with aliens. _『Attic Aliens』
- The power of imagination to blow away worries and concerns _ 『Golden Thick's First Lesson』
- It's okay to forget things that aren't important _ "Can I forget?"
- Even children can help _ 『Cat Taxi』

3.
Growing my thoughts
- Understand a child's first feelings _ 『Little Raccoon Yo-Yo』
It's okay if it's not mine! _ 『Yellow Bucket』
A beautiful flight created through immersion and imagination _ "Grandma's Airplane"

Part 3 Fairy Tales for Middle School Students

Reading books for middle graders
1.
Easy to read on your own
- Listen to even the smallest voices _ 『Whispering Chairman』
- The Secret to Becoming Friends as Told by a Toad and an Owl _ 『Tuesday's Toad』
- It's a better day when we're together _ "I don't get along with Dad!"
The choice is yours! _ 『Book-Reading Cat Seogongchi』

2.
Stay, think, and read
- Think about who's next to you - 『Next to the blind, next to the bean curd, next to the magpie』
- A warm gaze that recognizes a child's waiting _ 『Geumsoon is Waiting』
- The weight of the word 'understanding' _ 『Acorn User Manual』
- The activities of the gods as they cross the seven peaks of Baekdu Mountain _ 『Baekdu Princess and the White General Who Defeated the Black Dragon』

3.
Going one step further
A miracle created by ordinary people working together - 『Traffic Light Special Forces』
- A strange and refreshing story that fosters children's thinking _ 『Zipper Bag Child』
- It's okay, I'm a proud and brave mouse! _ 『Catch the Witch』

Part 4 Fairy Tales for Older Students

Reading books for older students
1.
Easy and enjoyable reading
The Power of a Finger Supporting Us - 『Thirteen-Year-Old Walking Club』
- Our fantasy fairy tale unfolding through old tales _ 『Ruho』
- There is no such thing as 'co-existent' love anywhere in the world _ 『Love Hook!』
- Children who find their own answers _ 『Queen of Smiles』

2.
Read with deep thought
- I look deep into my heart and meditate - Hamlet and I
- Be sad enough and say goodbye slowly _ 『Kisoyoung's Friends』
- There is not just one road.
It's Okay to Go a Different Way! _ 『Athena and Ares』
- A child's voice speaking out to the world with strength _ 『Dear and Respected』

3.
Expanding Book Reading
A forest full of secrets, magic, and beautiful love _ 『Ronya, the Bandit's Daughter』
- The courage to set out in search of my own Silk Road _ "I am going to the Silk Road"
- You can run anywhere with your friends! _ 『Children Running on Rooftops』

Part 5: Reading with Children: I'm Curious

- Do I really have to buy and read the book?
- Wouldn't it be helpful to read a lot of educational comics?
- How should I read a thick book with a lot of text?
- Which is better to start with: reading the original or watching the movie?
- What do you do with a child who doesn't read?

Appendix 1 - Teacher's Favorite Fairy Tales
Appendix 2 - List of recommended books by grade level

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■ The first six years of elementary school reading influence a child’s lifelong reading habits!
'Reading Fairy Tales Together': Fostering Creativity and Literacy

In today's world, surrounded by countless digital media and electronic devices, 'books' and 'reading' are often seen as difficult and burdensome subjects rather than exciting for children.
The voices of parents and teachers concerned about the decline in children's literacy skills due to distance from books are growing louder day by day.
We talk about reading books to develop literacy, but the reality of current reading education is that we only force books on children and fail to provide them with the inherent joy of reading.
So how should true "reading" begin? This book argues that fairy tales embody "the attitude and values ​​we should pursue in life that transcend reality," and that true "fairy tale reading" becomes possible only when a child fully enjoys the joy a story offers, when the story and message it contains truly resonate with the child's heart.

At this time, the authors place emphasis on the 'conversation' through the book rather than the 'fairy tale book' itself as a method for true reading.
The more the focus is on 'books', the more the child feels aversion to books and moves away from reading.
When children read fairy tales based on a "book conversation" without a set answer, they can fully enjoy the joy that stories bring and experience true reading.
Furthermore, in the process of gradually accumulating such reading experiences, children not only develop the ability to interpret their own emotions and the world, but also develop creativity and literacy skills.
If you consistently practice this 'reading fairy tales together', you will be able to witness the amazing sight of your child's bookshelf, which used to hate books, gradually becoming filled with 'fairy tales of a lifetime' that the child has put in his or her own books.


■ Is it okay to just read a book that others say is good?
Curated fairy tales tailored to your child's grade and reading level

As the importance of reading is increasingly emphasized, various media and organizations today provide lists of recommended books for each grade level.
However, it is still difficult to choose the 'just right' book for my child from the flood of recommended books.
Even if you read to your child the same books that others say are good, it will only lead to a vicious cycle of meaningless, superficial reading.
These authors, who harbor these questions and alarms, argue that there is no perfect list of recommended books that applies to all children, and that when recommending books to a child, the child's reading ability, tastes, and reading experience must be taken into consideration.
At this time, a good children's book should "contain the heart and voice of a child without embellishment," "have a smooth introduction, development, climax, and conclusion that are easy to read without hesitation," and "allow for various interpretations" rather than presenting a set moral or predictable conclusion, thereby colorfully showing the inner world of a child.

This book introduces a wide range of trustworthy books, selected by these three criteria, by grade and level.
At this time, rather than reintroducing books that had already been recommended by various media outlets, we were very careful to focus on good books, even if they were not well known, and to thoroughly examine even new releases.
From exciting adventure stories to books that tackle the serious subject of a friend's death, children exposed to a variety of engaging books will soon develop the habit of reading and thinking independently.


■ From the basics to advanced reading of fairy tales
Five Steps to Systematic Reading Education

This book, consisting of five parts, guides you through almost everything about reading fairy tales with children.
Part 1 outlines theories that can serve as a stepping stone for reading fairy tales in practice, such as the meaning of fairy tales, criteria for selecting fairy tales, and how to determine a book list.
Part 2 covers books suitable for younger students, with the goal of fostering “literacy and reading habits through easy and diverse reading.”
As early grades are a crucial period for literacy and character development, we focus on Korean language comprehension skills and introduce books that children can read and understand without difficulty.
Part 3 introduces middle grade books that can help students develop “reading skills by expanding the volume and subject matter.”
As 3rd and 4th grades are a 'stepping stone' period where students transition from lower grade books with many pictures and few words to upper grade books with many words and complex narratives, we selected books that are written in easy-to-understand language so that they can be read quickly, but also have sentences with implicit meaning and stories that require careful examination of the relationships between characters and events.
In Part 4, we present books for older students who have already established a reading habit.
If children are exposed to books that deal with topics beyond the individual and with the people around them and social issues, their perspectives will expand further.
Meanwhile, by including the headings "What I like about this!", "Let's talk more!", and "Good books to read together" after each book reading case, we were able to further develop children's thinking and creativity.
Part 5 provides answers to the trials and errors and concerns the authors actually experienced, such as whether children really need to buy and read books, whether educational comics are helpful for children, how to read thick, text-heavy books, and how to make it easier for children who don't read to access books. This provides concrete and practical guidance to teachers and parents who have had difficulties in reading with their children.

Finally, if you refer to the four teachers' four-color book recommendations in the appendix, as well as the grade-specific recommended books that are not covered in depth in the book but are worth a look, you will be able to continue reading fairy tales in the classroom in a more in-depth and enriching way.


“The books we choose may not have the same impact or depth of insight for everyone.
Even if we read the same book, it is natural that we read it differently depending on our own lives and values.
I hope there will be more opportunities to bring out colorful plates and have lively discussions.
May we all become valuable book friends to one another.
We hope that our story will be the beginning of creating such a place.”