The sixth installment of the Harry Potter series will hit theaters with no shortage of fanfare. It’s not surprising that Harry has suddenly soared to the peaks of popularity in schools across the world. Not just pleasures, Harry Potters series provide important fantasy and illusions to our children.
Clinicians and theoreticians have demonstrated that children often use fantasy play to express and cope with realistic concerns and worries. Additionally, the thematic content of fantasy may also be a significant predictor of children’s adaption. As an example, Harry Potters’ books, movies, games and television all involve the imagination which directs and facilitates child’s feeling, cognitive process and creative thinking ability. Children don’t read Harry Potter merely to reach the conclusion and resolve the suspense, and they also delight in identifying with “good” wizards in this mystical world.
“Good stories capture the heart, mind, and imagination and are an important way to transmit values”( Louise Derman-Sparks, 1989) . On the other hand, some people worry that the discernibly polarized depiction of good and evil in this popular story could cultivate a perception in children that the real world is similarly organized. They question whether the dichotomized view of good and evil presented in such fantasy story are in fact stereotypes that far from enlarging children’s construction of individuals, groups and movements within broader human society.