Preschool education as the first link common system education plays important role in the life of society, therefore, it is at this stage of development that it is important to give children not only a high level of acquisition of a wide range of knowledge, skills and abilities, but also moral values and rules.
The modern world is characterized by the fact that homemade toys are being replaced by electronic games, robots, and computers. Traditional forms games and toys are crowded out or fade into the background. Together with them, such extremely important components of childhood as fairy tales faded into the background. As you know, a fairy tale is filled with information about the history of the people, spiritual and moral values, and behavioral characteristics in different life situations. Accordingly, fairytale therapy can be used as a means of targeted pedagogical influence on the individual in order to harmonize the child’s emotional state preschool age. Since fairy tale therapy is one of the modern technologies correctional work, it is widely used by practicing teachers in their activities.
The method of working with fairy tales has a centuries-old history. The word "fairy tale" first appears in the seventeenth century. However, before the studies of B. Bettelheim, R. Gardner, C. Jung, and V. Propp appeared, fairy tales were seen as “mere fun” worthy of the lower strata of society. Subsequently, based on the research, a modern concept working with a fairy tale.
The question of whether useful work with a fairy tale. The end of the century put everything in its place, and today the method of working with fairy tales is actively being developed in our country by many famous teachers and psychologists. Mnozhes Your wonderful fairy tales for children with problems and developmental disabilities were written by V. Bekhtereva, A. Gnezdilov, T. Sergeeva.
The significance of fairy tale therapy as a pedagogical technology lies on the surface. And the direct result of its influence on child consciousness- assimilation of moral principles and knowledge about the world around him that are instilled in him. A fairy tale gives a child an idea of the world at the intellectual and subconscious levels, opening up new horizons for him, both in the surrounding reality and in the inner space. In a word, a fairy tale gives a person the same thing as literature of other genres. With the difference that most often it does not require much knowledge and rich moral experience from the child. In other words, the requirements for the existing base in a children's fairy tale are feasible for a child. That is why fairy tale therapy is one of the most effective psychological and pedagogical technologies in working with preschoolers.
The attractiveness of fairy tale therapy for teachers can be explained primarily by its versatility. Through the analysis of a fairy tale invented by a child, one can obtain information about his life, current state, and a way to overcome difficulties. Using a fairy tale, the teacher has the opportunity to convey to the child and his parents new ways and algorithms for solving a problem situation. By taking part in fairytale therapy sessions, the child accumulates a positive emotional charge, strengthening his social immunity.
It is important that the use of techniques does not create dependence in children on external help. The adult gives only general guidelines; the main work is carried out by the child himself. The child compares himself with the character, analyzes his behavior (thus resorting to introspection) and learns to overcome difficulties from his example of various nature V real life.
A fairy tale develops a child’s imagination and broadens his horizons. By listening and analyzing fairy tales in childhood, a person accumulates a bank of life situations in the subconscious, which can be activated if necessary. A fairy tale creates a special connection between a child and an adult, based on trust and confidence. In the process of fairy tale therapy, negative characters (who are the embodiment of children's fears and complexes) turn into positive ones.
There are various methods of working with fairy tales. It would be appropriate to use this type of work as drawing based on a fairy tale. Each child chooses and draws a fragment of a fairy tale that he wants to depict, the hero that he liked the most.
Discussing the behavior and motives of the character’s actions with children, identifying the child’s fears is also one of the effective methods applications of fairy tales.
The dramatization of fairy tale episodes, in addition to the psychological and pedagogical effect, will contribute to the development creativity child. Roles are distributed between the children (animal characters and fear characters) taking into account the emotional state of the children and previous drawings. If a child is afraid and refuses, there is no need to force him, let him be a spectator.
A fairy tale can also be used as a parable. In this case, the fairy tale should become a model of behavior. The effect of the fairy tale is consolidated when the teacher asks the children what fairy tale they heard, which of the characters they liked and why.
Fairytale therapy can be used in working with children both at the preventive, diagnostic and correctional stages.
You should also pay attention to those functions, which, according to modern psychologists and fairy tale therapists (G. Ozhiganov, E. Tsopa, E. Zaika, D. Aranovsky-Dubovis, D. Sokolov), are inherent in a fairy tale at the present stage of its use:
- diagnostic function (using a fairy tale as projective technique, experienced teacher maybe with high degree accurately determine the cause of the problem faced by the child;
- a therapeutic function that allows, firstly, to psychologically prepare the child for intense emotional situations, and secondly, to symbolically reflect physiological and emotional stress, thirdly, accept in a symbolic form your physical activity and ability to act in crisis situations, fourthly, abandon intellectual interpretations and fully accept the whole gamut emotional experiences etc.;
- educational function. A fairy tale is an unsurpassed educational tool precisely because it is devoid of directiveness. It allows you to gently explain to the child what to do and what could cause harm.
To implement these functions, both existing folk and original fairy tales and modern ones created for a specific purpose can be used. Specialists from the Institute of Fairy Tale Therapy talk about the use of such types of fairy tales for psychotherapeutic, diagnostic and educational work:
- artistic tales(they carry didactic, psycho-correctional, and even meditative aspects). Fictional tales were not created for the therapy process, but they serve it no less successfully. As a type of fiction, folk tales have been and are being created over centuries and do not have specific authors. Folk tales carry extremely important ideas for psychological work.Author's artistic tales are more figurative and emotional than folk ones. They are more suitable for those cases when, in the process of fairy-tale therapy, the child needs to understand internal experiences;
- didactic fairy tales are created by teachers for “packaging” educational material. At the same time, abstract symbols (numbers, letters, arithmetic signs) are spiritualized, creating a fabulous image of the world in which they live. Didactic tales can reveal the meaning and importance of relevant knowledge;
- Psychocorrectional fairy tales are created to gently influence the child’s behavior. Correction here means replacing an ineffective style of behavior with a more productive one, as well as explaining to the child the meaning of what is happening. It is worth noting that the use of psychocorrective fairy tales is limited by age (up to approximately 11-13 years) and problems (inappropriate, ineffective behavior);
- psychotherapeutic tales are tales that reveal the meaning of current events. They are not always unambiguous and do not always have happy ending, but always deep and soulful. Psychotherapeutic tales often leave the child with a question, which in turn stimulates the process of personal growth. Most psychotherapeutic fairy tales are dedicated to the problems of life and death, attitudes towards gains and losses, love, and one’s own path. These tales help where others psychological techniques powerless. Psychotherapeutic fairy tales can also include the fairy tales of the preschooler himself, fairy tales written together with the child, parables, stories of the Old Testament, some fairy tales of G.-H. Andersen;
- meditative tales are created to accumulate positive imaginative experience, relieve psycho-emotional stress, creating better models of relationships, developing personal resources. The main task of meditative fairy tales is to create in our unconscious positive “ideal” models of relationships with the outside world and other people. Therefore, a distinctive feature of meditative fairy tales is the absence of conflicts and evil heroes. This type of fairy tale is addressed to the child’s ideal “I” in order to support and strengthen it. In addition, these tales reflect the bright side of events, promoting acceptance of the situation.
The process of creating new fairy tales continues today. A feature of this process is a slight expansion of the functional load of the fairy tale, which is increasingly being created and directed to application in a specific case. For the success of teaching activities, educators can use their own fairy tales, but when compiling them it is also necessary to observe certain recommendations:
- Firstly, you need to choose a hero close to the child in gender, age, and character.
- Secondly, describe the life of the hero in the fairy tale so that the child finds similarities with his own life. After this, you need to introduce the hero into a problem situation that corresponds to the real one that the child is experiencing.
- The hero’s search for ways to solve the problem must be accompanied by comments, a demonstration of the situation with different points vision. You can introduce an assistant - a wise mentor. At the end we draw a conclusion, involving the child in this. When creating psychocorrectional fairy tales, it is important to know the hidden reasons for a child’s certain behavior, fears and complexes.
At first glance, it may seem that fairy tale therapy is only suitable for working with children, but this is not so. At the present stage, the method of fairy tale therapy is successfully used in working with seriously oncological patients (the experience of A. Gnezdilov), adolescents with difficulties in education, and adults who, for one reason or another, find themselves in a crisis situation in life (the experience of D. Sokolov). This area of fairy tale therapy is not yet sufficiently developed today and requires further development and improvement.
The development of fairy tale therapy in the direction of its use in working with adults, as well as the education of new specialists in this field, is promising.
So, fairytale therapy is the observation and disclosure of the inner and surrounding world, comprehension of experiences, modeling of the future, the process of selecting a “personal” fairy tale for each child. Fairy tales reflect all aspects human life: relationship models are designed, values and ideals are determined that contribute to the formation of a spiritually healthy, competent personality. And the obligatory “happy ending” becomes the main means of this type of therapy, helping children get rid of fears and complexes.
Fairytale therapy is a method that allows you to use what you have acquired during historical development humanity experience for the integration of personality, for expanding and improving human interaction with the outside world. The main principle of this pedagogical technology is the holistic, spiritual development of a person (child, teenager, adult), this is the opportunity to create favorable soil for the formation of a holistic, creative personality.
GCD project using innovative pedagogical technologies. Health-saving correctional technology “Fairytale therapy”
Teacher Aulova M.A.
Fairytale therapy is a fairly well-known method in pedagogical circles, but, unfortunately, it is not used enough. According to psychological and pedagogical research, the level of development of the emotional-volitional sphere of senior preschool children is very low. Fears, anxieties, and aggression often accompany our children. Thus, one of the primary tasks of the teacher-psychologist and educators preschool organization becomes maximum psychological relief child, relieving aggression, reducing anxiety levels, etc. as a consequence, the formation adequate self-esteem.
Having considered the possibilities of optimizing psychological and pedagogical work, we came to the conclusion that such a method as fairy tale therapy is indispensable in preschool institutions.
The relevance of this project is due to the need of society for the development of emotionally stable, aesthetically and morally educated, sociable individuals.
Project participants: children middle group, educational psychologist, educators, parents.
Project type: research, group.
Interaction: children, teachers, educational psychologist, parents.
Problem: as a result of the diagnosis, it was revealed that children have an elevated level of anxiety and experience difficulties in establishing positive relationships with peers. Based on this problem, there was a need for this project.
Project goal: elimination of anxiety and fears, development emotional self-regulation and positive relationships with other children, reducing the number of psychosomatic diseases.
teach children to build more constructive relationships with peers and adults;
introduce techniques for effective behavior in conflict situations;
increase (lower) self-esteem, develop self-esteem, help solve mental problems (fears, anxiety, aggressiveness, hyperactivity);
Help relieve psycho-emotional stress.
Implementation mechanisms:
Relaxation;
Outdoor game;
Puppet therapy (by bringing a doll to life, the child actually works out the mechanism of self-regulation and learns to adequately express his thoughts);
Legend or magical story;
Solving fairytale problems;
Writing your own fairy tales;
Making attributes and costumes for fairy tales;
Expected results from the project:
Development personal qualities(communication skills, partnerships);
Ability to build more constructive relationships with peers and adults;
Solving skills mental problems(fear, anxiety);
Reducing aggression, anxiety, conflict in children;
Unlocking children's creative abilities;
Reducing the number of psychosomatic diseases.
Practical significance. Fairytale therapy classes developed during the project will be able to help educational psychologists and educators organize work to prevent violations by emotional sphere.
Children's activity product:
Fairy tale dramatization.
Drawing competition “My favorite fairy tale”.
1. Theoretical and methodological foundations of research activities.
Fairytale therapy is one of the types of health-saving technologies. It is an innovative method in working with children, which allows you to gently and unobtrusively influence a child with the help of a fairy tale, while solving a variety of problems.
Fairytale therapy is aimed at developing the child’s self-awareness and provides contact both with himself and with others, promoting the building of mutual understanding between people and the assimilation of necessary models of behavior and response, new knowledge about oneself and the world.
The principles of fairytale therapy are to introduce the child to his strengths, to “expand” his field of consciousness and behavior, to search for non-standard, optimal ways out of various situations, exchange of life experiences. This method develops the ability to listen to yourself and others, learn to accept and create new things.
During each fairytale therapy session, you can additionally solve certain problems. For example: working out voluntary attention or group cohesion, development of a sense of mutual assistance and support, or memory development, expansion of emotional and behavioral reactions, where examples fairy-tale heroes Children learn to understand human characters.
Fairytale therapy is used in upbringing, education, development, training, and as a tool for psychotherapy.
1.2. Methodological development on the research topic
The project was carried out over two months and included the following stages:
1. Preschool teachers will master the basics of using fairy tale therapy:
Studying scientific literature;
Studying the experience of other teachers in this direction;
As a result of the analysis of the literature used, the following conclusion was reached:
Health-saving technologies have one particularly pleasant method - the method of fairy tale therapy. It can be used in any quantity and at any age. It has no side effects or contraindications. Fairy tales are effective means to normalize the emotional background of preschoolers, help them learn to establish interpersonal connections both with peers and with adults.
Production of the necessary equipment (support diagrams, costumes of fairy-tale characters, screens for puppet theater).
2. Working with parents:
development of consultations on the topic “Fairy tale therapy as a means of relieving children’s anxiety” (Appendix 2), “Fairy tale as a means of optimizing the psycho-emotional sphere of a preschooler” (Appendix 3).
3. Working with children:
Poll “Your favorite fairy tale”
- “Listen to a fairy tale”
- “Telling a fairy tale”
A summary of direct educational activities was developed based on a Russian folk tale noted during a survey conducted at organizational stage, as a favorite "The Fox and the Hare".
1. “Listen to a fairy tale” - provides for introducing children to Russian folk tales. The teacher tells or reads a fairy tale, while simultaneously displaying decorations and character figures on the table in front of the children. After getting acquainted with the fairy tale, you need to talk with preschoolers about what happens in it, clarify what they see in the pictures. If children have questions about the plot of the story or they do not understand any figures of speech, the teacher must explain everything and make sure that the children understand.
After this, the teacher himself asks the listeners questions about the characters in the fairy tale: what is their appearance, character, what do their actions say? The teacher can clarify which of the fairy tale characters the children liked and who they didn’t and why. At the stage of their first acquaintance with the fairy tale, the teacher’s questions will help children better remember the plot and understand the meaning of the folk tale.
A mandatory part of this stage are riddles. It will not be very difficult for preschoolers to guess them, since they discussed them with the teacher immediately before. characteristic features all the heroes of the fairy tale. The lesson ends with a game, during which children use new words or consolidate them in their speech. grammatical forms words thematically related to the plot of the fairy tale.
2. “Telling a fairy tale” - begins with a collective retelling of the fairy tale: children tell the fairy tale, and the teacher illustrates it, changing the scenery, moving the character figures. In addition, the teacher helps the storytellers - points to the child who should retell the next part of the fairy tale; if necessary, begins the next phrase himself or asks the child a leading question. To help, the teacher can offer children to use support diagrams.
When the retelling is completed, the children move on to didactic games that promote the development of such skills. mental processes like attention, memory and thinking. As part of the lesson, they also conduct outdoor games that improve gross and fine motor skills of preschoolers. It should be noted that all tasks and games included in the lesson are directly related to the plot of the fairy tale retold by the children.
3. "Showing a fairy tale" - includes a dramatization of a familiar fairy tale. This involves the distribution of roles between children and the choice of decorator.
The spectators are children who are not participating in the performance, or toys placed in the “auditorium”. The teacher’s task includes directing the performance and reading the text “from the author.”
After showing a fairy tale on an improvised stage, children perform several educational and game tasks, such as pantomime, psycho-gymnastics or articulatory gymnastics. Children are then offered educational games in which they demonstrate their observation and visual skills, such as the ability to draw or copy the voices of different animals.
4. "Drawing a fairy tale." On it, children are given problematic tasks, the solution of which requires possession of a pencil. Preschoolers help their favorite fairy-tale characters by performing a variety of drawings and graphic works.
A mandatory task in the lesson is to construct from counting sticks, after which the children redraw the image they laid out on a sheet of paper in a large square.
The final event is leisure time in fairy tale therapy “Journey to a Fairy Tale” (Appendix 1).
Project implementation forms:
1. Joint activities adult with children:
- “Listen to a fairy tale”
- “Telling a fairy tale”
- “Showing a fairy tale”
- “Drawing a fairy tale”
Result:
Speech development, vocabulary enrichment,
Optimization of the emotional sphere of preschool children,
Optimization of interpersonal interaction of preschool children,
Development of memory, attention, thinking,
Development of general and fine motor skills,
Development of visual skills.
2. Conversations:
- “Your favorite fairy tale”
- “What fairy tales does your mother read to you?”
- “Fairy-tale hero”
Result:
Development of children's ideas about fairy tales,
Development communication skills preschoolers.
3. Practical tasks:
- “telling a fairy tale” (with the help reference diagrams)
- “Showing a fairy tale” (dramatization of a familiar fairy tale),
- “Drawing a fairy tale”
Result:
Development of communication skills,
Development of creative abilities,
Optimization of interpersonal interaction,
Creative works.
4. Play activities:
Didactic game “Name the fairy tale”
Didactic game “Colored Tales”,
Didactic game “And then what?”
Didactic game "Wonderful Helpers"
Outdoor game "Sly Fox"
Outdoor game "Help out".
Result:
Playing roles
Optimization of interpersonal interaction.
5. Exhibition of drawings and photos:
6. At home with parents:
- “Getting to know fairy tales”
- “Fairy tale.”
Result:
Development of creative abilities,
Development of visual skills,
Development of communication skills.
7. Final event - leisure “Journey to a Fairy Tale”
Result:
Emotional responsiveness
Holiday atmosphere.
Conclusion.
Fairytale therapy is the process of forming a connection between fairy-tale events and behavior in real life, the process of transferring fairy-tale meanings into reality. This method allows you to solve a number of problems that arise in preschool children. In particular, through fairy tale therapy you can work with aggressive feelings, anxious feelings, as well as with various kinds psychosomatic diseases. In addition, the process of fairy tale therapy allows the child to fully establish healthy interpersonal interactions with peers and adults.
Distinctive and positive property fairytale therapy is the establishment of partnerships between the teacher and students, which help create trusting relationships between individuals educational process.
Fairytale therapy is an exciting educational game with other children and adults. This is the development of perception, speech, imagination, imaginative thinking, large and fine motor skills.
A fairy tale for a child is a “connecting bridge” between the conscious world and the level of the unconscious, emotional and bodily experience. What is played out, or lived, or understood in a fairy tale, a child can directly make part of his experience, just as if it were lived in life. This allows the child to learn the correct moral norms and values, to distinguish between good and evil.
From the literature course we know that a fairy tale is one of the folklore genres. Our ancestors, while raising children, told them entertaining stories. Not in a hurry to punish the guilty child, they told a story from which the meaning of the act became clear, and many customs protected the children from “misfortunes” and taught them about life. This is today, based on centuries-old teaching experience, we say that such stories were nothing more than the basis of fairy tale therapy.
After conducting the control diagnostic test At the end of the project, we saw that the level of children's anxiety decreased significantly, children began to make contact more actively and have a conversation at ease, their active vocabulary was enriched, and coherent speech reached a higher level of development.
Parents, in turn, in addition to the above changes, noted that preschoolers’ interest in Russian folk tales has increased.
In conclusion, we note that in fairy tale therapy classes, children experience emotional states, verbalize their own experiences, become familiar with words denoting various emotional states, thanks to which they develop the ability to better understand themselves and other people, and the ability to navigate emotional reality.
Thus, to summarize, we can note the following - the emotional development of a child presupposes not only the presence of natural emotionality in the child, but also support from an adult, corresponding to the conditions of his subject position, as well as a favorable basis. Thus, by influencing the child’s feelings, it is possible to bring the general dynamics of his behavior into line with his personal meaning, interests, and value systems. Under the influence of emotions, attention, thinking, and speech are manifested in a qualitatively different way, the competition of motives intensifies, and the mechanism of “emotional correction of behavior” is improved.
State general educational institution
Education Center No. 173 (GBOU CO No. 173)
Petrogradsky district
St. Petersburg
Fairytale therapy as a method of restoring psycho-emotional balance and fostering emotional and moral culture
(from work experience)
Health is the state of physical and social well-being of a person. This is one of the highest human values, one of the sources of happiness, joy, the key to optimal self-realization. The physical and mental health person throughout life. It is important to preserve the health of the child in such a responsible life period, which requires enormous, everyday work in the family and in any educational institution.
Life in the 21st century presents us with many new problems, among which the most pressing today is the problem of preserving the health of children.
Efforts of teachers educational institutions today, more than ever, they are aimed at improving the health of the child - cultivating healthy image life. It is no coincidence that these are the priority tasks in the education modernization program.
At the present stage, education places quite high demands on students. Students need to process and retain in memory huge amount information. It’s no secret that to comprehend it, the left logical hemisphere, which is responsible for logic, rationality, and making the right decisions, is mainly loaded. It is this that teaches us to think, analyze, and draw conclusions.
Very often it works to the limit of its capabilities. The information density of the lesson is so high that schoolchildren simply do not have time to rejoice at their successes and the successes of their comrades, sympathize with each other, and admire a new discovery. In addition, information overload creates a danger for schoolchildren to develop emotional and personal problems. Even successful, highly motivated students with a good level of intellectual development experience anxiety and may have low self-esteem. Excessive tension is transformed into physical and verbal aggression. This can give rise to a negative attitude towards learning activities. An unstable emotional state also affects physical condition child: his performance decreases, his activity weakens, and fatigue increases. These facts indicate that during the educational process a contradiction is created between the need for students to master a large volume of educational information and at the same time maintain physical and mental health.
One of the means of solving these problems is health-saving technologies, without which the pedagogical process of a modern educational institution is unthinkable.
Health-saving technologies- This complete system educational and health-improving, corrective and preventive measures that are carried out in the process of interaction between a child and a teacher, a child and parents, a child and a doctor.
The goal of health-saving educational technologies is to provide the student with the opportunity to maintain health, to develop in him the necessary knowledge, skills and abilities for a healthy lifestyle, and to teach him to use the acquired knowledge in everyday life.
Health-saving pedagogical technologies are used in various types of activities and are presented as:
- Technologies for preserving and promoting health (rhythmoplasty, dynamic pauses, mobile and sports games, relaxation, finger gymnastics, eye gymnastics, breathing exercises, play recreational gymnastics).
- Technologies for teaching a healthy lifestyle (morning exercises, physical education, self-massage, active recreation(physical education leisure, physical education holiday, musical leisure, “Health Day”), acupressure).
- Corrective technologies (articulation gymnastics, psycho-gymnastics, phonetic rhythm, color therapy, art therapy).
Health-saving technologies have one particularly pleasant method - the method of fairy tale therapy. It can be used in any quantity and at any age. It has no side effects or contraindications. This is the method I use in extracurricular activities with primary school students.
FAIRY TALE THERAPY
Fairy tale therapy- one of the types of health-saving technologies. It is an innovative method in working with children, which allows you to gently and unobtrusively influence a child with the help of a fairy tale, while solving a variety of problems.
A person’s acquaintance with a fairy tale begins from the first years of his life. Listening to fairy tales, a child learns the sounds of his native speech and its melody. And the older he gets, the more he feels the beauty and accuracy of the original Russian speech. Fairy tales help develop the depth of feelings and emotional responsiveness of a child. Empathizing, he intuitively, with the help of feelings, comprehends what he cannot always comprehend with his mind. But the memory of feelings is the strongest and remains with a person for life. It is the fairy tale that introduces children to the standards of good and evil that have remained unchanged at all times, and not in an edifying form, but so that the child himself understands what is good and what is bad. The child can compare his own actions with the actions of his favorite heroes. It is through the examples of fairy-tale heroes that important qualities such as optimism, self-confidence, and perseverance in achieving a goal are brought up. In addition, fairy tales develop imagination and teach us to fantasize. But children’s fantasies are a necessary condition for the full development of a child’s personality, the key to his mental well-being. A fairy tale not only teaches, educates, but also heals. This is exactly what is needed for primary school children.
Child psychologists say that a fairy tale helps a child cope with stress. And playing out fairy-tale situations, especially conflict ones, helps resolve controversial issues problems that sometimes seem insoluble to children. Fairy tales can be easily implemented into any educational programs without changing their content. Therefore, I believe that fairy tale therapy is the most effective.
Fairytale therapy is ... and “the process of forming a connection between fairy-tale events and behavior in real life”, and “the process of environmental education and raising a child”, and “therapy with an environment, a special fairy-tale setting in which potential parts of the personality can manifest themselves, something unrealized can be realized dream,” and “the process of selecting each client’s special fairy tale.” (Vachkov I.V.)
St. Petersburg fairytale therapist A.V. Gnezdilov identifies the “process of education” as the subject of fairytale therapy Inner Child, development of the soul, increasing the level of awareness of events, acquiring knowledge about the laws of life and methods social manifestation creative creative force."
The work of A. A. Osipova shows the following possibilities for working with a fairy tale:
- Using a fairy tale as a metaphor. The texts and images of fairy tales evoke free associations that relate to the child’s personal life, then these metaphors and associations can be discussed.
- Drawing based on a fairy tale. Free associations appear in the drawing; further analysis of the resulting graphic material is possible.
- Discussion of the character's behavior and motives. Reading a fairy tale serves as a reason for discussing the values of a child’s behavior and reveals his system of assessments in the categories “good - bad.”
- Playing episodes of a fairy tale. You can stage a fairy tale with a group of children. Playing back one or another of its episodes gives each participant in the production the opportunity to experience some emotionally significant situations for themselves and play out emotions. You can also stage it with the help of dolls. Working with dolls helps the child correct his movements and make the doll’s behavior as expressive as possible, allows him to improve and express through it those emotions that he usually, for some reason, cannot afford to express.
- Using a fairy tale as a moral parable , which suggests, using a metaphor, a solution to a problem.
- Creative work based on the fairy tale:
A) Analysis. The goal is awareness and interpretation of what is behind each fairy-tale situation, plot construction and characters’ behavior. The reader is asked to answer a number of questions: “What is this fairy tale about?”, “Which of the heroes do you like best and why?”, “Why did the hero commit this or that action?”, “What would have happened to the heroes if they had not committed those actions that are described in the fairy tale?”, “What would happen if there were only good or only bad heroes in the fairy tale?” etc.
b) Telling a fairy tale. The technique helps to work through the development of fantasy, imagination, and the ability to decenter. The procedure is as follows: a child or group of children is asked to tell 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, and Vasilisa the Wise would tell the fairy tale about Kolobok.
V) Rewriting a fairy tale. Rewriting and adding to fairy tales makes sense when the child somehow does not like the plot, some turn of events, situations, the end of the fairy tale, etc. This is important diagnostic material. By rewriting a fairy tale, adding its own ending or inserting the necessary characters, the child himself chooses the turn that best suits his internal state and finds the solution to situations that allows him to free himself from internal tension - and this is the psychocorrectional meaning of rewriting a fairy tale.
G) Writing a fairy tale. Every fairy tale has certain patterns of plot development. The main character appears in the house (family), grows up, and under certain circumstances leaves the house, going on a journey. During his travels, he gains and loses friends, overcomes obstacles, fights and defeats evil, and returns home having achieved his goal. Thus, fairy tales give not just a biography of the hero, but figuratively tell about the main stages of the formation and development of personality.
When writing fairy tales, you can use humor. It stimulates interest and is an effective tool. The plots of fairy tales should contain opportunities for changing the characters, as well as situations of choice that require them to make an appropriate decision. During the course of the story, a central crisis situation, representing a turning point in conflict resolution. Characters of positive and negative heroes should represent the strengths and weaknesses of the client's personality.
Fairy tales should have a happy, optimistic ending. It is important to instill in a person hope that he will definitely find a way out of a difficult situation, otherwise he will not have the incentive or motivation to continue the struggle.
Depending on the problems being solved, you can use both Russian folk tales and fairy tales by Russian and foreign authors, where the main character is a girl or woman, i.e. heroine, not hero.
For example, Russian folk tales “Morozko”, “Kroshechka-Khavroshechka”, “Snow Maiden”, the fairy tale by S.T. Aksakov’s “The Scarlet Flower”, fairy tales by foreign authors “Cinderella” and “Sleeping Beauty” by C. Perrault, “Mistress Blizzard” by the Brothers Grimm and others. There are men's fairy tales (“The Frog Princess,” where, although women's way, but the main character is a man).
Children's fairy tales include: “Little Red Riding Hood” by C. Perrault, and Russian folk tales “Geese and Swans”, “The Wolf and the Seven Little Goats” and a number of other fairy tales by both Russian and foreign authors.
Any fairy tale can be offered for individual or group work; it must be read aloud.
A fairy-tale situation that is given to a child must meet certain requirements.
- The situation should not have a correct ready-made answer (“the principle of openness”);
- The situation must contain a problem that is relevant to the child, “encrypted” in the imagery of the fairy tale;
- The situation and question must be constructed and formulated in such a way as to encourage the child to independently build and trace cause-and-effect relationships.
Tkach R.M. believes that in order for a fairy tale or story to gain power and provide assistance, it is necessary to adhere to certain rules for its creation:
- The fairy tale should be in some way identical to the child’s problem, but in no case should it have a direct resemblance to it.
- A fairy tale should offer a vicarious experience, using which the child can make a new choice when solving his problem. Or a psychologist should help with this.
- A fairy tale plot must unfold in a certain sequence.
Because I used this method in working with children in grades 1-2; I did not use all possible types of work with a fairy tale. At the beginning of working with children, I used analysis, storytelling, and drawing of fairy tales, and then we moved on to composing and staging fairy tales.
Here, of course, it was very important to involve parents in participating in the work. They helped me make dolls. The children also liked theatrical performances, but they liked the ones with puppets more. By the way, we very successfully used these dolls not only in productions, but also in playing out various life situations. The children chose their hero “doll” and we acted out skits (for example: “we’re going to the store,” “we’re inviting you to a birthday party,” “we’re going on an excursion,” etc.). And the children were very interested in such “productions” because they were closer to their life situations and problems. And if one of them found it difficult to solve any problem, or acted not quite correctly, the rest of the “heroes” came to his aid.
Working with fairy tales begins with its analysis and discussion. When fairy tale meanings are worked out and connected with real life situations, you can use other forms of working with fairy tales: making dolls, drawing, sand therapy.
They lived. / The beginning of a fairy tale, a meeting with its heroes.
And suddenly one day... / The hero faces some problem, a conflict that coincides with the child’s problem.
Because of this... / It is shown what the solution to the problem is, and how the heroes of the fairy tale do it.
Climax. / The heroes of the fairy tale cope with difficulties.
Denouement. / The denouement of a therapeutic tale should be positive.
Moral of the story... / The characters in the story learn lessons from their actions. Their lives change radically.
Method of "Telling a Fairy Tale"
Any storytelling is therapeutic in itself. It is better to tell a fairy tale rather than read it. The teacher and children can compose a fairy tale together, simultaneously dramatizing its entirety or individual elements. Children can compose a fairy tale on their own (the teacher provides only a little help with leading questions).
Method "Drawing a fairy tale"
It is advisable to then draw, sculpt, or present the fairy tale in the form of an applique. By drawing or working with colored cardboard or plasticine, the child embodies everything that worries him, feelings and thoughts. Thus, freeing yourself from anxiety or other feelings that bothered you.
Image quality doesn't matter. At strong feelings It is possible that all sorts of monsters, fire or dark colors may appear in the child’s drawings. A new drawing on the theme of the same fairy tale may be calmer, the colors will be lighter.
For drawing, it is better to take pencils (preferably gouache if you are drawing something specific, watercolor if you have to draw your feelings and emotions).
Russian folk tale "Teremok"
Goal: development of group cohesion, imagination, creative activity, mastering non-verbal means of communication, the ability to look at oneself from the outside, mastering new ways of behavior.
Working with a fairy tale
The roles of fairy-tale characters are distributed on cards, to choose from, or using a counting rhyme. Children should have the opportunity to play the role of any fairy-tale hero.
Before the start of the production of the fairy tale, the teacher, together with the children, characterizes each character and assigns him certain responsibilities.
After showing the fairy tale, the teacher invites the students to discuss their impressions: “What did you like or dislike? Did you get the role? Why did the animals begin to live together?
What kind of tower did it turn out to be?
In the future, children are encouraged to draw a fairy tale, a favorite fairy-tale character.
In 2nd grade, my children and I were already performing puppet fairy tales. Because children could already “control” the dolls quite confidently, showing their character and behavior. But here it is still important to take into account that children may not feel very confident when performing. And it is very important that they feel like successful “artists.” And so we used the soundtrack of the musical fairy tale “The Wolf and the Seven Little Goats.” It turned out both interesting and emotional.
There are many options for using elements of fairy tale therapy when working with children. Fairytale therapy means “treatment with a fairy tale.” As Vachkov I.V. writes, fairy tales are used by both doctors and psychologists, and each specialist finds in a fairy tale the resource that helps him solve his professional problems.
- “Fairytale therapy: Development of self-awareness through a psychological fairy tale” Vachkov I.V. - M.; Os-89, 2007.
- "Fairy tales and Fairytale therapy" Sokolov D. - M.: Eksmo-Press, 2001.
- "The practice of fairy tale therapy" / Ed. N. A. Sakovich - St. Petersburg: Rech, 2004 The publication is a collection of fairy tales, games and fairy-tale therapeutic programs developed by practicing psychologists.
- "Fairy tale therapy. From bagel to cheesecake" Lyumara - Publisher: Ves, 2006
- "Fairytale therapy at school. Methodological recommendations" Korotkova L.D. - M.: TsGL, 2006. The book presents the author's fairy tales and methodological recommendations for working using the plots of fairy tales, which enable educators and teachers to carry out moral activities with interest and unobtrusively for children conversations.
- "The author's fairytale therapy. The smoke of an ancient fireplace" A. V. Gnezdilov - Publishing house: Rech, 2004. The book by the famous St. Petersburg doctor and storyteller contains his fairy tales that help people cope with difficult situations for them and find inner harmony.
- “Games in fairy tale therapy” T. D. Zinkevich-Evstigneeva, T. M. Grabenko - St. Petersburg, Rech, 2006. The book is devoted to the practice of using games in the context of fairy tale therapy.
- "The path to magic. Theory and practice of fairy tale therapy." Zinkevich-Evstigneeva T.D. - St. Petersburg: "Zlatoust", 1998. The purpose of this book is to in a fun way introduce parents (present and future), teachers, educators, psychologists and other specialists to the latest system creative development, training, correction and adaptation of personality. It will help you learn about “fairytale” techniques for communicating with a child, a teenager, or yourself; will talk about writing, rewriting and adding to fairy tales, about making special dolls for home theater, about various forms of staging performances, about cooperative game in the sandbox and sand therapy technology, about meditations on fairy tales and other interesting things.
- "Workshop on fairy tale therapy" Zinkevich-Evstigneeva T.D. — St. Petersburg: “Rech”, 2000. The publication is textbook in nature: it contains fairy tales for practical work with comments and recommendations for use.
- "Meetings on the road. Therapeutic tales" A.V. Gnezdilov - Speech, 2005. This collection presents 20 new tales of the famous St. Petersburg psychotherapist and storyteller.
- “Once upon a time there was a girl like you... Psychotherapeutic stories for children” Brett D. - - M.: Independent company “Class” - “Library of psychology and psychotherapy).
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1 Municipal budgetary preschool educational institution kindergarten 47 “Rainbow, Svetlograd, Petrovsky municipal district” Consultation for teachers Topic: “Fairytale therapy as a health-saving technology” Prepared by: Teacher of MBDOU DS 47 “Rainbow” Dyachenko N.A. Svetlograd
2 Both doctors and teachers are concerned about the progressive deterioration of children’s health. Birth healthy child has become a rarity these days. The reason for this is poor ecology, unbalanced nutrition, information and neuropsychic overload, and decreased physical activity. But health is not simply the absence of disease or physical defects; it is a state of complete physical, mental, moral and social well-being. The complex of various forms and types of activities aimed at preserving and strengthening the health of pupils received the general name - “health-saving technologies”. Health-saving pedagogical technologies are used in various types of activities and are presented as: Technologies for preserving and stimulating health (rhythmoplasty, dynamic pauses, outdoor and sports games, relaxation, finger gymnastics, eye gymnastics, breathing exercises, play-based health-improving gymnastics). Technologies for teaching a healthy lifestyle (morning exercises, physical education classes, self-massage, active recreation (physical education leisure, physical education holiday, musical leisure, “Health Day”, acupressure). Corrective technologies (articulation gymnastics, psycho-gymnastics, phonetic rhythms, color therapy, art therapy, Fairytale therapy) Fairytale therapy is one of the types of health-saving technologies. It is an innovative method in working with children, which allows you to gently and unobtrusively influence a child with the help of a fairy tale, while solving a variety of problems. Fairytale therapy is aimed at developing the child’s self-awareness and providing contact with himself. yourself and with others, promoting the building of mutual understanding between people and the assimilation of the necessary models of behavior and response, new knowledge about oneself and the world. The principles of fairy tale therapy are to introduce the child to his strengths, to “expand” his field of consciousness and behavior, to search. non-standard, optimal solutions to various situations, exchange of life experiences. This method develops the ability to listen to yourself and others, learn to accept and create new things. During each fairytale therapy session, you can additionally solve certain problems. For example, practicing voluntary attention
3 or group cohesion, the development of a sense of mutual assistance and support, or the development of memory, the expansion of emotional and behavioral reactions, where, using the examples of fairy-tale characters, children learn to understand human characters. Functions of fairy tales: 1. The texts of fairy tales evoke emotional resonance, both in children and adults. The images of fairy tales appeal simultaneously to two psychic levels: to the level of consciousness and subconscious. 2. The concept of fairy tale therapy is based on the idea of the value of metaphor as a carrier of information: about vital phenomena; about life values; about setting goals; O inner world author (in the case of an author's fairy tale). 3. The fairy tale contains information in symbolic form about: how this world works, who created it; what happens to a person in different periods his life; what stages a woman goes through in the process of self-realization; what stages a man goes through in the process of self-realization; what difficulties and obstacles can be encountered in life and how to deal with them; how to acquire and value friendship and love; what values to follow in life; how to build relationships with parents and children; how to forgive. One of important functions fairy tale story is the storage of experience, that is, even after the end of psychotherapeutic work, it continues to have its effect on the child. Let's consider the typology of fairy tales that Tatyana Dmitrievna Zinkevich-Evstigneeva offers: 1. Fictional fairy tales. These include fairy tales created by the centuries-old wisdom of the people, and original stories. It is precisely such stories that are usually called fairy tales, myths, and parables. 2. Folk tales. Subjects folk tales diverse. Among them the following types can be distinguished. Tales about animals, relationships between people and animals. Everyday tales. They often talk about the vicissitudes of family life, showing ways to resolve conflict situations. They
4 form an attitude of common sense and a healthy sense of humor in relation to adversity, and talk about little family tricks. Tales of transformation, transformation. An example of such a fairy tale is the fairy tale “The Ugly Duckling” by G. H. Andersan. Scary tales. Tales about evil spirits. Also horror stories. Apparently, here we are dealing with the experience of children's self-therapy: by repeatedly modeling and experiencing an alarming situation in a fairy tale, children are freed from tension and acquire new ways of reacting. Telling horror stories is recommended for children (over 7 years old) and teenagers. And the end of a horror story must be unexpected and funny. Fairy tales. The most fascinating fairy tales for those 6-7 years old. Thanks to fairy tales in unconscious person receives a “concentrate” of life wisdom and information about spiritual development person. 3. Author's artistic tales. To help children understand their inner experiences, it is advisable to choose an author’s fairy tale to work with them. Suitable for working with special needs children author's fairy tale Mamin-Sibiryak D. N. “Gray Neck.” When working with a goal, or when a person loses last hope, does not want to live or is losing his last strength in the fairy tale “Two Frogs” by L. Panteleev. 4. Didactic fairy tales. Educational assignments are presented in the form of didactic fairy tales. In classes, children can be taught to take notes. mathematical examples in the form of didactic fairy tales. In these stories, solving an example is passing a test; a series of solved examples leads the hero to success. 5. Psychocorrectional fairy tales are created to have a gentle influence on the child’s behavior. Correction here means “replacing” an ineffective style of behavior with a more productive one, as well as explaining to the child the meaning of what is happening. You can simply read a psychocorrectional fairy tale to a child without discussing it. Thus, we will give him the opportunity to be alone with himself and think. If the child wants, you can discuss the fairy tale with him and play it out using dolls, drawings, a sandbox and miniature figures. 6. Psychotherapeutic tales. Fairy tales that reveal the deep meaning of current events. Stories that help you see things from a different perspective. Such fairy tales are not always straightforward and do not always have a traditionally happy ending, but they are always deep and heartfelt.
5 There are fairy tales that educate female wisdom (“Morozko”, “Little Khavroshechka”, “Sister Alyonushka and Brother Ivanushka”, “Snow Maiden”, S. T. Aksakov “The Scarlet Flower”, “Cinderella”, “Sleeping Beauty” Sh. Perrault, “Lady Snowstorm” by the Brothers Grimm and others, and the qualities of a real male hero and the head of the family (“The Frog Princess,” where, although a woman’s path is visible, the main character is a man. The main methods used in fairy tale therapy: Telling a fairy tale). Drawing a fairy tale. Fairytale therapy. Writing a fairy tale. Making a fairy tale. When creating psychocorrectional fairy tales, it is important to know the hidden reasons for “bad” behavior. correctional tale will be offered positive ways attracting attention. He wants to dominate the situation, adults, and peers. In this tale, the main idea will be that a good “leader” first of all takes care of his friends. He wants to take revenge on an adult for something. At the same time, in the fairy tale there is an indication of the hero’s distorted vision of the problem and the correct model of behavior. He is scared, anxious, and wants to avoid failure. In this case, the heroes of the correctional fairy tale provide support to the main character and offer ways to overcome fear. He has not developed a sense of proportion. In this case, a psychocorrectional fairy tale can bring the situation to the point of absurdity, showing the consequences of the hero’s actions and leaving the choice of behavior style up to him (“I don’t want to”, “The Golden Antelope”, “A Pot of Porridge”, etc.). In order for a fairy tale or story to gain power and provide assistance, it is necessary to adhere to certain rules for its creation (this form of work is used for children aged 5 years and older): 1. The fairy tale must be in some way identical to the child’s problem, but in no case have no direct resemblance to her. 2. A fairy tale should offer a vicarious experience, using which the child can make a new choice when solving his problem.
6 3. A fairy tale plot should unfold in a certain sequence: Once upon a time. The beginning of a fairy tale, a meeting with its heroes. For children 3-4 years old, it is recommended to make toys, little people and animals the main characters of fairy tales. Starting from the age of 5, fairies, wizards, princesses, princes, soldiers, etc. From about 5-6 years old, the child prefers fairy tales. IN adolescence Fairy tales, parables and everyday tales may be interesting. And suddenly one day the Hero is faced with some problem, a conflict that coincides with the child’s problem. Because of this, it is shown what the solution to the problem is, and how the heroes of the fairy tale do it. Climax. The heroes of the fairy tale cope with difficulties. Denouement. The outcome of a therapeutic tale should be positive. Moral of the story The characters in the story learn lessons from their actions. Their lives change radically. 4. Analysis of a fairy tale plot - awareness, interpretation of what is behind each fairy-tale situation, behind the construction of the plot, behind the behavior of the characters. For example, for analysis we select famous fairy tale. After the children listen to the fairy tale, they are asked a series of questions: What do you think this fairy tale is about (what, about whom)? Which of the heroes did you like (or dislike) most? Why do you think this or that hero committed certain actions? Think what would happen if main character did not do such and such an act. What do you think, if there were only good (or bad) heroes in a fairy tale, what kind of fairy tale would it be? Why are there bad guys in fairy tales? good heroes? In conclusion, I would like to say that anyone can write fairy tales for children. It's not easy at the beginning, but you can learn it. Instead of quarrels, lectures and punishments, just compose a fairy tale with your child. A fairy tale will help the baby’s early development, relieve stress in a child, teenager or
7 adults. And most importantly, it will help to establish contact: to build a bridge of understanding and friendship between the ordinary world of adults and the magical world of children. After all, therapeutic stories offer different options for action. Good luck to you! Used literature: 1. Zinkevich-Evstigneeva T. D., Tikhonova E. A. Projective diagnostics in fairy tale therapy. 2. Zinkevich-Evstigneeva T. D. The path to magic. Theory and practice of fairy tale therapy. 3. Zinkevich-Evstigneeva T. D. “Workshop on fairy tale therapy.” 4. Zaryana and Nina Nekrasov. How to find contact with a child? Fabulous possibilities!
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"Health-saving technologies" is a complex of various forms and types of activities aimed at preserving and strengthening the health of pupils. Health-saving pedagogical technologies are used in various types of activities and are presented as:
1. Technologies for preserving and promoting health(rhythmoplasty, dynamic pauses, outdoor and sports games, relaxation, finger gymnastics, eye gymnastics, breathing exercises, recreational play exercises);
2. Technologies for teaching healthy lifestyles(morning exercises, physical education, self-massage, active recreation - health day, physical education holiday, acupressure);
3. Corrective technologies ( articulatory gymnastics, psycho-gymnastics, color therapy, phonetic rhythm, fairy tale therapy ).
One of the types of health-saving correctional technologies is fairytale therapy, which is an innovative method in working with children, which allows you to gently and unobtrusively influence a child with the help of a fairy tale, while solving a variety of problems: educational, educational and developmental. Fairytale therapy is aimed at developing the child’s self-awareness and provides contact both with himself and with others, promoting the building of mutual understanding between people and the assimilation of necessary models of behavior and response, new knowledge about oneself and the world. The principles of fairy tale therapy are to introduce a child to his strengths, to “expand” his field of consciousness and behavior, to search for non-standard, optimal conclusions from various situations, and to exchange life experiences. This method develops the ability to listen to yourself and others, learn to accept and create new things. During each fairytale therapy session, you can additionally solve certain problems. For example, practicing voluntary attention or group cohesion, developing a sense of mutual assistance and support, or developing memory, expanding emotional and behavioral reactions, where, using the examples of fairy-tale characters, children learn to understand human characters.
There are several functions of fairy tales:
1. The texts of fairy tales evoke an emotional resonance in both children and adults. The images of fairy tales simultaneously address two mental levels: the level of consciousness and subconscious.
2. The concept of fairy tale therapy is based on the idea of the value of metaphor as a carrier of information: – about vital phenomena;
– about life values;
– about setting goals;
3. The fairy tale contains information in symbolic form about:
– how this world works, who created it;
– what happens to a person at different periods of his life;
– what difficulties and obstacles can be encountered in life and how to cope with them;
– how to acquire and value friendship and love;
- how to forgive.
Let's consider the typology of fairy tales proposed by Tatyana Dmitrievna Zinkevich-Evstegneeva:
1. Fictional tales. These include fairy tales created by the centuries-old wisdom of the people and original stories. It is precisely such stories that are usually called fairy tales, myths, and parables.
2. Folk tales. The plots of folk tales are diverse. Among them are the following types:
– Tales about animals, relationships between people and animals;
- Everyday tales. They often talk about the vicissitudes of family life and show ways to resolve conflict situations. These tales tell of little family tricks.
– Tales of transformation. For example, the fairy tale by G.Kh. Andersen " Ugly duckling».
- Scary tales. Tales about evil spirits. Fairy tales are also horror stories. By repeatedly modeling and experiencing an alarming situation in a fairy tale, children are freed from tension and acquire new ways of reacting. When telling horror stories to seven-year-old children, it is necessary to take into account that the end must be unexpected and funny.
- Fairy tales. The most fascinating fairy tales for those 6-7 years old.
3. Author's artistic tales. To help children understand their inner experiences, it is advisable to choose an author’s fairy tale to work with them. When working with special children, the author's fairy tale Mamin-Sibiryak D. “The Gray Neck” is suitable.
4. Didactic tales are created to present educational material. For example, during direct educational activities, children can be taught to write down mathematical examples in the form of didactic fairy tales.
5. Psychocorrectional fairy tales are created to have a gentle influence on the child’s behavior. You can simply read a psychocorrectional fairy tale to a child without discussing it. Thus, we will give him the opportunity to be alone with himself and think. If the child wants, you can discuss the fairy tale with him, play it out with the help of dolls, drawings, and a sandbox.
6. Psychotherapeutic tales that reveal the deep meaning of current events. Such fairy tales are not always straightforward and do not always have a happy ending, but they are always deep and heartfelt.
The main methods used in fairy tale therapy:
- Telling a fairy tale.
– Drawing a fairy tale.
– Fairytale therapeutic diagnostics.
- Writing a fairy tale.
– Making dolls.
- Staging a fairy tale.
In order for a fairy tale or story to gain power or provide assistance, it is necessary to adhere to certain rules for its creation:
1. The fairy tale should be in some way identical to the child’s problem, but in no case should it have a direct resemblance to it.
2. A fairy tale should offer a vicarious experience, using which the child can make a new choice when solving his problem.
3. A fairy tale plot should unfold in a certain sequence: Once upon a time. The beginning of a fairy tale, a meeting with its heroes. For children 3-4 years old, it is recommended to make toys, little people and animals the main characters of fairy tales. From about 5-6 years old, a child prefers fairy tales.
In our work with children, we use elements of fairy tale therapy, taking into account their age characteristics. In the atmosphere of a fairy tale, children relax, become more open to the perception of reality, and show greater interest in performing various tasks. Through the use of a fairy tale and its storylines, we can solve many correctional problems, such as: reducing excessive motor activity, normalizing emotional and speech state child, getting rid of your own fears. Teachers in their work with preschoolers need to use fairy tale therapy, because even those children who initially do not join the game, do not accept the fairy tale, still experience its beneficial influence on a subconscious level. A child will learn much more from a fairy tale if he travels along fairy-tale roads and experiences amazing adventures and transformations, meet fairy-tale creatures. Finding themselves in a fairy tale, children easily perceive “fairy tale laws” - norms and rules of behavior
Thus, we can conclude that each of us can learn to compose a fairy tale for preschool children, which will help the child’s early development, relieve stress in the baby, and also help establish contact: a bridge of understanding and friendship between the ordinary world of adults and the magical world of children.
V.A. Sukhomlinsky said: “Taking care of health is the most important work of a teacher. Their spiritual life, worldview, mental development, strength of knowledge, and self-confidence depend on the cheerfulness and vigor of children.”
