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The Princess and the Pea is the suitable story to be stage because it can
teach moral values. According to Kohlberg (1958), in pre-conventional morality, our
moral is shaped by the standards of adults and the consequences of following or
breaking the rules. Politeness and kindness are two moral values that students can
learn. Even at home, parents usually teach politeness to their children, respect the
elders and practice kindness towards each other. That is why I am choosing this
story because of the presence in moral values.
In cognitive development, this story can trigger logical thinking of a child. The
third stage in Piaget Stages of Development which is the concrete operational stage,
is a stage where children begin to think logically about concrete events. In the story, I
have adapted some scene so that it is logical. For example, I changed the twenty
mattresses into one mattress only. I need to consider my students cognitive
development. If I used the original plot, the last part of the story is not logic. The third
stage begins around age seven to eleven which are my target group of students. Too
complicated storyline may affected their understanding series of event in a story.
As for the aesthetic value, we can make the students to appreciate the beauty
in the story. Most of the time, the characters use polite language and know how to
address people properly. For example, when the prince cousin call the prince, he
does not simply call the name. He will address him such as Your Highness or my
lord. Teachers can explain that we do not just call the elders with their name. We can
use variety of pronouns to call other properly. Besides, the book itself have a
wonderful illustration. Most children books have wonderful drawing to illustrate the
events of a story. Teachers can evoke students imagination as we go through this
story. This story has an element of hyperbolic especially a pea underneath the twenty
mattresses and the maid can feel it.


Block C.C. (1993). Teaching the Language Arts: Expanding Thinking Through
Student-Centred Instruction. Simon & Schuster Inc. Needham Heights,
Massachusetts. USA.

Donald B. & Kenneth H. (1974). Moral Development through Childrens Literature.
The Elementary School Children, Vol. 75, No. 3. (Dec, 1974) pp. 152-157

Kendra C. (2011). An Overview of Early Childhood Development.
Retrieved from February 7, 2014 at

Roy B. (2012) Piaget Stages of Development. Retrieved from February 7, 2014 at

Sims L. & Firth. R. (2009). Usborne Illustrated Stories for Children. Usborne
Publishing Ltd. Saffron Hill. London. England.