Presentation “Fairytale therapy as a means of developing the speech of preschoolers in accordance with the Federal State Educational Standard for Education”

Fairytale therapy as an innovative technology in preschool educational institutions

Dear friends, we are pleased to introduce you to Victoria Anatolyevna Dedyaeva, teacher at MBDOU kindergarten No. 1 in Livny, Oryol region. Today Victoria Anatolyevna in her article will talk about fairy tale therapy as an innovative technology in preschool educational institutions. The article will be useful to preschool teachers.

Brief commentary on the article from Victoria Anatolyevna:

“Fairytale therapy is a way of transmitting knowledge about the spiritual path and social realization of a person. That is why we call fairy tale therapy an educational system that is consistent with the spiritual nature of man.”

Fascinating reading...

Fairytale therapy as an innovative technology in preschool educational institutions

In preschool age, a fairy tale for a child is not just a fantasy, but also a special reality. She is like a mirror reflecting the real world through the prism of personal perception. The language of a fairy tale, immersed in the world of fantasy and magic, is one of the ways that will help establish contact and mutual understanding between adults and children.

Fairytale therapy is a way of transmitting knowledge about the spiritual path and social realization of a person. That is why we call fairy tale therapy an educational system that is consistent with the spiritual nature of man.

“The fairy tale is a lie, but there is a hint in it, a lesson for the good fellow!” We have known this truth since childhood, but adults love fairy tales for their “lesson,” while children in fairy tales are more interested in the life trials of the heroes, exciting moments and magical transformations.

Any fairy tale is a story about relationships between people, about the basic laws and rules that operate in our lives. The language of fairy tales is understandable to children. He does not yet know how to think logically, and the fairy tale does not bother the child with serious logical reasoning. The child does not like instructions, and the fairy tale does not teach him directly. A children's fairy tale offers the child images that are very interesting to him, and vital information is absorbed on its own, imperceptibly. Moreover, by becoming familiar with a fairy tale, the child acquires a completely new type of activity for himself - the ability to mentally act in imaginary circumstances, and this is the skill of any creative activity. Fairy tales present children with a ready-made example of behavior, an example of solving complex situational problems, and at the same time leave room for imagination and the opportunity to comprehend the situation on their own.

Through a fairy tale, it is easiest to explain to a child the first and main concepts of morality: what is “good” and what is “bad.” Fairy tale characters are always either good or bad. This is very important for determining the child’s sympathies, for distinguishing between good and evil. The child most often identifies himself with a positive hero. Thus, the fairy tale instills goodness in children. Moral concepts, vividly represented in the images of heroes, are reinforced in real life and mutual respect with loved ones. After all, if villains in fairy tales are always punished, then the only way to avoid punishment is not to be a villain.

For the full moral development of a preschooler, the most important thing is to nourish his emotional sphere and develop his feelings.

Fairytale therapy is one of the most accessible methods for developing a child’s emotions, which has been used by teachers and parents at all times.

The method of communication through a fairy tale is valuable because in this case, in learning new things, the child feels to a certain extent independent. He can spend as much time as he needs to absorb the content of the story and grasp its idea. He can listen to a fairy tale over and over again and focus on what is especially relevant to him at the moment - nothing is forced on him. And, most importantly, everything new that he learns is perceived by him as his own achievement, as the result of his own efforts. If he wants to overcome fear, as the hero of a fairy tale does, he does so because he decided to do it himself, and not because he was told to do so.

Thus, the child gets the opportunity to experience a sense of self-worth, his ability to weigh the situation and make decisions independently.

Fairy tale therapy has a special condition: the child must clearly understand that there is a fairy-tale reality that is different from real life. The skill of such a distinction usually appears in a child by the age of 4. But in each specific case it is necessary to take into account the individual characteristics of the child’s development.

From my observations of children in a 24-hour group, I concluded: children who are in kindergarten from Monday to Friday have a deficit of parental affection, love, attention, and communication. Some want and strive to attract attention to themselves as much as possible in different ways, while others, on the contrary, do not make contact. Not because they are afraid, but because they don’t know how. Having considered the possibilities of optimizing psychological and pedagogical work, I came to the conclusion that such a method as fairy tale therapy is indispensable. After all, Charles Perrault said that fairy tales are written specifically for the purpose of a specific moral lesson. In addition, the extremely important task of eliminating the child’s internal disharmony can be successfully solved only by metaphorically living certain situations, without obsessive moral teaching.

The basis for planning fairytale therapy classes are the developments of T.D. Zinkevich-Evstigneeva, D.Yu. Sokolova, T.M. Grabenko, N.V. Miklyaeva and others.

Fairytale therapy classes in a group take place once a week.

Main goals:

• overcoming communication barriers;
• increased self-confidence;
• development of self-esteem and self-control;
• development of moral and volitional qualities of a person;
• development of emotional and creative personality;
• development of voluntary attention, perception, speech, imagination;
• cultivate a friendly attitude towards others;
• cultivate a love of fairy tales.

Classes are held in 3 areas:

1. Introduction to the fairy tale. (Reading, cinema, cartoon)
2. Children's artistic creativity based on fairy tales. (Productive activities: drawing, modeling, appliqué; writing fairy tales, stories)
3. Dramatization/theatricalization of a fairy tale.

In everyday life with children of primary preschool age, I use the “magic” doll Ulybayka. When persuasion and requests do not help distract the child from a negative state or an attack of resentment, a doll comes to the rescue. On behalf of the character, a dialogue with the child begins, and sometimes a monologue in the form of a fairy tale, setting him up for a positive emotional mood. As soon as contact with the child is established, the doll “magically” disappears. The teacher enters into interaction.

In my work I use fairy-tale images, I try to help children understand such important concepts as: good and evil, eternal love and devotion, the ability to forgive, family values, love for loved ones, respect for the memory of ancestors and honoring their parents. Children of primary preschool age are interested in fairy tales where the main characters are animals. For older preschoolers, the main characters are people (Ivan the Tsarevich, Nikita Kozhemyaka, Vasilisa the Wise, the girl Zhenya from the fairy tale “Tsvetik-Seven-Tsvetik”, etc.).

In fairy tale therapy classes, children experience the emotional states of characters, verbalize their own experiences, become familiar with words denoting various human qualities, thanks to which they develop the ability to gain a deeper understanding of themselves and other people.

In artistic creativity, with the help of colors, shapes, sizes, children express their attitude towards the characters, their actions and their significance in the fairy tale.

When moving from one type of activity to another, I use psycho-gymnastics exercises (“delicious candy”, “the little fox is afraid”, “greedy dog”, “evil”, etc.)

By correlating their behavior with the behavior of a fairy-tale character, children learn to find the right ways and means of solving complex life problems, and gain experience in self-construction of their own personality.

The activities carried out gave positive dynamics. Children have become more open, relaxed, and sociable. The stock of words and speech patterns has been updated and expanded. An atmosphere of goodwill and mutual understanding reigned in the group.

Literature

1. Zinkevich-Evstigneeva T.D. Fundamentals of fairy tale therapy - St. Petersburg. : Speech, 2007.
2. Zinkevich-Evstigneeva T.D. Workshop on fairy tale therapy - St. Petersburg. : Speech, 2006.
3. Sokolov D.Yu. Fairy tales and fairy tale therapy - M.: Eksmo-Press, 2005.
4. Chistyakova M.I. Psycho-gymnastics. M.: Education, 1995.
5. Fesyukova L.B. Education with a fairy tale. M.: AST, 2000.

Presentation on Fairy Tale Therapypresentation on the topic

Slide 1

"Fairytale therapy in the correction of the emotional sphere of preschool children."

Slide 2

Fairytale therapy is treatment with a fairy tale. . Its essence is a special impact on the child’s subconscious with the help of a fairy tale.

Slide 3

Fairytale therapy for preschoolers goals and objectives: -Development of the child's speech -Development and formation of creative abilities -Adaptation in a team -Ability to overcome difficulties -Achieve the goal -Expanding knowledge about the world around us -Strengthening the relationship between parents and children

Slide 4

Fairytale therapy Fairytale therapy is the process of activating the potential of an individual. Fairytale therapy is a process of searching for meaning, deciphering knowledge about the world and the system of relationships in it. Fairytale therapy is the process of forming a connection between fairy-tale events and behavior in real life. This is the process of transferring fairy-tale meanings into reality. Fairytale therapy is also a process of objectifying problematic situations. Fairytale therapy is a process of comprehensive education and upbringing. A fairy tale is magic, and magic is also transformation. Fairytale therapy is also environmental therapy, a special fairy-tale setting

Slide 5

In the fairytale therapy process, there are five types of fairy tales (classification by T.D. Zinkevich - Evstigneeva): 1) artistic 2) didactic 3) meditative 4) psychotherapeutic 5) psychocorrectional

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Fictional tales Fictional tales are divided into folk and author's tales. Folk tales contribute to the education of moral and aesthetic feelings: mutual assistance, support, empathy, sympathy, duty, responsibility, etc. Thus, the fairy tale “Turnip” clearly reflects the fact that the help and support of other people allows one to achieve a goal that is beyond the power of one person . The main idea of ​​the fairy tale “Masha and the Bear” is that you can always find a way out of any difficult situation, the main thing is not strength, but ingenuity.

Slide 7

Didactic fairy tales Didactic fairy tales are used to present children with educational knowledge that is new to them. In these fairy tales, symbols that are abstract for a child: letters, numbers, sounds become animated and tell about concepts that are new to the child. Educational and cognitive material presented in the context of a fairy tale is more easily perceived by the child, which means the learning process becomes more effective.

Slide 8

Meditative fairy tales Meditative fairy tales activate children's positive emotions and teach them a positive attitude. A feature of these fairy tales is the absence of negative characters and conflict situations. Meditative tales are told to the accompaniment of special music that promotes relaxation. Such fairy tales calm, evoke positive emotions, instill harmony with oneself and others, inspire self-confidence, create an atmosphere of positivity, calm, comfort, relaxation, relieve stress and excitement. The nature of these tales is a journey. The principle of constructing a fairy tale is simple: calm music plays for a few seconds. The child takes a deep breath and exhales. The teacher says: “Now you and I are going on a journey to a beautiful fairyland...” or “to a magical forest...”

Slide 9

Psychotherapeutic tales Psychotherapeutic tales are most often parables and biblical tales, although they can also be developed by a psychotherapist (as part of individual work). Psychotherapeutic fairy tales help solve such complex personal problems as finding the meaning of life, internal conflicts, finding one’s place in life, etc., in addition, they are effective in working with various psychosomatic diseases. In fairy tales of this type, the narrative itself and what we read “between the lines” are distinguished.

Slide 10

Psychocorrectional tales Psychotherapeutic tales are most often parables and biblical tales, although they can also be developed by a psychotherapist (as part of individual work). Psychotherapeutic fairy tales help solve such complex personal problems as finding the meaning of life, internal conflicts, finding one’s place in life, etc., in addition, they are effective in working with various psychosomatic diseases. In fairy tales of this type, the narrative itself and what we read “between the lines” are distinguished.

Slide 11

Fairy tale therapy Each group of fairy tales has its own age-specific children's audience. Children 3-5 years old most understand and relate to fairy tales about animals and fairy tales about the interaction between people and animals. At this age, children often identify themselves with animals and easily transform into them, copying their behavior. Starting from the age of 5, the child identifies himself primarily with human characters: princes, princesses, soldiers, and he likes fairy tales about people, because these stories contain a story about how a person experiences the world. The fairytale therapy method can be used with children as young as 3 years old. Zinkevich - Evstigneeva believes that fairy tales, like medicine, can be used from the age of 4, because fairy tale therapy becomes an effective means of influence only when a person clearly understands the difference between fairy tales and fiction from life and reality. And in a child, this awareness begins just at the turn of 4 years.

Slide 12

Reading a fairy tale and its analysis Goal: awareness, interpretation of what is behind each fairy-tale situation, behind the construction of the plot, behind the behavior of the characters. After children listen to a fairy tale, they are asked a series of questions: What is the fairy tale about? What do you remember most? Which heroes do you remember? Why? What happened to this or that character? What feelings arose while reading? At what moments were you happy? Which ones are sad? Did you feel sorry for anyone? What feelings, what mood after the fairy tale? Does this really happen in life? Have you ever experienced similar situations? What can we learn from this tale?

Slide 13

Techniques for working with a fairy tale

Slide 14

Telling Tales Telling a story in the first or third person. You can invite the child to tell a fairy tale on behalf of other characters participating or not participating in the fairy tale. For example, how the Fox, Baba Yaga or Vasilisa the Wise would tell the fairy tale about Kolobok. “Let's try to tell the story of Kolobok through the eyes of Baba Yaga, the Fox, Vasilisa the Wise, or the stump on which Kolobok sat.” Group storytelling. Each of the group of children takes turns telling a small piece of a well-known fairy tale. Telling a famous fairy tale and inventing a sequel to it. Group creation of a fairy tale. The first child says the first phrase: “In a certain kingdom, in a certain state...”, the next child adds one or two phrases to the fairy-tale phrase, etc. This technique helps develop voluntary memory; fantasy and imagination; the ability to express one's thoughts; listening skills.

Slide 15

Playing out episodes of a fairy tale, dramatization Playing out episodes allows the child to feel some emotionally significant situations and play out emotions, playing out a fairy tale in roles. The child intuitively chooses a “healing” role for himself. And here it is necessary to give the role of the screenwriter to the child himself, then the problematic moments will definitely be played out. Staging fairy tales using puppets. Working with a doll, the child sees that his every action is immediately reflected in the behavior of the doll. This helps him independently correct his movements and make the doll’s behavior as expressive as possible. Working with dolls allows you to improve and express through a doll those emotions that a child, for some reason, usually cannot allow himself to express. Drawing based on a fairy tale - drawing the most significant passage for a child; - a favorite fairy-tale hero, - a fairy-tale country - By drawing or working with various materials, the child embodies everything that worries him, feelings and thoughts, freeing himself from anxiety or another feeling that bothered him. Techniques for working with a fairy tale:

Slide 16

The structure of a fairytale therapy session contains: The ritual of “entering a fairy tale” (the mood for working together). The main part. Summary. Ritual of “coming out of a fairy tale.”

Slide 17

The beginning of a fairy tale Once upon a time... The beginning of a fairy tale, a meeting with its heroes.

Slide 18

Fairytale therapy When children find themselves in a fairy tale, they easily perceive “fairy tale laws” - norms and rules of behavior. By emotionally discharging, releasing clamps, “playing out” fear, anxiety, aggression or guilt deeply hidden in the subconscious, children become softer, kinder, more self-confident, more receptive to people and the world around them. Fairytale therapy is one of the most effective types of pedagogical health-saving technologies, in the process of which all components of children’s health are involved. Having started using fairy tale therapy methods in your work, you need to remember that you should not expect results from fairy tale treatment right away, but there is no doubt that they will come. After all, work, patience and kindness, as in any fairy tale, will definitely be rewarded. Try it!

Slide 19

Methodological content of the disc Theory of fairy tale therapy for preschool children. Catalog of didactic games for fairy tale therapy. Video of the didactic game (with description). Abstract of the NOD “Tales of the Peoples of the North”. Presentation on fairy tale therapy.

Slide 20

Fesyukova L.B. “Education with a fairy tale” Is it possible to use a fairy tale for educational purposes? Can! And not only in educational ones! A universal method of working with a fairy tale, developed by teacher L.B. Fesyukova, develops the child’s imaginative and logical thinking, his creative abilities, introduces children to the natural world and helps prepare them for school. In the book you will find notes on lessons with children, as well as tasks that will help you evaluate how well you have mastered the author's methodology. The book is addressed to kindergarten teachers, primary school teachers and, of course, parents.

Slide 21

Try it! Your students will love this technology and will help you in your work!

MAGAZINE Preschooler.RF

Goal: increasing your theoretical level of knowledge, professional skills and competence on the topic of self-education. Study and analysis of the effectiveness of using the fairy tale therapy method for the comprehensive development of preschool children.

Tasks:

• study and analyze psychological, pedagogical and methodological literature on the problem of speech development in particular and the comprehensive development of preschool children in general through fairy tale therapy
• develop a long-term plan for working with children and parents in this area.
• arrange the center of the book in the group
• interact with parents and teachers on the topic of self-education, involve groups in enriching RPES
• contribute to the accumulation of aesthetic experience in children by reading and discussing fairy tales; cultivate a culture of speech, teach reasoning, develop the ability to apply one’s knowledge in conversation, achieve coherent statements, enrich and expand children’s vocabulary; encourage children to turn to adults with questions, judgments, and verbal communication with each other.
• cultivate feelings of friendship and collectivism; reduce levels of anxiety and aggression in children
• develop memory, attention, imagination in students; develop the individual creative abilities of preschool children through the use of the fairy tale therapy method.

Relevance

“Fairy tales can help educate the mind, give the keys to

to enter reality in new ways, maybe

help a child discover the world and inspire his imagination.”

D. Rodari.

At the present stage, the search for new forms and methods of teaching, development and upbringing of children is one of the pressing issues of preschool pedagogy: the development of a child’s comprehensive personality.

Speech indicators and personality traits are interrelated, and they should be the focus of attention of adults who care about the timely and harmonious development of the child.

The fairy tale as a genre of fiction finds application in various areas of work with preschool children with speech impairments. Numerous studies by scientists and teachers in the field of preschool pedagogy (Zinkevich-Evstigneeva T.D., Anikin V.P., Bolshunova N.Ya., Kabachek O.A., etc.) have shown that the problem of speech development in preschool children can be solved through the use of the method of fairy tale therapy, because preschool age is a sensitive period for the speech development and creativity of children.

Now many teachers in their practice are faced with the fact that parents do not read fairy tales. But this is so important! In fairy tales, children find pieces of their souls, echoes of their lives. In addition, fairy tales instill hope in a child. The longer a child believes in the magical Santa Claus, who brings gifts on New Year's Eve, the more optimistic his outlook on life will be.

A set of various methods and techniques, the subject environment, and communication are the internal driving forces of the speech and mental development of preschool children. But at the same time, it is necessary to rely on a fairy tale, which excludes moralizing and includes playful communication.

When using fairy tale therapy, the communicative orientation of each word and statement of the child is created, the lexical and grammatical means of language, the sound side of speech in the sphere of pronunciation, perception and expressiveness are improved, the development of dialogic and monologue speech occurs, and the relationship between the visual, auditory and motor analyzers arises. At the same time, the classes create a favorable psychological atmosphere, enrichment of the child’s emotional and sensory sphere, as well as introducing children to folk art.

The mental development of children from three to six years old is characterized by the formation of figurative thinking, which allows the child to think about objects and compare them in his mind even when he does not see them. The child begins to form models of the reality with which he is dealing, to build its description. He does this with the help of a fairy tale. A fairy tale is a sign system with the help of which a child interprets the surrounding reality.

Forms of working with children:

• joint activities of the teacher with children:
• individual work with children
• free independent activity of children.
• teacher reading fairy tales to children; answers to the teacher’s questions, additional explanations from the teacher, analysis of situations; conversations with elements of dialogue, summarizing the teacher’s stories;
• dramatizing excerpts from the text with children;
• asking riddles; working with proverbs and sayings;
• children's stories based on diagrams, illustrations, modeling fairy tales;
• coloring black and white illustrations for fairy tales;
• imitation of the reading process in egocentric speech - these can be any variations on the theme of the text you listened to, you can “read” to your toys;
• reproduction of texts read by adults in staged dialogues;
• writing your own fairy tales based on texts read by adults;
• drawing and modeling based on fairy tales read to adults;
• coming up with the end of the text or introducing your characters (as you would like);
• coming up with questions for the characters in the text;
• playing out the fictitious ending of a fairy tale.

Forms of work with parents:

• consultations, master class
• individual and group conversations
• design of visual information (stands, sliding folders)
• involvement in enriching the developmental subject-development environment of the group.
• holding meetings and discussions on the topic of self-education.

Expected results:

• children’s assimilation of norms of moral and spiritual education, children’s positive attitude towards the world around them, towards other people and themselves
• children's awareness of basic moral qualities: conscientiousness and decency, selflessness and kindness, empathy and sympathy, patriotism
• understanding the need to develop such volitional qualities as obedience, respect for parents and adults
• knowledge of certain fairy tales that make up the spiritual experience of humanity.
• the formation of ideas about honesty, justice, kindness; negative attitude towards cruelty, cunning, cowardice
• developing a sense of self-respect, self-esteem and the desire to be responsive to adults and children; the ability to show attention to their state of mind, rejoice in the successes of their peers, and strive to come to the rescue in difficult times.
• Speech in general becomes cleaner and more distinct. The speech activity of children increases. Children begin to master monologue speech.

With the help of fairy tales we teach children:

Will is a complex and multifaceted personality quality.

Self-confidence is the ability to withstand failures.

Courage is self-control, fearlessness, the ability to behave with dignity in critical situations.

Hard work is the reluctance to sit idle, the desire for useful work.

Persistence - patience and endurance in achieving a goal.

Commitment is the ability to keep one's word.

Optimism - belief in success, passion, elation.

Determination is the ability to define a goal and persistently strive to achieve it.

Kindness and honesty.

The fairy tale teaches a moral lesson, teaches good human qualities, but does it without boring instructions, it simply shows what can happen if a person acts badly, not according to his conscience. With the help of a fairy tale, we develop in a child: the ability to listen; ability to know; ability to compare, contrast; ability to think in words; coherent speech; interest in learning; thinking; attention; memory; imagination; facial expressions and gestures; aesthetic feelings; sense of humor.

Expected results for the teacher and parents of students:

• increasing pedagogical competence on the topic of self-education
• replenishment of the developing subject-spatial environment of the group
• increasing active interaction with parents of students in the context of working on the topic of self-education during the school year by including innovative forms of work with children’s families in cooperation.

Products of pedagogical activity within the framework of self-education on the topic:

• Booklets, memos, brochures, consultations and recommendations for parents:
• Presentation at parent meeting
• Presentation by a teacher on the topic of self-education.

Types of fairy tales:

1. Didactic (in the form of an educational task).
2. Meditative (to relieve psycho-emotional stress), children draw, write, play, lie on the rug and dream and imagine ( “conjure” ).
3. Psychotherapeutic (to treat the soul, with the image of the main character “I” , a good wizard), children draw illustrations and stage plays.
4. Psychocorrectional (for a gentle influence on the child’s behavior), we read a problematic fairy tale without discussing it, we give the child the opportunity to be alone with himself and think.
5. Fiction (author's stories, wise ancient tales).
6. Folk (with ideas of good and evil, patience, striving for the best).
7. Tales about animals.
8. Everyday tales.
9. Fairy tales.

To make it interesting for children, I use the fantasy method and techniques:

• Finding affectionate, fabulous, beautiful, sad words in a fairy tale
• Coming up with different words (long, funny)
• Pronunciation of words.

Methods for introducing preschoolers to fairy tales

The most common method of becoming familiar with a fairy tale is reading by the teacher, i.e., verbatim transmission of the text. I tell the children by heart fairy tales that are small in volume, because this achieves the best contact with the children. I read most of my works from books. Handling a book with care while reading is an example for children.

The next method is storytelling, i.e. more free transmission of text. When telling, shortening the text, rearranging words, including explanations, and so on are allowed. The main thing in a storyteller’s presentation is to tell the story expressively so that the children listen. To consolidate knowledge, methods such as didactic games based on familiar fairy tales and literary quizzes are useful. Examples of didactic games include the games “Guess my fairy tale”, “One starts - the other continues”, “Where am I from?” (description of heroes) and others.

Techniques for forming the perception of a fairy tale

Expressiveness of reading. The main thing is to read it expressively so that the children listen. Expressiveness is achieved by a variety of intonations, facial expressions, sometimes gestures, a hint of movement. All these techniques are aimed at ensuring that children imagine a living image.

The next technique is repeated reading. It is advisable to repeat a short fairy tale that aroused the interest of children. From the big fairy tale, you can read the most significant and vivid passages again. Repeated reading and storytelling can be combined with drawing and modeling. The artistic word helps the child create visual images, which the children then recreate.

One of the techniques that contributes to better assimilation of the text is selective reading (excerpts, songs, endings). You can ask a number of questions (What fairy tale is this excerpt from? From a story or fairy tale is this excerpt? How did this fairy tale end? If after the first reading the fairy tale is already understood by the children, the teacher can use a number of additional techniques that will enhance the emotional impact - showing toys, illustrations, pictures , elements of staging, movements with fingers and hands.

Dramatization is one of the forms of active perception of a fairy tale. In it, the child plays the role of a fairy-tale character. Involving children in dramatization. Dramatization helps to develop such character traits as courage, self-confidence, independence, and artistry.

Stages of working with a fairy tale

1. Introducing children to fairy tales - reading, telling stories, talking about the content, looking at illustrations - in order to develop an emotional attitude towards the actions and characters of the fairy tale.
2. Emotional perception of a fairy tale by children - children's retelling of the content of the fairy tale, table theater, outdoor games with characters from fairy tales - in order to consolidate the content of fairy tales. These forms of working on a fairy tale allow you to find out how children understood the essence of the fairy tale.
3. Artistic activities - attitude towards the hero of a fairy tale in modeling, drawing, appliqué, design - allow children to express their attitude towards the heroes of a fairy tale, embody their experiences, develop skills of empathy, sympathy for the fate and actions of the heroes of a fairy tale.
4. Preparation for independent activities - acting out scenes from fairy tales, theatrical games, dramatization of fairy tales, creative play using characters, plots from fairy tales - the method of turning children into heroes of fairy tales contributes not only to the development of sympathy, but also to understanding the moral lessons of fairy tales, the ability to evaluate actions not only fairy tale heroes, but also the people around them.

The process of fairy tale therapy should not be limited to reading fairy tales. Simply reading a fairy tale does not carry a therapeutic load. It should be played, carefully analyzed, assessments and conclusions made on its content.

The content of the fairy tale must correspond to the age, needs and capabilities of the child.

After reading, it should be accompanied by a detailed discussion of its plot. When you read or tell stories to a child, a so-called bank of life situations is formed in his mind; the child can understand the laws of the world in which he was born and lives.

Life lessons and the search for parallels with real phenomena occur at the moment when an adult discusses fairy tales with a child. It is then that the bank of knowledge about the world is activated and developed. The child reflects on his purpose, exploring his own abilities and capabilities, and naturally develops the ability to see cause-and-effect relationships and act consciously.

The next stage of work may include therapeutic tasks, games, and relaxation exercises. Since, for example, drawings can reflect the real problems of a child, where the conflict is resolved in an adequate form of expression and playback of traumatic events in various versions (shade in the characters that cause fear in the child).

The final stage may include playing out difficult situations and ways to resolve them, as well as listening to fairy tales with a positive outlook for the future.

Which books to choose for fairy tale therapy?

It all depends on the age of the child. Children under three years old need the simplest fairy tales with a repeating plot; it is better to illustrate them or act out a play.

After 3 years, children develop imaginative thinking and can already fantasize. They can be offered more complex fairy tales.

Types of Fairy Tales Used as Therapy Materials

• Developmental and educational fairy tales that allow the child to gain experience about surrounding objects and phenomena, rules of behavior in various situations (public places and in relation to people of different ages), and master writing and reading. For example, this group includes fairy tales in which letters and numbers can be animated.
• Folk artistic tales that contribute to the education of moral and aesthetic feelings: mutual assistance, support, empathy, sympathy, duty, responsibility, etc. Thus, the fairy tale “Turnip” clearly reflects the fact that the help and support of other people allows you to achieve a goal that is beyond the power of one person.
• Diagnostic fairy tales that help determine the child’s character and his attitude to what surrounds him. For example, if a child prefers fairy tales where the main character is a cowardly bunny. Then we can assume that the child is quite shy, calm and, possibly, fearful.
• Psychological fairy tales create specific conditions for the child, which help them overcome common fears together with the hero, adequately experience the feeling of failure and victory, and gain self-confidence.
• Meditation fairy tales The absence of evil heroes, conflict situations, and the struggle between good and evil allows this group of fairy tales to create an atmosphere of positivity, calm, comfort, relaxation, stress relief and excitement.

By combining various techniques of fairy tale therapy, you can help each child live through many situations, the analogues of which he will encounter in adulthood. And significantly expand his worldview and ways of interacting with the world and other people.

Thus, fairy tale therapy is the most child-friendly method, because it appeals to the pure childish nature of every person. Through the perception of fairy tales, we raise a child, develop his inner world, heal his soul, give him knowledge about the laws of life and ways to demonstrate creative power and ingenuity, and also help him to better know and understand himself. (According to A. Berdnikova).

Bibliography:

1. The practice of fairy tale therapy / Ed. N. A. Sakovich. – St. Petersburg: Rech, 2013. – 224 p.
2. Ognenko, N. The magical power of a fairy tale: the fulfillment of a dream and half a kingdom to boot / N. Ognenko. – St. Petersburg: Rech, 2008 – 207 p.
3. Lomakina, G. R. Fairytale therapy: educating, developing, freeing the child from psychological problems / G. R. Lomakina. – M., 2010. – 158 p.
4. Korotkova, L. D. Fairytale therapy for preschoolers and children of primary school age: methodological recommendations for pedagogical and psychological work / L. D. Korotkova: “RON” , 2013 - 350 p.
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Presentation on the topic: Fairy tale as a means of developing coherent speech in preschoolers

author: Timiryaeva Inna Vitalievna

Teacher at Children's Preschool Educational Institution "Kindergarten No. 20"

Presentation on the topic: Fairy tale as a means of developing coherent speech in preschoolers

“Fairy tale as a means of developing coherent speech in preschoolers” in the second junior group No. 3

Teachers: Timiryaeva I.V.

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Goal: — Formation of coherent speech skills of preschoolers in the process of familiarization with fairy tales

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Objectives: -Develop coherent and grammatically correct speech in an unobtrusive form -Expand children's vocabulary -Form cognitive interest -Develop creative abilities.

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The methodology of our work on the development of creative activity is based on the program of N.F. Sorokina, L.G. Milanovich
“Theater - creativity - children”.
A fairy tale is attractive to a child: There is no moral teaching in it There is no specific, specific hero The language in the fairy tale is figurative and metaphorical The fairy tale creates a feeling of security It has mystery and magic

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Successful solution of problems in speech development is possible only with close cooperation of all subjects of the pedagogical process (teachers, children, parents, the use of a set of means, methods, forms, the creation of a subject-development environment, diagnostics makes it possible to obtain a positive result in our pedagogical activities).

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The work on developing speech skills through theatrical activities goes through the main types of activities: - cognitive development, - speech development, - artistic and aesthetic development, - social and communicative development, - physical development and in their interrelation.

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Methods and techniques: Methods of artistic reading and storytelling: - Reading or storytelling of one work; - Reading several works united by a common theme or unity of images; - Combining works belonging to different types of art; - Reading and storytelling using visual material; - Reading as part of GCD for speech development.

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Techniques:
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Questions;
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Examination of illustrations and the accumulation in preschoolers of ideas about how artists’ drawings help to understand the work;
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Repeated reading of an excerpt from the text;
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Games – sketches;
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Dramatization of fairy tales.

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Types of theater used in groups: Puppet theater. It is very important for a child that when playing “a fairy tale,” a child can take on different roles, imitate both positive and negative characters, and feel the line between good and evil. Favorite puppet theater characters make a child want to imitate them, and, unbeknownst to themselves, children “appropriate” the positive qualities of the character.

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Magnetic theater.

The participation of preschoolers in theatrical productions using a stand-up magnetic theater develops: - fine motor skills, - memory, - logic, - imagination, - spatial orientation on a plane, - attention to detail.

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Tabletop theater.

Helps teach children to coordinate hand and eye movements; Accompany finger movements with speech. Encourages you to express your emotions through facial expressions and speech.

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Theater on sticks.

Theater on a stick - promotes the development of fine motor skills of the hand, thanks to which they develop dexterity, the ability to control their movements, and concentrate attention on one type of activity.

15 slide. Thank you for your attention.