Fairytale therapy for preschoolers: the benefits and essence of the technique

Fairy tale therapy is “fairy tale treatment” and is a fairly new method in applied psychology. This method is used by many doctors, psychologists, teachers, as well as parents themselves.

This therapy is widely used in preschool institutions. After all, children love it when fairy tales are read to them, so this method is suitable for every child and allows him to cope with any life problem.

What are the benefits of therapy?

Fairy tales have been known to people since ancient times, as well as legends, fables, and parables. Works written several hundred years ago are very popular because they tell about the world, its patterns and concepts.

Fairytale therapy as a means of trying on a certain role carries a certain meaning that the reader should be able to see in the described situation. He can be:

Cognitive, with the help of which children get acquainted with the world around them.
Educational, which allows you to distinguish between the concepts of good and evil.
Corrective, helping to correct bad behavior in children, giving a similar example from a fairy tale.

Parents, without knowing it, use fairy tale therapy techniques when they read various works to their children at night. This treatment is very useful and interesting, so it can be carried out at home if parents feel that their child needs psychological help.

Fairytale therapy for preschoolers can have a beneficial effect on children’s behavior, namely:

distinguish between concepts such as good and evil;
cultivate positive character qualities;
correct deficiencies in behavior;
point out that the child is wrong in a particular situation and teach him to do the right thing;
help create trusting relationships between children and parents;
form coherent speech;
develop the child's ability to fantasize.

Especially fairytale therapy as a means of getting rid of psychological problems is carried out if the child’s behavior is aggressive or nervous, he cannot do something or is afraid of something. Using this method, you can easily determine what children's problems and experiences are present, and how they can be solved.

With the help of fairy tale therapy, you can cope with many difficulties in raising a child. For example, a baby does not want to eat vegetables and fruits, which are so necessary for the growing body. In this case, you can choose a story in which the use of these products is praised. But in no case should children be forced to eat if they absolutely do not want to. You should try to convey to the child that eating healthy foods is important for his health, so that he can independently understand the requirements of his parents. The exact same method can be used to influence children if they do not want to go to bed on time, sit on the potty, wash themselves, put away toys, and so on.

If parents cannot independently navigate the choice of the right fairy tale for fairytale therapy, then they should visit a child psychologist who will help you choose the appropriate works and tell you what you need to pay attention to in a particular case.

Formation of sound culture of speech in the second junior group

Speech is a unique opportunity to exchange information, for the formation of which nature has allocated a short period of time - the early and preschool periods of childhood. During this period, in the most favorable conditions of development, the formation of oral language and the laying of the foundation for its written form takes place. The main attention is paid to nurturing the sound culture of speech at the early stage of child development.

Fairytale therapy guides children's creative activity

To form the phonetic and spelling correctness of speech pronunciation, its expressiveness (with the help of diction, tonality, facial expressions, gestures), a full-fledged environment in which constant communication between children and adults takes place, motivated by the conditions of practical activity, takes place.

Norms of speech development for children 3-4 years old

To determine the level of language acquisition by a child, they are guided by the norms of speech development of children in the fourth year of life. There are a number of signs by which it is easy to check your baby’s skills:

pronouncing your own name, patronymic, surname, as well as the names of loved ones;
perception of images and description of the situation seen;
distribution of objects according to group characteristics;
naming actions;
exact repetition of what was heard;
presentation in short phrases of 3-4 words;
retelling of a cartoon, short fairy tale.

Important! According to the Federal State Educational Standard, the vocabulary (both active and passive) during this period increases to 800-1000 words.

The imperfections relate to incorrect word order in the construction of inconsistency phrases (“many guests have come”, many guests have come), pronunciation deficiencies (“lisiped” - bicycle), rearrangements of sounds in words (“perevye” - first); omissions of consonants in a combination of sounds (“barefoot girl” - big girl).

Such errors are considered acceptable and easily corrected during regular coursework.

However, if we are talking about deviations, they should be identified in time and corrected by specialists.

Deviations of speech development are diagnosed by a specialist

The role of the native language in the development of a child’s personality

The phenomenon of speech as a means of connecting a person with the outside world is based on the symbolic essence of language - the ability to encode the surrounding reality, socialize, assimilate the cultural experience of society and, on its basis, lay down a system of meanings. Thus, the role of the native language in the development of a child’s personality consists of a gradual transition from knowledge of the world to knowledge of oneself.

Note! A fairy tale provides a unique opportunity, through speech and the acquisition of cultural values, to form a child’s system of personal meanings.

What types of fairy tales are there?

You can find many different classifications of fairy tales. The following types of works can be used for fairy tale therapy for preschoolers:

Folk or artistic tales. They allow children to develop spiritual and moral values, to teach them to sympathize, empathize, and help each other.
Cautionary tales. They broaden the reader’s horizons about how to behave in various life situations and what consequences wrong behavior causes.
Diagnostic tales. Such works allow us to identify the child’s character traits, as well as how he relates to this world.
Psychological tales. Together with the heroes of these stories, children learn to cope with difficulties, fears, and gain their own confidence.
Speech therapy tales intended for speech development. These works are used as a means of shaping the development of speech in preschool children.

Thus, for fairy tale therapy for preschoolers, various types of fairy tales are used, which are aimed at fulfilling a specific task in the child’s development, including as a means of developing coherent speech.

MAGAZINE Preschooler.RF

Using fairy tale therapy with children as a means of developing coherent speech

A fairy tale is a magical world into which we often plunge. We experience a feeling of sadness, joy... A fairy tale is a miracle!

Modernization of education currently involves a comprehensive, comprehensive update of all parts of the educational system in accordance with the Federal State Educational Standard. The changes concern the organization of educational activities, technologies and the content of the educational process.

Limited verbal communication can negatively affect the formation of a child’s personality, cause mental complications, specific features of the emotional-volitional sphere, and contribute to the development of negative character traits.

Therefore, one of the most important tasks for preschoolers with speech underdevelopment is the formation of coherent monologue speech. This is necessary both for the most complete overcoming of systemic speech underdevelopment, and for preparing children for upcoming schooling.

One of the methods actively developed by psychologists and teachers in recent years and used in working with children is the use of fairy tales.

In our work, we proceeded from the position established in psycholinguistics that speech is a set of individual speech actions that should be formed in stages. In doing so, we relied on the following fundamental principles:

the principle of gradual transition from simpler to more complex
the principle of differentiation, which consists in creating optimal conditions for the self-realization of each child in the process of assimilation of knowledge, accumulated experience, emotional and cognitive spheres
operating principle. In direct educational activities, the child is in a constant process of discovering new knowledge.
the principle of continuity and integrativeness. The process of developing coherent speech does not end with the activity of the teacher, but continues in the joint activity of the child and the parent.

Fairytale therapy is a method that uses the fairy tale form to integrate the individual, develop creative abilities, expand consciousness, and improve interactions with the outside world (T. Zinkevich-Evstigneeva, T. Grabenko, D. Frolov, N. Pogosova).

The educational and educational properties of fairy tales as a pedagogical tool have been known since ancient times. A fairy tale forms and supports a creative human value system in preschool children, educates, solves problems, calms, and, being the child’s language, helps teachers teach him a lot. The fairy tale is used in various areas of work with preschool children, including in work on coherent speech.

Coherent speech, being an independent type of speech-cognitive activity, at the same time plays an important role in the process of raising and educating children, since it acts as a means of acquiring knowledge and a means of monitoring this knowledge.

Forming the skills of coherent speech in preschoolers is one of the most important tasks of teachers, since the further development of the child’s personality and his acquisition of educational knowledge depend on the degree of their formation. Coherent speech skills and abilities, when developed spontaneously, do not reach the level that is necessary for a child’s full education at school. These skills need to be taught specifically.

A fairy tale not only increases cognitive interest and motivation for learning activities, but also encourages the child to analyze, reason, look for cause-and-effect relationships, and draw conclusions. Therefore, it is no coincidence that fairy tales are used today to provide an integrated approach to child development.

Fairytale therapy in the system of correctional work on the development of coherent speech pursues the following goals:

creating a communicative orientation of speech utterances
improvement of lexical and grammatical means of language, the sound side of speech
development of the prosodic side of speech
development of dialogic and monologue speech
introducing children to the origins of folk culture.

The possibilities of a fairy tale, given a creative approach to it, are so great that they make it possible to offer “fairytale” classes on the development of coherent speech to children of various ages with different levels of speech and intellectual development.

A fairy tale for a child is a game, magic, and the result is not so important as maintaining the playful, truly fairy-tale atmosphere necessary for the child. A little fairy tale, a little miracle, and you already see a happy and healthy baby in front of you.

Work on the development of coherent speech is carried out in frontal and individual direct educational activities in accordance with program requirements.

The didactic material for the work is various types of theaters: tabletop, finger, bibabo. Flannelgraph and dramatization of fairy tales are also used.

Direct educational activities using fairy tale therapy techniques consist of several stages.

At the first stage, children are given the opportunity to acquire direct emotional and sensory experience of communicating with objects, which children then encounter in a fairy tale.

At the second stage, children enter the area of active, effective development of the content of a fairy tale;

On the third stage, they master the means of building independent active interaction with fairy-tale images, one of the fundamental means is the inclusion of fairy-tale characters in various situations;

The fourth is the creative use of these funds in independent activities.

In accordance with the above system of working with a fairy tale, differentiated tasks were identified and a methodology was developed to facilitate the implementation of each stage.

Stage I. A series of short-term observations developed in accordance with the content of a fairy tale. The main purpose of observations is to prepare children to understand the content of the fairy tale.

Tasks:

develop a sensory perception of a fairy tale and an emotional attitude towards it.
encourage children to explain observed situations;
perform labor activities aimed at mastering the fairy tale.

Stage II. Introduction to the fairy tale.

Tasks:

lead children to understand the content of a fairy tale, relying on the direct sensory experience that children encounter in a fairy tale;
develop in children interest and sensitivity to the figurative language of fairy tales;
expand knowledge about the artistic word, its emotional coloring;
promote the assimilation of various visual and expressive means of revealing a fairy-tale image and their use in their stories;
develop in children the ability to present a fairy tale coherently, consistently, logically, and convey the main points of a fairy tale in a retelling;
develop in children the ability to get used to the image and convey it emotionally.

When reading a fairy tale, we use emotional means (emphasis of vivid expressions in the voice, facial expressions, gestures, pantomime, use of toys, bright illustrations, products of children's activities). In a conversation about the content of a fairy tale, we use questions aimed at clarifying the sequence of events and understanding the features of the fairy tale. During the conversation, we constantly turn to children’s personal experiences, encouraging children’s statements.

Stage III. A journey through a fairy tale.

Tasks:

encourage children to modify the content of the fairy tale;
use the positive orientation of fairy tale plots to solve problems;
develop children’s ability to express value judgments about the content and quality of invented fairy tales (both their own and their peers’);
cultivate a friendly attitude towards the works of comrades, the ability to listen carefully to them, and evaluate them.

Inviting children to compose a continuation of the fairy tale, I put the fairy-tale hero in various problematic situations in which he needs the child’s help. An effective method of “traveling” through a fairy tale can be the participation of the child himself in solving the problem or transferring one of the fairy-tale images to himself. At the same time, I use various techniques: variable schemes-samples of the continuation of the fairy tale, a speech example, questions that encourage the continuation of the fairy tale, an incentive to think about the plan, draw up a plan for the fairy tale. After the story, I involve children in a comprehensive assessment of fairy tales invented by children, paying attention to the use of expressive means of language when composing a fairy tale.

Stage IV. Independent creative activity of children inventing fairy tales.

Tasks:

develop in children an interest in creative storytelling, a desire to fantasize and compose fairy tales;
encourage children to engage in independent creative activity in composing fairy tales on various lexical topics;
develop in children the desire and ability to improve their composition (purposefulness, compositional integrity, artistic expressiveness and originality);
encourage the creative telling of fairy tales with lexical content, the creation of several options on the same topic.

To do this, I use a variety of techniques to encourage children to write fairy tales, offering children a variety of plots and interesting topics.

The final stage. The duration of this stage is 2 weeks.

The purpose of the final stage: conducting control diagnostics.

Tasks:

obtain information about the level of formation of coherent speech
to determine the most effective methods for developing coherent speech in children of senior preschool age with general speech underdevelopment.

The use of fairy tale therapy in the system of correctional work gives a positive result, which is confirmed by diagnostic data on the level of speech development of children.

Conclusion

Thus, based on the above materials, the following conclusions can be drawn about the importance of fairy tale therapy in correctional work on the development of coherent speech:

The child’s experiences associated with speech defects disappear, mental health improves, which helps improve social adaptation.
The use of a comprehensive system of correctional and educational work leads to persistent positive dynamics in speech development and the emotional-volitional sphere.

Used Books:

Bystrova G. A., Sizova E. A., Shuyskaya T. A. Logostales - St. Petersburg: KARO, 2001. - 128 p., ill.
Glukhov V.P. Formation of coherent speech in preschool children with special needs development. - M. 2004.
Zinkevich-Evstigneeva. T.D. "The path to magic. Theory and practice of fairy tale therapy" St. Petersburg. -1998
Zinkevich-Evstigneeva T. D. Forms and methods of working with fairy tales. - St. Petersburg: Rech, 2008. – 240 p.
Korotkova L.D. “Fairytale therapy for preschoolers and primary school age” Moscow: “TsGL” , 2004.
Makunina E. G. We come up with stories and fairy tales. Child in kindergarten 6-2005 p.35.
Nishcheva N.V. Multi-colored fairy tales. - St. Petersburg, “Childhood-press” , 1999.
Shorokhova O.A. “Let's play a fairy tale” Sphere shopping center Moscow 2006

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How is fairy tale therapy carried out in preschool institutions?

Fairytale therapy as a remedy for bad behavior, fears and speech defects is often used in kindergartens and specialized preschool institutions. Experts use various techniques for fairy tale therapy for young preschool children. The most common methods include those in which educators:

They read the works to the whole group of children, and then discuss with them some topics, the behavior of the characters, etc.
They choose a fairy tale that all the children know well, assign a role for each child, and play out the skit.
They analyze the work and assign various tasks in accordance with it. For example, children need to make a drawing that reflects the essence of the fairy tale, or share their opinion about whether the hero behaved correctly or whether something needs to be corrected.
They help you compose a fairy tale in whole or in part, for example, first read the real work, and then, together with the children, make it into an ideal fairy tale, where all the characters will be positive.

Such exercises are very useful for the development of speech, the formation of perception and the psyche of children. Each child has the opportunity to try on the role of one or another character, then learn to do the right thing and understand why it cannot be done differently.

Currently, parents and educators can find ready-made examples of fairy tales for such therapy. But the most significant effect can be produced by those works that parents select independently for their children.

We form the ZKR in the second junior group

In the work on the formation of ZKR in kindergarten for children of the 2nd junior group, the task is to develop:

articulatory apparatus;
correct pronunciation;
auditory perception, phonemic hearing;
long oral exhalation, speech breathing;
intonation expressiveness of speech;
fine motor skills.

The schedule of work includes classes in ZKR daily, communication and reading classes - twice a week.

An example of a project for speech development in the second junior group

After diagnosing children for SCD and questioning parents, a project plan for speech development in the second junior group is drawn up. To do this, you can use the methodological developments of the Federal State Educational Standard.

Example of a ZKR project

ZKR games in the second junior group

Since the leading activity in preschool age is play, this form is actively used in classes. To create a lesson, you can use ready-made notes from specialists.

Example of a lesson on ZKR

Card index of games on the sound culture of speech

Games for each area of the air defense system are selected for the card index. A speech corner is formed in the group. It includes:

didactic games on ZKR 2 junior group card index with goals;
collections of fairy tales and poems, including those invented by children.

Example of a file cabinet for ZKR

Topic for parent meeting in the second junior group on speech development

Parents are the main educators of children. Therefore, it is important to stimulate their pedagogical self-education. A parent meeting is one of the most effective forms of family education, which dramatically increases the efficiency of working with children.

An example of a methodology for holding a parent meeting

Thus, the significance of the fairy tale as a small form of folklore is important for the education and upbringing of children. The fairytale therapy method gives the teacher a wide range of opportunities and is a way to comprehensively use the role of the native language in the formation of mental developmental disorders and the development of the personality of a preschool child.

Algorithm for fairytale therapy for parents

Every parent who decides to try fairy tale therapy must follow a certain algorithm. First of all, it is necessary to determine what problem the child has and what exactly provoked his bad behavior.

Then carefully select a fairy tale for fairytale therapy for a specific purpose. The main character should be similar to the baby, for example, in appearance, character traits, and place of residence. After this, describe a situation in which this character commits a bad act or is afraid of something.

In this case, it is necessary to focus the child’s attention on how people around him react to such an act, how they express their dissatisfaction. Then the parents need to retell the plot of the work so that the character realizes the negativity of his behavior or the groundlessness of his fears.

After the story, it is necessary to discuss the story with the child, give him the opportunity to express his own opinion about the actions of the main character and ways to correct him.

Also, during the reading process, you need to draw children’s attention to the fact that a person must behave well, help older people, and speak polite words. He must understand that good always defeats evil, as a result of which the negative heroes will be punished.

An equally important point for fairy tale therapy for preschoolers is that when choosing a work, it is necessary to take into account the needs of children that are relevant precisely at this age. So the main character should be:

Active. The role that the reader will try on should be as flexible as possible. Moreover, all his actions must be successful and bring victory in the struggle.
Independent. The character must make decisions himself, perform actions, and not depend on anyone, which helps the child to be not just independent, but responsible, able to defend his point of view.
Highly valuing their own knowledge and skills. A positive hero must always be able to cope with his fears and difficulties, which helps him defeat evil. Thanks to this, the child’s self-esteem improves and self-confidence is gained.

Speech development with the help of fairy tales

Fairy tales as a means of developing coherent speech are widely used by educators and speech therapists. Based on fairy tales, you can create mnemonic tables, with the help of which children learn to combine different excerpts from a fairy tale into a coherent plot.

The processes of creating long sentences are activated in the child’s brain, which has a beneficial effect on speech development.

Articulatory gymnastics in fairy tales is also used by teachers as a means of developing coherent speech in preschoolers. It is this kind of gymnastics that allows you to solve the problem associated with the operation of the articulatory apparatus. During its implementation, children perform a set of special exercises that are aimed at strengthening and developing the muscles of this apparatus. In order to consolidate the acquired skills, it is necessary to repeat them many times, which usually gets very boring and interest in the actions performed disappears. Just in this case, articulating fairy tales are perfect, with the help of which children create a positive emotional mood.

Such speech therapy tales for the development of sound pronunciation produce a noticeable positive effect. To reinforce sounds, you need not only to read works, but also to act out scenes. This necessity lies in the fact that a person more easily remembers what he sees or does himself. Therefore, it is good if reading is combined with actions.

Articulatory fairy tales, as a means of developing coherent speech in preschoolers, help children speak more clearly and clearly, and pronounce sounds correctly. This technique is very important for implementation in preschool institutions, since at this age it is much easier to correctly form speech skills.

Fairytale therapy for preschoolers provides children with a unique chance to experience various life situations without harm. By applying the experience of past generations hidden in fairy tales, children can penetrate into their own world of experiences and feelings. This is the main feature of this therapy, which allows us to achieve enormous success in working with children in need of psychological and speech therapy help.

Fairytale therapy as a means of developing speech in preschool children

An increasingly pressing problem today is the development of speech, because the percentage of preschool children with various speech disorders remains significantly high. Very often we encounter delays in speech development in preschool children. One of the prerequisites and direct threat of the impending linguistic catastrophe is the declining level of general and everyday culture, the widespread distribution of tabloid literature, the aggressively primitive speech of television advertising, foreign action films and cartoons.

At the present stage, the search for new forms and methods of teaching, development and education of children is one of the main issues of preschool pedagogy. Currently, there is increased attention to the development of the child’s personality. This makes it possible to update and qualitatively improve children’s speech development. Speech indicators and personality traits are interconnected and should be in the attention of parents who care about the timely and harmonious development of the child.

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

The most effective means of working with children with speech disorders is the use of fairy tales, which in turn have a significant corrective effect, having a comprehensive effect on children.

It's no secret that today more and more children grow up without ever picking up a book. Their literary experience in this case is limited to comics, more or less random magazines. Many teachers in their practice are faced with the fact that parents do not read fairy tales. How to deal with this state of affairs and whether it is necessary to deal with them at all - this is the question that remains more relevant today. But this is so important! Children find a piece of themselves, their life, their soul in fairy tales. In addition, fairy tales instill hope in a child. The longer a child believes in magical fairy-tale characters (Fairies, Santa Claus) who give gifts on New Year's Eve, the more optimistic his outlook on life will be. A fairy tale is an integral element in raising a child. The role of a fairy tale is multifaceted: from the development of imagination to the development of correct and expressive speech.

Fairy tales give children joy and add variety to life. He understands fairy tales better than serious adult speech. If adults want to explain something to a child, to support him, it is very useful to remember the language of childhood - a fairy tale.

The interaction 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 in the development of speech, a communicative orientation is created, and the child’s statements, the development of dialogic and monologue speech, the relationship between the visual, auditory and motor analyzers arises, the lexicogrammatical means of language, the sound side of speech in the sphere of pronunciation, perception and expressiveness are improved.

The classes create a favorable psychological atmosphere, introduce children to folk art, enrich the emotional and sensory sphere of the child, and also perform a developmental and therapeutic function, since it has a psychotherapeutic effect, which Aristotle designated by the term catharsis (stress relief, cleansing of the soul, peace).

From three to six years of age, children's mental development occurs, which is characterized by the formation of imaginative 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. A fairy tale helps to do this. At four or five years old, fairy-tale thinking develops. With the help of a fairy tale, a child interprets the surrounding reality.

There is always a lesson in a fairy tale: to be friendly, brave, hardworking, courageous, and honest. They have an activating effect on both the child’s emotional sphere and speech activity, and provide an integrated approach to the child’s development. Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. He also cognizes and responds to events and phenomena of the surrounding world, expressing his attitude towards good and evil. Children feel the attractive power of fairy tales better than adults.

Each group of fairy tales has an age audience. Children aged 3-5 years are closest and most understandable to fairy tales about animals, as well as fairy tales about the interaction of people and animals, because At this age, children often compare themselves to animals and easily transform into them, imitating their behavior.

Starting from the age of 5, the child compares himself with human characters: Princes, Princesses, Soldiers, etc. The older the child gets, the more pleasure he reads fairy tales about people, because these fairy tales contain a story about how a person learns about the world. From about 5-6 years old, the child prefers fairy tales.

The main principle of choosing fairy tales is the focus of a problem situation characteristic of a given age, the moral lesson that the fairy tale gives, which is accessible to children of older preschool age for comprehension.

The structure of a fairytale therapy lesson necessarily contains: “entry into a fairy tale” (mood), the main part, which uses techniques for working with a fairy tale, techniques and exercises for developing the child’s verbal imagination, and “exit from a fairy tale.” This structure of the lesson creates a mood for working with metaphor.

Working with a fairy tale includes the following stages:

reading or telling the tale itself, then discussing it. During the discussion, the child must be sure that he can express any opinion, i.e. whatever he says should not be condemned.
a drawing of the passage that is most significant for the child;
dramatization, playing 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.

The effect in the lesson is achieved by a combination of three components of the image of a fairy tale, a fairy-tale atmosphere: the image of a fairy-tale space (lighting effects), the musical image of a fairy tale, the actual telling of the fairy tale and the demonstration of the fairy tale characters in a tabletop theater.

What can such fairy tales teach children? Firstly, the child realizes that adults are interested in his problems, that his parents are on his side.

Secondly, he adopts the following approach to life: “look for the strength to resolve the conflict within yourself, you will definitely find them and overcome difficulties,” i.e. we live our life the way we imagine it for ourselves.

Thirdly, stories show that there is always a way out of any situation, you always just need to look for it.

In fairy tales, we can distinguish the following groups of themes that they raise.

difficulties associated with communication (with peers and parents).
feeling of inferiority. Aggressive behavior is the result of a feeling of one’s own “insignificance” and an attempt in this way to prove the opposite.
Anxieties and fears associated with various situations.

problems associated with age. A preschooler is faced with the need to do without parents and to be independent in everything.

As a result of fairy tale therapy, the child feels the support of adults and parents, which is so important and necessary for him.

A fairy tale helps a child to activate various aspects of thought processes and self-improvement. In the process of acquiring the ability to recognize and retell a fairy tale, identify its characters and the relationships between them, children’s speech activity increases. Understanding a fairy tale helps a child verbally establish connections between events and build verbal inferences, connecting fairy tales with acquired experience and knowledge. Children develop expressive speech in the process of creating fairy-tale images, and their vocabulary expands.

In order to successfully carry out correctional and developmental work with preschool children with speech impairments, the following conditions are created:

availability of scientific, methodological and material base (fiction, manuals, equipment, TCO, stationery);
practical materials to support the pedagogical process when using the fairy tale therapy method (lesson notes, etc. );
consultations for parents and teachers (goal: renewal and qualitative improvement of the speech development of children of senior preschool age using fairy tales);
the presence of specialists - a speech therapist, a psychologist, an art teacher, who work closely together.

Pedagogical conditions for the effectiveness of fairy tale therapy include:

dialogue relationships between a speech therapist, teachers, parents and a child based on a fairy tale;
interaction of preschool children with the outside world through fairy tales;
enriching children's independent play activities with the attributes of a fairy tale;

When selecting material for working with children, it is necessary to be guided by the emotional and moral content of the tasks, their impact on the development of speech and the personality as a whole. A fairy tale helps children to distinguish between evil and good, not to respond with evil to evil, and to follow the path of good. The fairy tale calls not to be indifferent to the grief of others, to cultivate honesty, hard work, and goodwill - the main universal values. Fairytale therapy increases children's self-esteem, activates children's vocabulary, and develops their imagination and thinking.

Fairytale therapy is:

the process of searching for meaning, decoding knowledge about the world, about the system of relationships in it;
the process of transferring fairy-tale symbols into reality;
contemplation, disclosure of the internal and external world, comprehension of the past, modeling of the future; the process of selecting each child’s own special fairy tale;
environmental therapy, a special fairy-tale setting;
identification and development of creative potential;
reducing the level of anxiety and aggressiveness;
development of the ability of emotional mood and natural communication;
developing the ability to overcome difficulties and fears;
developing skills for adequate expression of emotions;
strengthening the “Child-Parent-Teacher” union;

The problems of children's speech development are solved with the help of:

third-person storytelling; retelling fairy tales; writing fairy tales; group storytelling; telling stories in a circle.

A special role in pedagogical activities should be given to educating parents. Explain the role that fairy tales play in the development of speech and the development of children’s personalities. Provide advice on the use of fairy tales as a means of moral education of the younger generation. Tell them about the need for family reading, emphasize its significant contribution in the formation of moral qualities in a child based on morally positive emotions. Such work will further influence the development of verbal creativity of future schoolchildren as they strive to compose their own fairy tales, so that reading and discussion of fairy tales becomes a good family tradition, which will create a warm, intimate atmosphere in the house.

When independently composing fairy tales and stories, it brings the child closer to the level of monologue speech that he will need to move on to a new leading (educational) activity. Children will learn to invent and complete a fairy tale themselves, on a proposed topic, based on illustrated material, and collectively compose a fairy tale.

Based on this, we can conclude that the possibilities of fairy tale therapy are unique in pedagogical activities, since no other type of activity can provide such a comprehensive impact on the child’s speech sphere.

A fairy tale for a child is a game, magic, and the result is not so important as maintaining the playful, truly fairy-tale atmosphere necessary for the child. A little fairy tale, a little miracle, and you already see a happy child in front of you.

Literature:

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