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“Fantasy is hardly an escape from reality. It’s a way of understanding it” – Lloyd Alexander
Entertaining ‘fantasy’ is a mental state encapsulating a wide range of experiences that are mediated by the imagination of the human brain. Otherwise, simply, fantasies are associated with scenarios that are impossible or unlikely to happen. Here, we will explore the various aspects of the notion of fantasy and its vital role in children’s literature, specifically, books. Educationally, books are good for the mind, however, fantasy opens closed doors.
Ria Kaldhone, a psychology student, stated that as a child, fantasy novels helped develop her personality and schemas for decision-making. Since Art was her favourite subject, fantastical notions from her childhood allowed her creativity to sprout. Kaldhone explains that fantasy novels expand the limbic system responsible for imagination, creativity, and decision-making, enhancing neuroplasticity. She concludes that by learning and thinking outside the box, children's synapses grow stronger as they proceed to learn and take in more information from their surroundings.
Anzhelika Starshinova, another psychology student, highlights that growing up, she was drawn to Disney stories, but as she grew older, she realized the reality of life was not always rose-coloured glasses. In Russia, the Grimm's tales had different endings, emphasising the darker side of life which is often seen as the ugly truth no one wants to know. Starshinova’s childhood fantasy led her to indulge in her delusional ideal world, as she realized the darker aspects of life were not always happy. Consequently, the understanding of utopia and dystopia comes to light.
A former literature student, Kousai Ghrimil replied to the question of how fantastical notions in children's fantasy books have affected them growing up. Ghrimil stated it hasn’t affected him much in terms of his perspective of the real world as he never truly believed in fictitious notions, save for memorable moments of his parents reading him fairytales and at some point, making him believe in tooth fairies. In personal recounts, Ghrimil and Starshinova think that fantasy heightens expectations, for example, watching High School Musical made Ghrimil imagine living as the main character and is disappointed when his school life is nothing like the characters’, probably because of the cultural difference. Ghrimil lived his whole life in the Middle East which is a far cry from the American life. However, he plays this down as being part of the American perspective. He claims various fantastical stories whether books or films don’t address real-life matters such as representing people of colour, religion, politics, etc. because it is mostly a Western perspective of the world where a lot of real-world elements are blocked out, to illustrate and maintain the ideal fantasy world. Consequently, Ghrimil acknowledges that children’s fiction is heavily Westernised and feels that it is the effect of post-colonialism and brainwashing future generations into idealising Western standards.
Saliha M. Butt, a neuroscience student, states that children don’t have the capacity to think on their own and they need a boost (fantasy) to think of such ideas. Butt explains that neuroplasticity involves opening neuronic pathways and developing memories, leading to creativity and imagination. It involves taking information from one's surroundings and gaining diverse knowledge. Developing this skill at a young age is beneficial for a broader imagination, better decision-making and problem-solving. They will be able to take in a lot of concepts that become the basis of their way of thinking critically.
In retrospect, aspects of fantasy and supernatural elements in stories have always been a leading hook for the fragile minds of children who are constantly getting exposed to new entities and ideas. Something about fantastical characters and places absolutely fascinates the human brain. Hence, brings forth the joy of learning and discovery, pushing desire and determination into fruition. In reference to cognitive developmental studies by psychologists such as Piaget. He argued that children’s cognitive development occurs in stages. Specifically, he posited that as children’s thinking develops from one stage to the next, their behaviour changes, reflecting their cognitive development.
Both Kaldhone and Butt stress that children’s intelligence undergoes changes as they grow. It infers that the external factor of development is not only in acquiring knowledge, but children need to build their own mental model of their surrounding world. This is where the role of fantasy plays its course as children require fantastical stories and ideas to foster their imagination, and narrative skills and fully utilise their creativity. Alternatively, suggests that a mind that has been freely associating with playful imagery is primed to tackle new ideas. Therefore, encouraging children to read books with fantasy elements is essential for their overall growth, it teaches children the ways of the world before they experience it.
Some opposing ideas regarding fantasy consist of perceiving fantasy as a distraction and a lie as Ghrimil describes it. Butt adds that kindness and selflessness illustrated in fantasy stories often leave children in a state of naivety as they may trust someone blindly, referring to Red Riding Hood being oblivious to her surroundings.
Otherwise, fantasy does teach and warn children of the outside world whether make-believe or not. Butt says A Series of Unfortunate Events warned her of the cruel world and its two-faced people. It made her ponder on the what-ifs and allowed her to empathise with the characters in the books. Therefore, these ideas raised her to be able to take good care of herself, giving her a sense of individuality.
Over the centuries, fantasy has come down in different forms in art, philosophy, folklore, etc. There has always seemed to be a mutual understanding and logic amongst various cultures that for the world to exist, there should be a balance of good and evil. Evidently, to approach philosophically and historically, around 375 BCE, Plato’s Republic foresees that the aim of education is to guide people to know “The Good”, essentially being virtuous. That justice should be served, and be seen in man’s character and in society. Hence, infers that there is an idea of good and evil in play which can be emphasised by its representation in fantasy books for children where heroes or heroines and villains are present, just as Starshinova suggests. Thereinafter, introduces the concept of individual and social justice. Subsequently, it is crucial that individuals are exposed to ideas of good and evil as children so that as they grow, their perspective of the world is consolidated by morals as well as empathy. Kaldhone claims novels she read growing up taught her that there is always good versus evil and that we should use our power of conscience and morals to combat what’s evil.
In essence, fantasy in children’s literature plays a pivotal in the cognitive growth in shaping children into the people they will become. It trains and nurtures young minds to think critically and creatively. The students interviewed have varying personal points, but most come down to having similar ideas on how fantastical elements have moulded them throughout their childhood.
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