İngilizce yabancı dil derslerinde sık kullanılan masalların çocuğa göreliği açısından değerlendirilmesi

The aim of this study is to examine classical fairy tales frequently used in English as a Foreign Language (EFL) class in primary schools in terms of child-appropriateness principles. When selecting English teaching materials for young learners, it is crucial to consider not only the aspect of language acquisition but also the developmental level, age characteristics, and children's perception of reality, as these materials can directly affect students' social, cognitive, and emotional development. Accordingly, this study investigates the extent to which fairy tales used in primary school English classes comply with child-appropriateness principles. Employing a qualitative research design, the study is conducted in two stages. In the first stage, the selected fairy tales are analysed through content analysis and expert evaluation. In the second stage, the opinions of fourth-grade primary school students who are actively learning English are gathered regarding the selected tales. The findings indicate that certain themes present in some fairy tales may be problematic in terms of child-appropriateness particularly in terms of gender representations, scenes of fear and violence, and the direct transmission of adult values. The student responses largely align with the results of the content analysis. Children's views reveal concerns about emotional distress caused by elements such as gender discrimination, violence, or fear, as well as discomfort with the imposition of adult norms and judgments. These results suggest that fairy tales used as teaching materials at the primary school level may require more careful pedagogical selection and critical evaluation. Such a reflective approach may contribute not only to language development but also to the creation of more inclusive, meaningful, and developmentally appropriate learning environments that respect children's cognitive and emotional needs