Presentation - fairy tale therapy as one of the technologies of health saving in dow. The use of fairy tale therapy in work with preschool children

Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?

MADOU kindergarten No. 71 Educator of the first junior group Kormshchikova Elena Nailevna

Fairy tale therapy is a fairly well-known method, but, unfortunately, not used enough. Fears, anxieties, aggression often accompany our children. Thus, one of the primary tasks of the teacher is the maximum psychological unloading of the child, the removal of aggressiveness, reducing the level of anxiety, etc. as a result, the formation of adequate self-esteem.

We all love fairy tales, and children especially! I read fairy tales to the children in a group, and then I discuss it with them. We are looking for answers to the question: what did the fairy tale teach us? Thus, traveling through the fairy tale, the guys "get wiser", learn about life, acquire social skills. The most important thing is to create a situation in which the child can think about the meaning of the fairy tale, and the ambiguity of the situation. Why did this happen to the hero? And what could be done to change the situation. For a fairy-tale hero, it is easier to come up with a way out - after all, everything is possible in a fairy tale! And then this output, it turns out, can be used for yourself. We all know that fairy tales always end well.

Of course, we are not yet solving fairy-tale problems, but we can change the end of the fairy tale, because together with the children it is possible to save the kolobok from certain death! When showing, I use both a puppet screen and various attributes of a puppet theater, many of which are made by hand!

For example, our children love fairy tales very much. "Kolobok" , after repeated reading and showing the fairy tale, we are trying to dramatize this fairy tale, while I like to use the book by N. Sorokina "Puppet theater for the little ones" . For these purposes, we have created a huge number of puppet theaters:

Puppet show (On a flat picture, on circles ...)
stand theater (Shadow, flannelgraph, book ..)
Theater on hand (finger, picture on the hand, mitten ..)
riding puppets (On gapit, on spoons, Bibabo..)
floor dolls (Puppets, cones)
Live Puppet Theater (Puppets, mask theater)

But that's not all, after we draw, sculpt, make an application on this topic, which helps children to strengthen their knowledge and endow the hero with their own features!

Fairy tale therapy helps us a lot at the moment of adaptation of kids to kindergarten. After all, listening to a fairy tale that they read with their mother at home, the children calm down, and telling an unfamiliar fairy tale to a child, we can distract him from sad thoughts. I also use the author's psychological fairy tales, for example, I really like the fairy tale HOW THE KENGURENY BECAME INDEPENDENT, age: 2-5 years, Orientation: Fear of parting with my mother, feelings, anxiety associated with loneliness (Annex 1).

For "fabulous" mood, allowing to conduct deep, interested work with fairy tales, it is necessary "warm up" . Sometimes I ask children "call a fairy tale" , while they begin to clap and stomp loudly. I also use the hero's accessories, or change the voice, enter the role. You can, for example, tell a familiar tale "Turnip" from the face of the mouse, it turns out funny.

Implementation mechanisms:

Relaxation;
mobile game;
puppet therapy (by reviving the doll, the child actually works out the mechanism of self-regulation, learns to adequately express his thoughts);
Legend or fairy story;
Solving fabulous problems;
Writing your own fairy tales;
Making attributes, costumes for fairy tales;
Art therapy

For relaxation, we use music therapy, such as listening to audio recordings "Sounds of nature" help children calm down.

But outdoor games help to cheer up the child, such as "At the bear in the forest" , "Bubble" , Cat and Mice "...

In my work with children, I use these methods:

Survey "Your favorite story"
"Listening to a story"
"Telling a Story"
"Showing the Story"
Draw your favorite story.

Result:

speech development, vocabulary enrichment
optimization of the emotional sphere of preschoolers
optimization of interpersonal interaction of preschoolers
development of memory, attention, thinking
development of general and fine motor skills
development of creative abilities
development of visual skills.
Role play
Development of communication skills.

After all, fairy tale 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 the child with the help of a fairy tale, while solving a variety of problems.

Along with this, work is also being done with parents. I developed a consultation on the topic "Fairy tale therapy as a means of relieving children's anxiety" , where it was described in detail how a fairy tale affects the child's self-awareness and provides contact, both with himself and with others, contributing to building mutual understanding between people and learning the necessary patterns of behavior and response, new knowledge about himself and the world.

Practical significance. Fairy tale therapy classes developed during the project will be able to help educators organize work to prevent disorders in the emotional sphere.

Conclusion.

Fairy tale 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, one can work with aggressive feelings, anxious experiences, as well as with various kinds of psychosomatic diseases. In addition, the process of fairy tale therapy allows the child to fully establish healthy interpersonal interactions with peers and adults.

A distinctive and positive feature of fairy tale therapy is the establishment of partnerships between the teacher and pupils, which help to create trusting relationships between the participants in the educational process.

Fairy tale therapy is an exciting educational game with other children and adults. This is the development of perception, speech, imagination, figurative thinking, large and small motor skills.

A fairy tale for a child is "connecting bridge" between the conscious world and the level of the unconscious, emotional and bodily experience. What is played, or lived, or understood in a fairy tale, the child can immediately make part of his experience, just as if it were lived in life. This allows the child to learn the correct moral standards and values, to distinguish between good and evil.

Annex 1

HOW KANGURENY BECAME INDEPENDENT

Age: 2-5 years old

Orientation: Fear of parting with mother, feelings, anxiety associated with loneliness.

Key phrase: "Don't leave, I'm afraid alone."

Once upon a time there was a big mother-kangaroo.

And one day she became the happiest Kangaroo in the world, because she had a little Kangaroo. At first, Kangaroo was very weak, and his mother carried him in her purse on her stomach. There, in this mother's purse, Kengurenish was very comfortable and not at all afraid. When the Kangaroo wanted to drink, his mother gave him delicious milk, and when he wanted to eat, the Kangaroo mother fed him porridge from a spoon. Then the Kangarenysh fell asleep, and at that time the mother could clean the house or cook food.

But sometimes the little Kangaroo woke up and did not see his mother next to him. Then he began to cry and scream very loudly until his mother came to him and put him back in her purse. One day, when Kangaroo started crying again, Mom tried to put him in her purse; but it turned out to be very crowded in the purse and the legs of the Kangarenish did not fit. The kangaroo was frightened and cried even harder: he was very afraid that now his mother would leave and leave him alone. Then the Kangaroo gave up with all his might, tucked his knees and climbed into his purse.

In the evening, she and her mother went to visit. There were still children visiting, they played and had fun, called Kangurynish to their place, but he was afraid to leave his mother and therefore, although he wanted to go play with everyone, he still sat all the time in his mother's purse. All evening adult uncles and aunts approached him and his mother and asked why such a big Kangaroo was afraid to leave his mother and go to play with other guys. Then the Kangaroo was completely frightened and hid in his purse so that even his head was not visible.

Day after day, my mother's purse became more and more cramped and uncomfortable. The kangaroo really wanted to run around the green meadow near the house, build sandbags, play with the neighbor boys and girls, but it was so scary to leave his mother, so the big mother-kangaroo could not leave the kangaroo and sat with him all the time.

One morning mother kangaroo went to the store. The kangaroo woke up, saw that he was alone, and began to cry. So he cried and cried, but his mother did not come.

Suddenly, through the window, Kangarenysh saw neighbor boys who were playing tag. They ran, chased each other and laughed. They had a lot of fun. The kangaroo stopped crying and decided that he, too, would be able to wash himself, get dressed and go to the guys without his mother. And so he did. The guys gladly accepted him into their game, and he ran and jumped along with everyone else. And soon his mother came and praised him for being so brave and independent.

Now mom can go to work and to the store every morning - after all, Kangarenysh is no longer afraid to be alone, without mom. He knows that during the day mom should be at work, and in the evening she will definitely come home to her beloved Kengurenish.

Issues for discussion:

What was the kangaroo afraid of? Are you afraid of the same? Why is the Kangaroo now not afraid to be left alone, without a mother?

Fairy tale therapy is a well-known method in pedagogical circles, but, unfortunately, it is not used enough. According to the data of psychological and pedagogical research, the level of development of the emotional-volitional sphere of senior preschool children is very low. Fears, anxieties, aggression often accompany our children. Thus, one of the primary tasks of the teacher-psychologist and educators of a preschool organization is the maximum psychological unloading of the child, the removal of aggressiveness, reducing the level of anxiety, etc. as a result, the formation of 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.

Relevance of this project is due to the need of society for the development of emotionally stable, aesthetically and morally educated, sociable individuals.

Project type

Project participants: children of the middle group, teacher-psychologist, educators, parents.

Project type: research, group.

Interaction: children, educators, teacher-psychologist, parents.

Problem: as a result of the diagnosis, it was revealed that children have an overestimated level of anxiety, have difficulty in establishing positive relationships with peers. Based on this problem, the need for this project arose.

Objective of the project: elimination of anxiety and fears, development of emotional self-regulation and positive relationships with other children, reduction in the number of psychosomatic diseases.

Tasks:

to teach children to build more constructive relationships with peers and adults;
to acquaint with the methods of effective behavior in conflict situations;
increase (lower) self-esteem, develop self-esteem, contribute to the solution of mental problems (fears, anxiety, aggressiveness, hyperactivity);
Contribute to the removal of psycho-emotional stress.
Implementation mechanisms:

Relaxation;
mobile game;
Puppet therapy (by reviving the doll, the child actually works out the mechanism of self-regulation, learns to adequately express his thoughts);
Legend or fairy story;
Solving fabulous problems;
Writing your own fairy tales;
Making attributes, costumes for fairy tales;

Expected results from the implementation of the project:

Development of personal qualities (communication skills, partnerships);
Ability to build more constructive relationships with peers and adults;
Ability to solve mental problems (fear, anxiety);
Reducing aggressiveness, anxiety, children's conflict;
Disclosure of children's creative abilities;
Reducing the number of psychosomatic diseases.

Practical significance. Fairy tale therapy classes developed during the project will be able to help educational psychologists and educators organize work to prevent disorders in the emotional sphere.

Product of children's activity:

1. Theoretical and methodological foundations of research activities.

fairy tale therapy method

Fairy tale 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 the child with the help of a fairy tale, while solving a variety of problems.

Fairy tale therapy is aimed at developing the child's self-awareness and provides contact both with himself and with others, contributing to the building of mutual understanding between people and the assimilation of the necessary patterns 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 for non-standard, optimal ways out of various situations, and to share life experience. This method develops the ability to listen to yourself and others, learn to accept and create new things.

In the process of each lesson in fairy tale therapy, you can additionally solve certain problems. For example: working out voluntary attention or uniting a group, developing a sense of mutual help and support, or developing memory, expanding emotional and behavioral reactions, where children learn to understand human characters using the examples of fairy-tale characters.

Fairy tale therapy is used in upbringing, in education, and in development, and in training impact, and as a tool for psychotherapy.

1.2. Methodological development on the research topic

The project was carried out within two months, included the following steps:

1. Mastering the basics of fairy tale therapy by preschool teachers:

Study of scientific literature;

Studying the experience of other teachers in this area;

As a result of the analysis of the literature used, it was possible to draw the following conclusion:

Health-saving technologies have one particularly pleasant method - fairy tale therapy method. It can be used in any quantity and at any age. It has no side effects and contraindications. Fairy tales are an effective tool for normalizing the emotional background of preschoolers, helping them learn to establish interpersonal relationships with both peers and adults.

Production of the necessary equipment (supporting schemes, costumes of fairy-tale characters, screens for puppet theater).

Picture 1

The use of support schemes when retelling fairy tales by preschoolers

Figure 2

Using a puppet theater screen when retelling

2. Working with parents:

development of consultations on the topic "Fairytale 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 "What is your favorite fairy tale",

- Listening to a story

- "Telling a story"

Figure 3

Fairy tale retelling

- “Showing a fairy tale”,

- Draw your favorite fairy tale,

Figure 4

Draw your favorite fairy tale

- NOD . The synopsis of directly educational activity was developed according to the Russian folk tale, noted in the course of a survey conducted at the organizational stage, as a favorite "The Fox and the Hare".

1. "Listen to a fairy tale"- provides for the acquaintance of children with the Russian folk tale. The teacher tells or reads a fairy tale, at the same time placing decorations and figurines of characters on the table in front of the children. After getting acquainted with the fairy tale, it is necessary to talk with preschoolers about what is happening in it, to clarify what they see in the pictures. If the children have questions about the plot of the story or they do not understand any turns of speech, the teacher must explain everything and make sure that the children understand.

After that, the teacher himself asks the listeners questions about the characters of the fairy tale: what is their appearance, character, what do their actions say? The teacher can clarify which of the heroes of the fairy tale the children liked and who did not and why. At the stage of the first acquaintance with the fairy tale, the questions of the teacher will help the children to better remember the plot and understand the meaning of the folk tale.

An obligatory part of this stage are riddles. It will not be very difficult for preschoolers to guess them, since immediately before that they discussed with the teacher the characteristic features of all the heroes of the fairy tale. The lesson ends with a game, during which the children use new words or consolidate in their speech the grammatical forms of words thematically related to the plot of the tale.

2. "Telling a story"- begins with a collective retelling of a fairy tale: the children tell a fairy tale, and the teacher illustrates it, changing the scenery, moving the figures of the characters. In addition, the teacher helps the storytellers - points to the child who should retell the next passage of the tale; if necessary, begins the next phrase himself or asks the child a leading question. As a help, the teacher can offer children to use reference diagrams.

When the retelling is completed, the children move on to didactic games that contribute to the development of such mental processes in them as attention, memory and thinking. As part of the lesson, they also conduct outdoor games that improve the general and fine motor skills of preschoolers. It should be noted that all the tasks and games included in the lesson are directly related to the plot of the fairy tale retold by the children.

3. "We show a fairy tale"- includes a dramatization of a familiar fairy tale. This involves the distribution of roles between children, the choice of a decorator.

The spectators are children who are not participating in the performance, or toys planted in the "auditorium". The teacher's task is to direct the performance and read the text "from the author".

After showing a fairy tale on an impromptu stage, children perform several educational and game tasks, such as pantomime, psycho-gymnastics or articulatory gymnastics. Then the children are offered educational games, in which they demonstrate their observational and visual skills, for example, the ability to draw or copy the voices of different animals.

4. "We draw a fairy tale." On it, problematic tasks are set for children, the solution of which requires the possession of a pencil. Preschoolers help their favorite fairy-tale heroes by doing a variety of drawings and graphic works for this.

A mandatory task in the lesson is the construction of counting sticks, after which the children redraw the image they have laid out on a sheet of paper in a large cell.

- Final event- leisure on fairy tale therapy "Journey to a fairy tale" (Appendix 1).

Project implementation forms:
1. Joint activities of an adult with children:

- "Listen to a story"

- "Telling a story"

- "Showing a fairy tale"

- "Drawing a fairy tale"

Result:

Speech development, vocabulary enrichment,

Optimization of the emotional sphere of preschoolers,

Optimization of interpersonal interaction of preschoolers,

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:

The development of children's ideas about fairy tales,

Development of communicative qualities of preschoolers.

3. Practical tasks:

- “telling a story” (using reference diagrams)

- “We show 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 work.

4. Game activity:

Didactic game "Name a fairy tale",

Didactic game "Colored fairy tales",

Didactic game "And then what?",

Didactic game "Wonderful helpers"

Mobile game "Cunning Fox",

Mobile game "Rescue".

Result:

Role play,

Optimization of interpersonal interaction.

5. Exhibition of drawings and photos:

6. At home with parents:

- "Getting acquainted with 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.

Fairy tale therapy is an exciting educational game with other children and adults. This is the development of perception, speech, imagination, figurative thinking, large and small motor skills.
A fairy tale for a child is a "connecting bridge" between the conscious world and the level of unconscious, emotional and bodily experience. What is played, or lived, or understood in a fairy tale, the child can immediately make part of his experience, just as if it were lived in life. This allows the child to learn the correct moral standards and values, to distinguish between good and evil.
From the course of literature it is known that the fairy tale is one of the folklore genres. Our ancestors, engaged in raising children, told them entertaining stories. Not in a hurry to punish the delinquent child, they led a story from which the meaning of the act became clear, and many customs protected the kids from "adversities", taught them how to live. Today, based on centuries of pedagogical experience, we say that such stories were nothing more than the basis of fairy tale therapy.

After conducting a control diagnostic study at the end of the project, we saw that the level of children's anxiety has significantly decreased, the children began to make contact more actively and naturally carry on a conversation, the 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 had an increased interest in Russian folk tales.

In conclusion, we note that in the fairy tale therapy classes, children live through emotional states, verbalize their own experiences, get acquainted with words denoting various emotional states, thanks to which they develop the ability to better understand themselves and other people, the ability to navigate in emotional reality.

Thus, summing up, we can note the following - the emotional development of a child implies not only the child's natural emotionality, but also support from an adult, corresponding to the conditions of his subjective 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 personal meaning, interests, and values. Under the influence of emotions, attention, thinking, and speech manifest themselves in a qualitatively different way, the competition of motives intensifies, and the mechanism of “emotional correction of behavior” improves.

Bibliography.

Bylkina N.D., Lyusin D.V. The development of children's ideas about emotions in ontogenesis // Questions of psychology. 2000. No. 5.S. 23-27.
Vezhnovich I.N. The program "Development of the emotional sphere" //School psychologist. 2005. No. 17.S. 14-17.
Gordeeva O.V. Development of the language of emotions in children // Questions of psychology. 1995. No. 2. С. 6-9.
Denisova Z.V. Mechanisms of emotional behavior of the child. - L., 1978.
Dodonov B.I. In the world of emotions. - Kiev, 1987.
Dodonov B.I. Emotions as a value. - M., 1978.
Ezhkova N.M. Emotional component of education: content design // Preschool education. 2005. No. 10.S. 26-28.
Zaporozhets A.V. Education of emotions and feelings in a preschooler // Emotional development of a preschooler. - M., 1985.
Zaporozhets A.V. Emotional development of a preschooler: a guide for kindergarten teachers. - M., 1985.
Izotova E.I., Nikiforova E.V. Emotional sphere of the child: Theory and practice. - M., 2004.
Kryazheva N.L. Development of the emotional world of children. - Yekaterinburg, 2004.
Mikhailova A.Ya. Modern child and fairy tale: problems of dialogue. - M., 2002.
Panfilova M.A. Game therapy of communication: tests and corrective games. - M., 2002.
Pole L.Ya. Theater of fairy tales: scripts for preschoolers based on Russian fairy tales. - St. Petersburg, 2001.
Rusanov VL Entertaining tasks of a fairy tale character // Elementary school. 1987.No.4.S. 13-15.
Strelkova L.P. The role of play-dramatization in the development of emotions in preschoolers // Game and its role in the development of a preschool child. - M., 1978.
Chernetskaya L.V. Psychological games and trainings in kindergarten. - Rostov-on-Don, 2005.
Yakobson P.M. Emotional life of a student. - M., 1966.

Annex 1

Leisure with the use of fairy tale therapy "Journey to a fairy tale"

Target: development of the communicative function of speech. Correction of the emotional-volitional sphere using fairy tale therapy

Kind of activity: shared with children.

Integration of educational areas: "Cognitive-verbal", "Artistic-aesthetic", "Communicative-personal".

Form of organization of preschoolers: group.

Tasks:

Educational:

Teaching children, together with an adult, to retell the tale “Cat, Rooster and Fox”,

To teach children to correlate emotional manifestations with the situation, to teach them to express emotions in facial expressions.

Educational:

Cultivate humane feelings for each other.

Developing:

Develop the ability to enter a certain image, imagine it, perform imitative movements.

Correction-developing:

Contribute to the improvement of the social and emotional state of children.

Encouraging children to emotional responsiveness to the state of the heroes of fairy tales.

Dictionary:

Expansion of vocabulary, consolidation in the active dictionary of children of words that characterize the heroes of a fairy tale and the emotional states associated with them.

Material and equipment: forest sounds recording, tape, hoops, path, house, cockerel toy, fox, cat, relaxation music.

GCD progress

Water part:

Teacher: Hello guys. Let's say hello to each other and call each other by name, for this we will make a circle.

Children greet each other.

Teacher: Guys, I wanted to go on a trip with you today. But first I want to ask you, do you know a lot of fairy tales?

Children's answers.

Teacher: You know a lot of fairy tales! Can you solve riddles about fairy tale characters?

Children solve riddles.

Main part:

Teacher: Well done, children. Let's go on a journey to the heroes of a fairy tale. In order for us to meet them, we will need to go along a forest path, through a stream, and over bumps through a swamp!

The sounds of the forest sound, the birds sing, the children walk along the path, jump over the tape, jump from hoop to hoop on 2 legs and stop near the hut.

Teacher: Guys, we went to the forest glade to the hut. Let's find out who lives in it?

Children perform the exercise "House":

“In the clearing there is a teremok, (fold your palms like a “house”)

The door is locked (close your fingers in the lock).

Smoke comes out of the pipe (alternately make rings from all fingers)

There is a fence around the tower (hands in front of you, spread your fingers).

So that the thief does not climb (clicks with each of the fingers in turn).

Knock-knock-knock, knock-knock-knock! (Punch on palm with fist).

Open! (spread arms wide apart).

I am your friend!" (palms close one across the other).

After completing the exercise, a figure of a cockerel (a puppet theater toy) appears from the house.

Teacher: Guys, a cockerel that lives in a forest hut! What fairy tale is this from?

Children answer: "The fox and the cockerel."

Teacher: That's right, kids. And who else lived with the cockerel in a forest hut?

Children answer - a cat.

Teacher: Yes guys. They lived, there was a cat and a cockerel in a forest hut. Each time the cat went hunting, and the cockerel stayed at home.

He will clean everything in the hut, put things in order and sing a song. How does a rooster sing a song?

Children: "Crow!"

Teacher: Guys, who heard the cockerel's song?

Children: Lisa.

Teacher: Yes. Children, what kind of fox?

Cunning, liar, redhead.

Teacher: Guys, what was the cockerel?

Children: kind, trusting, hardworking.

Teacher: Yes, what did the fox do when she heard the song of the cockerel?

Children: she came to the house and wanted to steal a cockerel!

Teacher: Right. Let's all pretend to be a sly fox.

Children imitate facial expressions and habits of a fox.

The children act out a scene about how the fox deceived the cockerel and took him away.

Teacher: Children, do you think the cockerel was frightened? Show how scared he is.

Children show fear on their faces.

Teacher: Guys, why did the cockerel believe the fox?

The children answer that the fox affectionately addressed the cockerel.

Teacher: Do you know sweet words? Let's play.

Game: "Tender words"

mischievous bell,

You guys in a circle build!

The guys gathered in a circle

Friend on the left and friend on the right.

Let's hold hands together and smile at each other.

“Please, I am speaking in confidence.

Be kind and don't expect candy for this.

Be kind without the game and during the game,

If you can, be kind today!”

I’ll take a magic wand in my hands, and I’ll give a kind word to a friend!

Children say affectionate words to each other.

Guys, why did the cockerel begin to scream?

One of the children takes the cockerel in his hands and voices: “The fox is carrying me for dark foxes ...”

Teacher: Who heard the rooster cries?

Teacher: what was the cat in this story?

Children: brave, brave, courageous!

Teacher: yes, children, the cat caught up with the fox and took the cockerel from her. What happened next?

Children: the cat went hunting again, ordered the cockerel not to listen to the fox, and he again sang a song. The fox came, the cockerel beckoned, and he looked out the window again. The fox grabbed him and carried him away. The cockerel crowed, the cat heard, caught up and took the cockerel from the fox.

Teacher: Children, how did the cockerel behave?

Children: he did not obey the cat.

Teacher: Right. And for the third time the cockerel fox deceived. When the cat again went hunting, she poured peas under the window, the cockerel looked out again and the fox carried it away. But this time, the cat went far, and the cockerel did not hear the cries.

Guys, can't the cat find the cockerel anymore? Guys, who can show how this fairy tale ended?

The cat returned home, but the cockerel is not at home ...

How do you think the cat felt when he returned home?

Children: upset, he became sad.

Teacher: Show sadness.

Children show sadness on their faces.

Teacher: Let's show how the cockerel saved the cat...

The children act out a scene in which the cat began to sing a song under the fox's window, and the fox baked pancakes and asked the cockerel to see who sang so sweetly. The cockerel looked out, the cat carried him away from the fox.

Teacher: Guys. Did you like the fairy tale? Which character do you remember the most?

Describe again, what are these heroes?

Children describe the heroes of the fairy tale, choosing as many words as possible to characterize them.

Teacher: Guys, you know a lot of fairy tales. Let's play a game. I will show you pictures with the heroes of fairy tales, you will guess the fairy tale and which hero in the picture is superfluous.

Game: "Guess who's odd"

Teacher: Guys, the heroes of our fairy tale were affectionate with each other, you also know a lot of affectionate words. Do you know polite words?

Children tell poems about polite words:

"We all learned once

walk, draw, talk,

Let's remember guys

How kind and polite to be!”

"Meeting friends and acquaintances,

I look into their eyes with a smile.

Being polite is very easy for me

I'll say hello first!

"Invented by someone beautifully

Thanks for the help!

The usual word "thank you"

Don't forget to speak!"

"Saying goodbye, we are all" Goodbye "

We always talk to each other.

"Please" if desired

Or we want to fulfill the request "

The word is like a key

Golden and fabulous

Like the brightest ray!

Call him - "Please!"

Final part (reflection).

Teacher: Well done boys. Now we need to return to the garden. On the return trip we will go on a carpet plane. Lie down on the carpet comfortably and close your eyes.

The relaxation exercise "Flying Carpet" is carried out to the music.

Annex 2

Fairy tale therapy as a means of relieving children's anxiety.

There is one particularly pleasant method in child psychotherapy - fairy tale therapy method. It can be used in any quantity and at any age. It has no side effects and contraindications. Despite the ironic smile of serious people, fairy tale therapy practice is used by no less serious professionals - teachers, psychologists and psychotherapists.
Fairy tale therapy is one of the most ancient, and possibly the oldest methods of education, transfer of social experience, traditions and mentality.

Along with art therapy and game therapy, a fairy tale is designed to help a person reveal inner experiences, conflicts, overcome difficulties, a closed character, explain in a vivid figurative form the rules and norms of behavior. The use of fairy tale therapy justified not only in working with children. Figurative parables, symbols, game situations are effective when working with adults. The great prophets spoke in parables. The baggage of fairy tale therapy is great - fables, anecdotes, parables, myths, folklore.

The fairy tale therapist (and any parent can become one) tells stories (there are whole collections of fairy tales in a certain direction, for example, fairy tales about kindness), discusses fairy tales or invents them together with the listener. The latter are especially often used in corrective psychotherapy. After all, an ordinary teddy bear beloved by a child can tell a lot to the mother’s question, what worries him or what the bear is afraid of.

Based on the foregoing, children through toys talk about their fears and their concerns. Fairy tale therapy for children, using this approach , helps to develop fantasy, logical and imaginative thinking, correct speech.

But the main secret of sakzkoterapiya is that a child (and an adult too), expressing his thoughts through the speech of a toy or a hero, sometimes, imperceptibly even for the child himself, discovers those experiences that he would never say directly. Fairy tale therapy operates with archetypes that hide the most secret movements of the soul deep in us. By beating a certain situation close to life, you can learn a lot of new and unknown things about your child. For example, why the tiger cub is afraid of the dark, and the older hare does not want to play with the younger one.

Annex 3

Advice for parents on:

Fairy tale as a means of optimizing the psycho-emotional sphere of a preschooler.

A fairy tale enters the life of a child from a very early age, accompanies him throughout preschool childhood and remains with him for life. From a fairy tale begins his acquaintance with the world of literature, with the world of human relationships and with the whole world around him as a whole.

Fairy tales present children with a poetic and multifaceted image of their characters, while leaving room for the imagination. Moral concepts, vividly represented in the images of heroes, are fixed in real life and relationships with loved ones, turning into moral standards that regulate the desires and actions of the child.

A fairy tale, its composition, a vivid opposition of good and evil, fantastic and morally defined images, expressive language, dynamics of events, special cause-and-effect relationships and phenomena that are understandable to a preschooler - all this makes the fairy tale especially interesting and exciting for children, an indispensable tool for the formation of a morally healthy personality of a child.

Analyzing the current state of the problem of the influence of a fairy tale on the emotional development of preschool children, we can state that more attention is paid to the development of one area - the intellectual development of the child. G. I. Pestalozzi formulated a general rule, which is often not observed at the present time, it consists in the fact that knowledge should not outstrip the moral development of the child. Parents very early begin to educate their child, essentially forcing him to intellectual efforts for which he is not ready either physically or mentally. Whereas for a child of preschool age, the most important thing is the development of inner life, the nourishment of his emotional sphere, feelings.

The perception of a fairy tale has a strong impact on the emotional development of children, the process of acquaintance with a fairy tale creates real psychological conditions for the formation of a child's social adaptation. At all times, the fairy tale has contributed to the development of positive interpersonal relationships, social skills and behavior, as well as the moral qualities of the child's personality, which determine his inner world. At the same time, the fairy tale remains one of the most accessible means for the development of the child, which has been used by both teachers and parents at all times.

However, the psychological and corrective possibilities of a fairy tale for harmonizing the emotional sphere of a child remain an insufficiently studied problem.

At present, the fairy tale, like other values of traditional culture, has noticeably lost its purpose. This was facilitated by modern books and cartoons with a simplified Disney style of retelling famous fairy tales, often distorting the original meaning of the fairy tale, turning the fairy-tale action from moral and instructive into purely entertaining. Such an interpretation imposes on children certain images that deprive them of a deep and creative perception of a fairy tale.

At the same time, in today's young families, the role of grandmothers in the upbringing of grandchildren is distorted and lost. Grandmothers-storytellers, being a link between generations and traditions, understanding the meaning of fairy tales more deeply and telling them to their grandchildren, passed on moral traditions to them, taught the laws of goodness and beauty through a fairy tale.

The influence of fairy tales on the harmonious emotional development of preschool children lies in the fact that in the process of differentiating ideas about good and evil, humane feelings and social emotions are formed and a consistent transition is made from the psychophysiological level of their development to the social one, which ensures the correction of deviations in the child's psychoemotional behavior.

As a system of purposeful pedagogical activity, I can recommend a program that builds the basic conditions for the traditional culture of education in the family, “Fairytale Education” for children and parents.

As a result of the analysis of literary sources, the idea was confirmed that the harmonious emotional development of children of senior preschool age consists in the consistent development of three levels: psycho-physiological, social and aesthetic.

Psychophysiological level emotional development is manifested in the process of the child's attention while listening to a fairy tale, in the adequacy of the response, in involuntary replicas (interjections), involuntary movements, in the unconscious relationship of children to the heroes of fairy tales based on the ability to distinguish emotional states by their external manifestation - through facial expressions, pantomime, gestures , posture, emotional distance. At the same time, the child guesses the meaning of behavioral reactions behind external emotional manifestations and reacts in accordance with this meaning.

Social level is a subsequent stage in the emotional development of children of senior preschool age, a characteristic feature of which is emotional control, emotional self-regulation. This makes it possible to single out social feelings in emotional development, which are effectively formed in the process of perceiving and experiencing a fairy tale, since the mechanism of helping the hero, mentally playing out and feeling his actions is turned on. The social level is the main direction in the development of the emotional sphere in a preschooler - this is the emergence of the ability to control emotions, that is, the arbitrariness of behavior.

Aesthetic level- the level of the artistic image - is characterized by a special type of emotional cognition, in which a person reflects reality in the form of emotional images. Fairy tales not only expand the child's ideas, enrich his knowledge of reality, but most importantly, they introduce him to a special, exceptional world of feelings, deep feelings and emotional discoveries.

One of the effective methods of working with children, as a means of optimizing the psycho-emotional sphere, is fairy tale therapy.

fairy tale therapy- a method that uses a fairy-tale form for the integration of the individual, the development of creative abilities, the expansion of consciousness, the improvement of interactions with the outside world. The basic principle of fairy tale therapy is the holistic development of the personality, caring for the soul.

Young children have a highly developed process of emotionally uniting themselves with another person, a character. Therefore, perceiving a fairy tale, the child, on the one hand, compares himself with a fairy-tale hero; on the one hand, the child is offered ways out of various difficult situations, ways to resolve conflicts that have arisen.

Experts say that in the process of perceiving a fairy tale, the left hemisphere works, which extracts logical meaning from the plot, while the right hemisphere is free for dreams, fantasies, imagination, and creativity.

Basic storytelling techniques:

1. Analysis of fairy tales. The goal is awareness, interpretation of what is behind the fairy-tale situation, the construction of the plot, the behavior of the characters.

For example, a well-known fairy tale is selected for analysis. At the same time, the child is invited to answer a series of questions: “What do you think, what is this fairy tale about?”, “Which of the heroes did you like the most and why?”, “Why did the hero do certain things?”, “What would happen to the heroes , if they would not have committed those acts that are described in the fairy tale?

2. Telling stories. Reception helps to work out such moments as the development of fantasy, imagination. The procedure is as follows: a child or a 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 or Vasilisa the Wise would tell the Tale of the Kolobok. "Let's try to tell the story of Kolobok through the eyes of Baba Yaga."

3. Rethinking fairy tales. Rewriting and rewriting author's and folk tales makes sense when the child does not like the plot, some turn of events, situations, the end of the tale, and so on. Rethinking a fairy tale, adding his own end, or inserting the characters he needs, the child himself chooses the most appropriate turn for his internal state and finds the option for resolving situations that allows him to free himself from internal tension - this is the psycho-corrective meaning of rethinking a fairy tale.

4. Staging fairy tales with puppets. Working with the doll, the child sees that his every action is immediately reflected in the behavior of the doll. This helps him independently adjust his movements and make the doll's behavior as expressive as possible. Working with dolls allows you to improve and show through the doll those emotions that usually a child for some reason cannot afford to show.

All these tales carry a great potential for positive moral teachings. In fairy tales, situations and problems that every person experiences in his life are encrypted. Life choice, love, responsibility, mutual assistance, overcoming oneself, fighting evil: all this is “encoded” in the images of a fairy tale. Be attentive to those who are in trouble, do not pass by and help him. Good is repaid with good. Fairy tales teach this. A person who wants to work is worthy of a reward and respect, and a lazy and evil one punishes himself - this is what the Tale of the Pope and his worker Balda tells about. The person who wishes misfortune and death to others will not be happy - fairy tales teach this: “Drozd Eremeevich”, a fairy tale about a dead princess and about seven heroes. The importance of mutual assistance and support in life is described in fairy tales: “The Fox and Kotofey Ivanovich”, “Elena the Wise”, “The Tale of the Dead Princess and the Seven Bogatyrs”, “The Smart Peasant Daughter”.

The deepest and most mysterious words in fairy tales. They arise from the whistle of the wind, the rustle of leaves, the creak of wheels on a country road, as well as from children's questions that need to be answered. The forms of working with fairy tales are as multicolored and diverse as life itself. Absolutely everything that surrounds us can be described in the language of fairy tales. If teachers and parents can correctly use the possibilities of fairy tale therapy, they will provide their children with invaluable help. Fairy tales show that there are no hopeless situations, there is always a way out - you just need to look for it. And yet, trips to the "fabulous" world will develop the child's imagination, teach him to improvise freely, without fear of danger, give him a wonderful ability to use the magical power of creativity to solve problems.

Appendix 4

The results of the study of the emotional sphere of children of the middle group.

Subject number	Primary Research		Control study
Subject number	Anxiety level	Level of aggressiveness	Anxiety level	Level of aggressiveness

Galina Filatova
Work experience "Fairy tale therapy in preschool educational institution"

« fairy tale therapy» - as a technology for the formation of ideas about a healthy lifestyle for preschool children.

"There on unknown paths"

Do not be afraid fairy tales. Be afraid of lies. A story? The story will not deceive.

To kid fairy tale tell me - there will be more truth in the world.

Story enters the life of a very young child, accompanies him throughout preschool childhood and stays with him for life. So fairy tales begins his acquaintance with the world of literature. With the world of human relationships and with the world around in general. Fairy tales present children with a poetic and multifaceted image of heroes, while leaving room for the imagination. Moral concepts vividly presented in the images of heroes are fixed in real life and relationships with loved ones, turning into moral standards that regulate the desires and actions of the child. Currently story increasingly began to be used as a therapeutic agent, which is designed to solve a number of versatile problems. tasks: enrichment of the child's inner world, determining the model of behavior and finding a way out of a problem situation, relations between peers, parents and children, etc., correction of the mental and emotional-volitional sphere, speech development, etc. fairy tale therapy for preschoolers is a modern tool widely used by psychologists and educators to solve various problems. Simple reading fairy tales does not carry a therapeutic burden. Read it, play it, act it out. Carefully analyze and make assessments and conclusions on its content, which should correspond to the age, needs and abilities of the child. central moment fairy tale therapy- Voluntary participation of children. Therefore, the motivation of the participants is important. An adult must find an adequate way to include children in fairy tale therapy. In one case, it may be a figurative text, a Russian folk fairy tales, story, fables, in another, looking at illustrations, guessing riddles about fairy tale characters. It is necessary that every child can feel the attentive attitude of an adult. Not all children immediately join the game. Some of them want to first observe what is happening and only later they have a desire to take part in an entertaining spectacle. Taking into account the individual characteristics of children in fairy tale therapy first, you should attract those children who respond faster to the invitation of an adult; when it is expedient to motivate the rest of the guys to be included in the game. Their activity, the depth of emotional involvement directly depends on the degree of psychological comfort of the participants. Before fairy tale therapy children are first introduced to fairy tale. This is necessary to get a holistic impression of her text. In addition, when meeting again with fairy tale it will be easier for preschoolers to focus on the figurative vocabulary that characterizes the appearance of the hero. Expressively display in facial expressions, movement of the emotional state of the character. Much attention in fairy tale therapy given to physical activity. Fatigue after repeated performance of psychological studies leads to involuntary relaxation of the body, and therefore the removal of emotional stress. Only a small part of the time children are located on chairs: at telling stories to adults, fantasizing by musical composition, The role of the audience in the game - dramatization of individual episodes fairy tales. The games encourage independent statements children about the plot fairy tales, actions of peers, own experiences. Therefore, when at the end fairy tale therapy discussions do not start on their own, an adult should ask the children about what games and exercises they liked, remembered and what roles fabulous The characters would like to be played again. If it is difficult for a child to formulate a coherent message from memory, he can be offered an audio recording fairy tales, individual games fairy tale therapy. The opinion of children is taken into account.

For fairy tale therapy in a group, I use it as in a circle work and everyday life of a child in kindergarten. In my work I use a theatrical corner, game material for plot-role-playing games, for play-dramatization, for theatrical, didactic and outdoor games, a book corner. Masks, caps, costumes for dramatization fairy tales. In my group, conditions are created for the joint and individual activity of children. fairy tale therapy allows you to treat life values painlessly and safely. In educational activities I include common methods and approaches of psychotherapy (psychogymnastics, sketches, art therapy (drawing, theater), which contribute not only to successful psycho-correction, but also to the development of attention, memory, imagination, which is a necessary condition for preparing children for school. This is also and teaching positive communication and familiarization with cultural heritage, the opportunity to come into contact with the deepest values of humanity, as well as love, friendship, mercy and hard work.

Via fabulous stories, the educator can solve other problems identified in preschoolers: for example, communication difficulties (conflicts, contradictions, insults); fears and anxieties for various reasons (fear of darkness, loneliness, animals, strangers, noise, etc.).

There are several tricks fairy tale work:

storytelling on a specific issue (folk, literary or composed by a teacher);

Discussion fairy tales, answers on questions;

statement the child of his opinion about what he heard;

Writing a new ending fairy tales(if necessary);

Painting (allows you to relieve the tension caused by the discussion of the problem);

Dramatization fairy tales.

Analysis fairy tales allows you to understand what is behind each fabulous situation, the construction of the plot, the behavior of the characters. After listening fairy tales children are asked questions:

What do you think about (about what, whom) this story?

Which character did you like/dislike the most?

Why do you think this or that character did certain things?

Imagine what would have happened if the hero had not done this act?

What do you think, if fairy tale there were some good heroes (or some bad ones, what kind of story?

Why in fairy tale and bad, and good heroes?

V work with preschoolers, you can use the following fairy tales: "Little Bear"- correction of aggressive behavior, "Mouse and Darkness"- correction of fears, anxiety, « Tale of a raccoon» - correction of the communicative sphere (O. V. Khukhlaeva "Therapeutic fairy tales» ); "Greedy Pocket", "About sneak"- correction of negative manifestations in behavior (E. A. Alyabyeva "Correctional-developing classes") and etc.

From experience of educators:

educators tell how the group is doing fairy tale work using a book corner and manuals made according to the recommended method.

An important role in the education of cognitive interest in fairy tale and its beneficial effect on the souls of children is played by parents.

Some people think that fairy tale therapy is a “childish” method. In the sense that it is addressed to the living creative creative open “childhood” in a person. “Childish” in the sense that it is limited in age. A fairy tale is a “layer cake”. Each layer has its own meaning. When we read a fairy tale, follow a fascinating plot, our unconscious is already “sniffing” the “layered cake of meanings” and choosing the most “delicious” for ourselves, which can give an answer to an internal question. This is the secret of the "eternal youth" of fairy tales - at any age you can discover the secret and exciting.

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A fantastic fairy-tale world filled with miracles, secrets and magic always attracts children. The child happily plunges into an imaginary unreal world, actively acts in it, creatively transforms it. But this world seems unreal only to us adults. The child perceives everything that happens in a fairy tale as a reality. This is required by his inner world. Reincarnating as fairy-tale heroes, princes and princesses, sorcerers and fairies, birds and animals, children perform tasks with much more enthusiasm and pleasure than just being Petya, Misha, Galya, Tanya.

Children are very fond of fairy tales, because they contain “the natural space of their limitless potential, because they compensate for the lack of action in real life, because their adult life is programmed in them” (A. Meneghetti). Through fairy tales, the child receives knowledge about the world, about the relationship of people, about the problems and obstacles that a person has in life. Through fairy tales, a child learns to overcome barriers, find a way out of difficult situations, and believe in the power of kindness, love and justice.

What is fairy tale therapy? This is the treatment of fairy tales. From time immemorial, knowledge has been transmitted through parables, stories, fairy tales, legends, myths. Secret, deep knowledge, not only about yourself, but also about the world around you, of course, heals. And today, at the end of the millennium, people are intuitively drawn to it. They reread and interpret the Bible, looking for hidden meanings in fairy tales, legends and myths.

When you start to consider a fairy tale from different points, at different levels, it turns out that fairy tale stories contain information about the dynamics of life processes. In fairy tales you can find a complete list of human problems and figurative ways to solve them. Listening to fairy tales in childhood, a person accumulates a symbolic “bank of life situations” in the unconscious. In the process of work, we turn to the life experience of the child. So it is with his fabulous “bank of life situations”. Often this allows you to find the right solution. If a child from an early age begins to realize the “fabulous lessons”, to answer the question: “What does a fairy tale teach us?”, to correlate the answers with his behavior, then he will become an active user of his “bank of life situations”.

Fairy tale therapy is a process of activationresources, the potential of the individual.

For many, fairy tales are associated with magic. What is magic? This question was asked by Paracelsus. The magical world is an invisible spiritual analogue of the visible Nature. Inhabited by hosts of curious creatures called nature spirits. These are the spirits of the earth - gnomes, the spirits of water - undines, the spirits of fire - salamanders, the spirits of air - sylphs. Spirits are actually living creatures. The idea of living nature gives us a rich tool for personal development. If we tell a child about amazing little invisible creatures that live in every tree, bush, flower, blade of grass, will there be a desire to mindlessly break branches and pick flowers? The world of plants was created for loving person. Plants gladly give him their fruits, and invisible elves can fly to another plant. If the child knows what is in every stream, lake. The river has its own undine, will he want to pollute the water? After all, spirits cannot live in dirty water and it will become dead. If the child knows That even a salamander lives in a small fire, will he want to play with matches, madly scattering frightened salamanders around the house? If the child knows That little sylphs and sylphs live in the air, bringing good dreams and smiles, will it really pollute the air with suffocating gases in the future?

But magic is connected not only with the inhabitants of the magical world. It is associated with creativity, creation, faith in good forces and new opportunities. It is invisible to the eye, but tangible to the heart.

Magic is also transformation. Magic happens within us, gradually improving the world around us.

Fairy tale therapy is a process of improving the inner nature and the world around. It's also therapy.an environment, a special fabulous setting in which potential parts of the personality can appear, something unrealized, a dream can materialize; and most importantly, a sense of security and the aroma of Mystery appear in it.

Types of fairy tales:

Didactic (in the form of a learning task, i.e.the child is told about new concepts (home, nature, family, rules of behavior in society)
Meditative ( to relieve psycho-emotional stress), children draw, compose, play, listen to the sounds of nature, lie on the carpet and dream - imagine - “conjure”.
Psychotherapeutic(for the treatment of the soul, with the image of the main character "I", a kind wizard), children draw illustrations, make dolls and put on performances.
Psychocorrective(for a gentle influence on the child's behavior), we read a problematic fairy tale without discussing it, we give the child the opportunity to be alone with himself and think.
Artistic (author's stories, wise ancient tales, i.e.acquaintance of the child with the aesthetic principles, traditions of mankind)
Diagnostic (if the child chose his favorite fairy tale and hero, then in this context the hero is a prototype of the child himself, what he would like to be)

In fairy tales, Good always triumphs over Evil! The fairy tale is close to the child in terms of attitude, because he has an emotional and sensory perception of the world. He still does not understand the logic of adult reasoning. A fairy tale does not teach directly. There are only magical images in it, which the child enjoys, determining his sympathies..

Five types of fairy tales are used in the fairy tale therapy process today. Which are constructed in accordance with the current situation and served under various “sauces”: analysis, storytelling, writing, rewriting, puppet therapy, image therapy, drawing, psychodynamic meditations, staging fairy tales in the sandbox:

folk (with ideas of good and evil, peace, patience, striving for the best)
fairy tales about animals;
everyday fairy tales;
scary stories;
fairy tales.

Fairy tale features:

Significant processing of information received from the emotional environment;
A clear composition with a characteristic symmetry of individual elements, with their repetition;
Schematic and brevity of the presentation of the material, facilitating storytelling and listening.
Active development of the action, expressed in a rapid transition from one moment to another and to the denouement; learn certain terminology.

Use of stereotypical expressions that help the child

Telling a new or well-known fairy tale in the third person. An adult speaks. In this case, the author's skills and abilities are important. When telling a fairy tale, it is important to build a figurative series of narration in front of your mind's eye. “Get used” to the heroes of the fairy tale and convey their intonations; make timely pauses and semantic accents.
Group storytelling. In this case, the narrator is a group of children (or adults, or teenagers).
Telling a fairy tale known to the whole group. Each member of the group takes turns telling a small piece of the story. The narrative is broken into fragments arbitrarily, depending on which part of the story the previous narrator takes on. If the storytelling is carried out in a children's group, the facilitator can participate in the storytelling.
Telling a famous fairy tale and inventing a sequel to it. After the tale is told, the group members come up with a continuation for it, and the last narrator must finish the tale.
Group storytelling. Someone starts saying the first phrase, and the next member of the group joins in a fairy phrase one or two.
Telling a fairy tale in the first person and on behalf of various characters in the fairy tale. The group members choose the fairy tale they are going to tell and distribute the characters of the fairy tale among themselves.

Listening or reading a fairy tale, a child or an adult plays it in his imagination. He imagines the place of action and the characters of the fairy tale. Thus, in his imagination he sees the whole performance. Therefore, it is quite natural to use the staging of a fairy tale with the help of puppets for psychological purposes. "Reviving" the doll, the child feels and sees how each of his actions is immediately reflected in the behavior of the doll. The child really becomes a magician, forcing a motionless doll to move as he sees fit

The teacher must teach children to see and understand another person, to experience his feelings with him. Teach your child to control their emotions and feelings.

Usually, in fairy tale therapy for children, fairy tales are structured according to individual children's problems:

1. Fairy tales for children who experience fears of the dark, fear of the medical office and other fears.

2. Fairy tales for hyperactive children.

3. Fairy tales for aggressive children.

4. Fairy tales for children suffering from conduct disorder with physical manifestations: eating problems, bladder problems, etc.;

5. Fairy tales for children who are faced with problems in family relationships. In case of divorce of parents. When a new family member arrives. When children think that in another family they will be better off.

6. Fairy tales for children in case of loss of significant people or beloved animals.

I. Before starting full-fledged fairy tale classes, it is necessary to train children in the ability to sit correctly, relax, feel, and follow instructions.

There are three relaxation techniques for this:

a) relaxation in contrast to tension;

b) relaxation with fixation of attention on breathing;

c) relaxation - meditation.

Relaxation versus tension.When teaching children to relax in contrast to tension, we draw children's attention to certain muscle groups (arms, legs, torso, neck, face). Contrasting pairs can be words:

hard - soft,

Strong - weak

Cold - warm

Icicle - water,

Movement is sleep

Fear is trust

Evil is good.

The followingexercise options:

Children are invited to strain as much as possible, make their fingers (“tiger claws”) firm and hold them in this position. The host goes around the children, checks whether the fingers and hands have become hard enough. Then the children are invited to relax their fingers, hang their hands, make them soft and weak (instead of "claws" - "soft paws"). The facilitator checks whether the fingers have become relaxed enough.

Children are invited to clench their teeth, squint their eyes, make their face angry and rude, feel the tension in the muscles of the face. You can touch your face with your fingers and feel how hard the muscles of the lips, jaws, forehead have become. Then the children relax their face, making it soft, kind, calm. They gently stroke their cheeks, lips, chin, forehead with their fingers, feeling peace and relaxation of the muscles.

Children in the "standing" position are invited to "freeze", shrink from the cold, tighten the muscles of the neck, shoulders, arms, feel their hardness and tightness. The host, touching each child, checks how tense the muscles of his body are. Then he gently strokes each child's head, neck, shoulders, arms, offering to "warm up", relax, feel warmth and softness throughout the body. The arms of the children hang down along the body, the head falls lightly on the chest. The facilitator checks for relaxation by raising the hands of the children. A soft and relaxed hand will fall by itself, without any resistance.

When teaching children to relax, the facilitator must check the degree of tension and relaxation of children by touch. Children who are enslaved, nervous, the host more often than others, gently and affectionately strokes, helping them to relax.

Relaxation with focus on the breath.Almost all dynamic exercises, games and dances are recommended to end with relaxation with attention fixed on the breath. Rhythmic slow breathing calms the excited mind and helps the child relax more fully.

The abdomen should rise during inhalation and fall during exhalation. Attention should be focused on the abdomen, achieving a fuller and deeper exhalation. Inhalation occurs spontaneously and does not require special attention. Relaxation with fixation of attention on the breath can be performed while sitting or standing, but it is better if this happens in the “lying” position.

The host “leads” the children in his own voice: in-o-o-o-x ... you-s-to-o-x ... softer ... easier ... The body does not move ... the arms lie calmly. .. relaxed... We breathe with the tummy... softer... easier... Well done! You are doing great ... Watching the air go out ... the tummy rises ... falls ... The face relaxes ... becomes calm ... soft ... you-s-do-o-x ... well done.

It is better to do this without music, as it will distract the children's attention from the leader's voice.

Relaxation - meditation. What is meditation? This is the state of the most complete and deep immersion in any process, which may be the concentration of attention on visual or auditory objects, on the states of one's body, etc.

Children are encouraged to peer, listen, immerse themselves in one state or another as carefully as possible. The facilitator tries to help the children immerse themselves as deeply as possible in sound, color, light or sensations... If meditation involves reincarnation as heroes of fairy tales, then children are invited to convey the given image as brightly and expressively as possible.

How to build preparatory classes?

Three or four exercises are enough for this, for example:

Exercise for auditory or visual attention, various types of walking.

Relaxation exercise in contrast to tension.

An outdoor game or dance followed by relaxation combined with breathing.

■ How long does it take to prepare children for fairy tales? This process is completely individual, it depends on the psychological state of the group and on the age of the children. For some it will take two or three weeks, for others a month and a half.

CONDUCTING LESSONS

Lessons on fairy tales are enough to be carried out once or twice a week. Their duration can be different: 25 minutes or more. The age of the children and their mental capabilities should be taken into account; if necessary, any activity can be reduced to a minimum.

In case of unforeseen fatigue of children, the lesson can be gently stopped, explaining that the “magic power” has dried up and there is no way to continue the journey through the fairy tale today, that the next meeting with the heroes of the fairy tale will take place another time.

Basic rules for conducting classes:

1. There should be enough space for classes. The floor needs a large carpet. In the classroom, children most often sit in the so-called relaxation position: sitting on their heels, freely lowering their arms along the body or placing them on their hips. The back must be kept straight. At first, this position may seem unusual, the legs may ache a little, but the children need to be explained that the bones and muscles of their body are soft, flexible, mobile and that they will soon get used to the unusual position. Experience shows that children really easily get used to it.

2. In the process of relaxation (sitting, lying, standing), children are not recommended to move, talk, ask questions. Because the process of “listening to oneself” is very subtle, and any conversations, knocks, claps, movements distract the attention of children and easily destroy the atmosphere created by the leader. At first, children may experience some discomfort from immobility. The host will have to very gently and patiently explain to the children how important it is to learn to “listen” to oneself, to overcome unpleasant sensations, to be courageous and strong.

The word "listen", which is constantly used in classes, means, of course, not only physical hearing, but also the ability to feel, to sense "inner sounds".

Internal sounds are sensations that can be very different: from lightness, pleasant warmth, “goosebumps” to tingling, a feeling of heaviness, discomfort.

Everything that children hear inside is normal, even if sometimes it seems unpleasant. If the children do not hear anything, this is also normal at first. Gradually, their sensitivity will increase.

3. During the lesson, children are periodically given the opportunity to talk about their feelings, but sometimes they are offered to simply silently “listen to themselves”.

4. Entering a fairy tale is a very important moment. This is a moment of magic, mystery, “filling with super energy”. In order to be transferred to an unusual space, one needs "magic power", superpower, or at least overcoming a certain barrier, obstacle.

To exit a fairy tale, it is not necessary to use the same tricks as for entry. The exit is carried out by itself, easily and simply: it does not require super efforts. The energy spent on actions, awareness and experiences during the journey through the fairy tale seems to dry up, and the child automatically returns to the usual level of awareness and energy, to the familiar real world. In addition, "living" a fairy tale, the child acquires some new qualities, knowledge, and in some way transforms. It would be illogical to cross the “river of fire” again (see the fairy tale “The Snow Maiden”) or be saturated with the power of the “magic flower” (see the fairy tale “Seven-flowered flower”) in order to cross the line from a fairy tale to reality.

5. The text of the fairy tale is the link between the exercises and creates a certain atmosphere. Each fairy tale has its own unique spirit, its own characteristics. Texts can be retold, but sometimes, if they are fairy tales by Andersen, Pushkin, Kipling, Charles Perrault, it is better to read them in order to preserve the style and subtle authorial atmosphere.

Of course, when compiling classes, the texts of fairy tales have to be significantly reduced, often to change something.

6. Tales can be repeated at certain intervals. Children love repetition, and besides, familiar exercises are perceived more easily, and sometimes with great interest. Indeed, in a familiar exercise, you don’t have to spend energy and effort on recognition, memorization, assimilation, but you can simply enjoy the process itself, plunging into it, as they say, with your head.

Any, even the simplest, movement or action has depth. Depth is understood as accuracy, expressiveness, quality ... The same exercise will be performed differently by a child of five and seven years of age. The same exercise will be performed differently by the child at the beginning of the year and at the end, at the first acquaintance with the fairy tale and at repeated acquaintances with it. The acquired skills of relaxation and conscious perception of the world increase the sensitivity of children, and what was first carried out superficially will later be performed with greater dedication, at a deeper level.

8. All the attributes of fairy tales, any visualization, musical works can be varied and replaced by others, simplified or complicated. You can learn about the use and manufacture of "puppet puppets" from the book "The Way to Magic. Theory and practice of fairy tale therapy.

9. The role of the facilitator in these sessions cannot be overestimated. It depends on him what kind of atmosphere, what mood he will create, how he will direct the attention of children, activate and calm them down. Be-

Dushy must subtly feel in what rhythm and pace to conduct classes, when to reduce or increase the number and intensity of exercises. Some psychological abilities are required from the leader in order to determine in time and accurately which child to assign to a particular role.

10. It must be remembered that everything performed by children, all their words, movements, even improvisations (they should be especially encouraged!) Are successful, successful, best and wonderful. And it doesn't matter how it looks from the outside. It is important that children feel free, liberated, to believe in themselves and in their own strength. Everyone does the best they can. Children need to be constantly encouraged, verbally encouraged, and praised for particularly difficult exercises.

Pedagogical work is similar to the work of a gardener. And the beauty of the soul of every child largely depends on our care, love and attention.

“Childhood is like soil into which seeds fall. They are tiny, you can't see them, but they are there. Then they start to grow. The biography of the human soul, the human heart is the germination of seeds, their development into strong, large, at any rate, plants. Some become pure and bright flowers, some become ears of corn, some become evil thistles” (Vladimir Soloukhin).

Kravchenko Irina Gennadievna
Position: music director
Educational institution: MBDOU "CRR-Kindergarten No. 128
Locality: Voronezh
Material name: article
Topic:"Fairy tale therapy" - modern technology in the work of the musical director of the preschool educational institution
Publication date: 26.03.2018
Chapter: preschool education

"Skazkoterapiya" - modern technology at work

musical director of the preschool educational institution

My job as music director in preschool

institution

on modern

fills up

human,

able

independent

creative

an active, searching person. Music is a source of special children's joy, and

application in direct educational activities of various

pedagogical methods solves the most important problem of early musical

education of children - the formation of the leading component of musicality -

development of emotional responsiveness to music.

musical

education

demanded

use

absolutely

most

effective

pedagogical

technologies in the development of children's musicality. The path to music must be

justified from the point of view of man, and proceed from him. In this regard, I

I choose the forms and methods of work of musical and artistic activity,

directed

development

capabilities

sensual

perception

observation

associativity

artistic

thinking,

expressiveness

intonation,

in o ka l n o y,

instrumental.

innovative

technologies

musical

education of children is a collective activity that unites: singing,

rhythmic speech, playing children's musical instruments, dance,

improvised

motion

dubbing

pantomime, impromptu theatrical performance.

Right

organized musical

activity

helps me develop the horizons and imagination of the child, enriches him

impressions,

develops

hearing, musical

educates

understand

character,

contributes to the development of attention and concentration. But unfortunately not

All children listen carefully to music. Some may be distracted during

experiencing

interest

educational

activities.

professional

difficulties

faced

my practice and me.

To overcome these problems, of course, special

work to attract the attention of children. One of these innovative

technology in preschool education is fairy tale therapy. I find in

In a fairy tale, the resource that helps me solve professional problems:

develop

arbitrary

Attention,

thinking,

imagination,

Fairy tale therapy synthesizes the most effective psychological

technologies and methodological techniques, the use of which allows me to

achieve high results in working with children. A fairy tale not only teaches children

worry

rejoice

sympathize

be sad

encourages

speech

contact.

most

effective

corrective

impact

most

appears

learning: learn by playing. So a fairy tale can anticipate the perception of music or

listening

software

works

helps

to interest children, tune in the right way.

illustrated by music is another technique used

me. After all, a particular interest in children is the perception of music, which

illustrates the story

help

active

perception

assimilation

new musical works. Here it is important that

accompanying the story

uncomplicated

varied

character, tempo, means of musical expression.

USING THE TECHNOLOGY "FAIRY TALE THERAPY" ON

MUSIC CLASSES IN DOE

Music plays a big role in the aesthetic education of a preschooler.

Properly and well-organized listening to music helps the development

horizons and imagination of the child, enriches him with a whole range of impressions,

develops

musical

educates

and concentration.

Some children are distracted while singing, do not want to practice, do not

experiencing

interest

musical

classes,

some

insufficiently accurate and expressive; they can't use properly

facilities

artistic

expressiveness

own

creativity, find it difficult to develop the plot when listening to musical

works.

Absence

rich

literary

vital

limits

creative

opportunities

preschoolers

show

magical

meaningfully

perceive them. But basically their knowledge and impressions are based on

material

TV shows

special

attracting the attention of children with the help of elements of fairy tales in the classroom,

develop

creative

storytelling

acquaintance

fairy tales. For this, I developed a project: "On the roads of fairy tales."

Members.

Children, parents, teachers.

The organization of work is carried out in three directions:

Group and individual work with children.

Interaction with parents.

Joint work of teachers of preschool educational institutions.

Goals:

promotion

attention

interest

musical

classes, the formation of positive behavior among preschoolers based on

positive

fabulous

development

creative

abilities and curiosity.

Tasks:

develop

arbitrary

Attention,

thinking,

imagination,

fantasy, creativity;

Develop cognitive interest;

Develop speech, enrich active vocabulary;

Enrich positive emotional experience.

Expected outcomes of the technology implementation:

Increasing attention to music lessons;

Increased emotional responsiveness to musical works;

Enrichment of information about oneself, about nature, about the world around;

Development in children of cognitive activity, creative abilities;

The ability of children to behave in various situations, applying positive

experience on the example of the behavior of fairy-tale characters;

Positive optimistic attitude towards life.

2. The study of methodological literature. Theory.

I began my work with the study of specialized literature, got acquainted with

pedagogical and psychological-pedagogical technologies have been developed for

fairy tale therapy, including: Zinkevich-Evstegneeva T.D. "The path to magic";

Theory and practice of fairy tale therapy, Kapskaya A.Yu., Mironchik T.D. "Presents

fey”, developing fairy tale therapy for children.

fairy tale therapy

effectively

use

formation

favorable conditions for the formation of creative qualities of the individual. Children,

who are brought up on folk tales, begin to speak faster, and

not just give out a set of words, but are expressed in whole sentences in

good literary language. Actively including fairy tales in classes with children, I

develop

fantasy,

Attention,

observation,

empathy. Children not only listen, but also participate in the creative

process, compose fairy tales or come up with creative stories.

Thus, fairy tales open a wonderful world to the child.

Types of fairy tales:

Folk (with ideas of good and evil, peace, patience, striving for the best);

Tales about animals, nature, plants, phenomena;

Household fairy tales;

Magical and fantasy stories.

Fairy tale classification:

meditative

psycho-emotional

voltage),

draw, compose, play, listen to the sounds of nature;

Psychotherapeutic (for the treatment of the soul, with the image of the main character "I",

good wizard), children draw illustrations, make dolls and

put on performances.

Psychocorrectional (for a mild influence on the behavior of the child).

Starting from the age of 5, the child identifies himself mainly with

human characters: princes, princesses, soldiers ... The older

becomes a child, the more he enjoys reading stories and

fairy tales about people, because these stories contain a story about how

Thus, a fairy tale is a genre of oral folk

creativity;

fiction of fantasy, adventure or everyday

character.

Despite

classification

great educational and educational value for the child. Fairy tales

cause the child to pay attention to the enchanting descriptions

extraordinary

render

emotional

impact. The child asks himself: Who am I? Where did it come from? How did

peace? How did people and animals appear? What is the sense of life? These vital

comprehended

abstract.

own protection and refuge. Are there any good people around him?

powers other than parents? And the parents themselves - are they a good force?

What is happening to him? Fairy tales provide answers to these questions.

figurative

reflection

qualities of perception: creative imagination, developed observation;

works; understanding the internal psychological motives of behavior

fairytale heroes. There are many methods and ways of working with a fairy tale.

for the development of various abilities of the child.

"Fairytale Therapy"

treatment

fairy tales,

this

method

tool

psychotherapists

one

ways

corrections

deviations in mental development.

area psychologist T.D. Zinkevich - Evstigneeva defines fairy tale therapy as

ways

transmission

spiritual

social

realization of a person as an educational system, consistent with the spiritual

the nature of man.

I always try to use fairy tales in my activities with children,

mainly in holidays and entertainment, as well as listening to music.

put

promotion

attention

interest

musical

classes,

thoroughly

use

facilities

activities. In the process of using technology, I apply methods and

doll therapy,

psycho-gymnastics,

mnemonics,

modeling

finger

verbal

commenting,

verbal

fantasizing

musical

compositions,

verbal

Painting,

pantomimic sketches, etc.

In my classes, I mainly use the following techniques.

1. A fairy tale that precedes listening or singing.

short

colorful

precedes

listening

software

works, helps to interest children, adjust in the right way.

"Morning Tale" E. Grieg "Morning".

“Zarya-Zaryanka lived in the world. In her possession was not a simple fontanel,

but magical. Every morning and every evening, Zaryanka scooped up water in her hands.

spring

splashed

the sun, and in the evening they sang him a lullaby. In gratitude for this

the sun painted the dewdrops in all the colors of the rainbow with its rays. Further

there is a listening to the music of E. Grieg "Morning", the children express their impressions

about what you heard. You can turn on after the statement of the children didactic

the game "Dewdrops", where children select "dewdrops" that match their mood

2. A fairy tale illustrated by music.

causes

hearing

illustrates

help

active

perception

assimilation

musical

works.

Musical

repertoire,

used

satisfy

simultaneously

requirements

artistry

accessibility.

The music accompanying the fairy tale should be simple and varied.

character,

funds

musical

expressiveness.

accompany

familiar

Execution

musical

works

artistic, it is necessary to tell and sing as a keepsake in order to

expression

performer,

the performer saw the faces of the children and could judge what impression he was making on

them story, music.

Example. Russian folk tales "Alyonushka and the Fox", "Ryaba Hen",

"Teremok" and others.

hearings

small

introduction, for example: “Do you know what once happened in the autumn forest with

Alyonushka?

sit down

more comfortable

listen.

activities are very exciting for children. Songs and music after a while you need

to repeat. When the children learn well and remember what they heard, I spend

mystery concert. I tell the children: "I will play, and you listen carefully

and try to guess what I'm playing. Playing music I already know

children. After listening to music and songs, children willingly listen to a fairy tale

3. "Magic transformations."

psychodynamic

meditations

movements

reincarnations,

development

various

sensitivity,

receiving

motor

modeling

situations

children's

meditations

directed

energization of the body and is associated with the use of body-oriented

techniques (reincarnation, immersion in various elements, image

plants, fabric exercises).

4. Staging fairy tales, musicals.

Dramatization game allows the child to psychologically get closer to the hero

survive

pushes apart

vital

preschooler

enriches

children of the preparatory group "Forest Fairy Tale" and Teremok "we staged

fairy tales-musicals: "Thumbelina", "Wolf and seven kids", "Fly-Tsokotuha".

Children's musical -

is a musical performance for children, including

himself all the major arts - music, theater, literature, choreography.

children based

contemporary

presentation - these are musical fairy tales "in a new way."

Ta not c -

bodily

expression

various

emotional

states. It liberates and fills a person with new strength. dancing

a child or an adult begins to feel his body and better control it.

I give children various emotional and figurative tasks. This allows

children to act out suppressed negative emotions, to live more holistically

positive

states.

become

more free and self-confident.

Mendelssohn

words" (Song

Venetian gondolier).

Without musical accompaniment.

In the hands of children, stars made of shiny paper. Movement options.

Option 1.

Take the star by the ray and draw a pattern in the air, transfer it to

the other hand;

Hold the star with both hands for opposite rays, perform

various wavy and circular movements;

Spin, lowering and raising an asterisk;

Fulfill

small

jogging

subsequent

circling

wiggles;

Do the same with musical accompaniment.

Option 2.

Put headbands on the children's heads - stars. Invite them to break into

stars

create your own dance

a) run in a circle one after another, performing beautiful hand movements;

b) run in a circle holding hands;

c) spin around

d) run to the middle, scatter in a whirl, at the same time performing

smooth hand movements;

e) holding hands, rise on toes and smoothly squat, lift and

lower clasped hands.

The children of some star show their dance to other children.

"Winter". G. Sviridov "Romance" (from musical illustrations to the story by A.S.

Pushkin "Snowstorm").

Movements are performed with white scarves, ribbons or snowflakes.

scattered

necessary

Introduction: for each chord, the children change their position. Next, the children begin

"come to life" and move very slowly. Then they perform a smooth dance. WITH

at the end of the music they stop, taking a beautiful pose.

6. Walking with closed eyes. With this approach, you can

solve two problems:

Development of coordination of movements and ideas about the "body scheme";

Strengthening the fabulous impression.

Changes in the music hall are not taking place in front of children, and this

reinforces

fairy

opportunity

musical me or the educator imperceptibly change the position or

appearance.

7. Use of health-saving technologies (finger games,

play massage). They can be combined into small fairy tales one by one or

different topics.

Complex

gaming

Finger

"Mitten".

I begin my story: “There lived one cloud in the world and it was very

sad, because no one wanted to be friends with her, and then one day she

flew up

asked to play with them, but the children did not want to play with her and then

the cloud was offended and cried.

Game massage with singing "Rain":

"Run" fingers across the face.

Rain! Rain! We need to go home!

Drum fingers on the forehead, cheeks.

Thunder! Thunder! Like cannons! Today is a frog holiday.

They clap their hands.

Hail! Hail! Throwing hail!

Depict hands "roof" over the head.

Everyone sits under the roofs,

They pat themselves in the face.

Only my brother in a puddle

Pass the thumbs along the wings of the nose.

She catches fish for dinner.

hid

told them an interesting story about a mitten.

palms

show

reverse

Mitten

Stretched out

show

Mitten

fingers

Mitten

cam

get along

sing

Mitten

cam

invited

gesturing

Pull out

add up

movements

a mitten

Mitten

cam

invited

movements

Pies

treated

get along

panicle

sweep

Motion

knees

cams

Mitten

cam

scared

8. Psycho-gymnastics.

Mimic

pantomimic

Relaxation.

strengthening the psychological health of children. Psychogymnastics is adjacent to

psychological and pedagogical

psychotherapeutic

methods,

is an

preservation

mental

health

warning

emotional

disorders

Main

overcoming

barriers

development

understanding

mental

stress,

creation

opportunities

self-expression.

In psychogymnastics, great importance is attached to the communication of children with

peers, which is very important for normal development and emotional

children's health. At preschool age, the attention of children is still unstable,

children are very mobile and impressionable, so they

need

quality

peculiar

use

mobile

interspersing

main

musical

learning

short

fabulous

I propose

carefully

listen

poem

a short story, then the guys “show” what they heard without saying a word

words by facial expressions and gestures on their own, or under my reading.

"Teddy bear and bees", "Flies", "Ant", etc. Children play in

outdoor games with the participation of fairy-tale characters.

9. Verbal fantasy based on musical composition. I use

the technique "Come up with a fairy tale" (senior, preparatory group). I give children

task to come up with a fairy tale after listening to a piece of music

(several suggestions).

M.P. Mussorgsky "Hut on chicken legs", P. I. Tchaikovsky "Baba

yaga”, M.I. Glinka "March of Chernomor", etc.

10. Musical-motor etudes.

The main method of musical movement is figurative

musical-motor

embodiment

emotionally

o c a r e n s

d v i g e n i i x

m u z y k u

to a to g o - l and b o

about b a z a.

Musical and movement etudes are small mini-performances that

develop not only the musicality and imagination of children, but also contributes to

correction of the personality of the child, its emancipation. Etudes make it possible

realize

look

contribute

the formation of self-control, increase self-confidence. the main goal

etude: to hear and reproduce in movements the mood of a musical

works. Performing etudes, children learn to accurately correlate certain

movements with the character of an unfamiliar piece of music. Music

activate

fantasy

encourage

creativity,

use

expressive

movements.

have learned

music, listen to its intonations, then they try to convey the character

music in movements and they get interesting images. In the younger

In a group, children perform simple etudes.

Etude "Walking through a forest clearing": children walk, smell flowers, collect

leaves, dance sketch with imaginary toys. Children of middle and

older groups listen to music, make up a figurative story, then children

given a creative challenge.

Etude "Animals are preparing for winter": happy bears roll barrels of honey,

they carry baskets of raspberries, trying on the go, cheerful squirrels show off

cones and nuts, cowardly bunnies hide carrots, cunning fox

around. I pay special attention to the expressiveness of movements. Such

opportunities,

unite

"Seasons", "Animals", "Heroes of fairy tales", etc. Elements of etudes can

find

festive

dramatizations,

performances,

round dances.

psychological and pedagogical

literature

fairy tale therapy

is an

component

educational

process

preschool

age.

Application

process

education

children of preschool age is not only possible, but also necessary due to

the effectiveness of this means of education.

A fairy tale plot at the holiday allows the child to be creative.

capabilities,

show

opportunities

dance,

musical

activities.

shy

enthusiastic

action, in a relaxed atmosphere, games are fully revealed.

It is important to become real storytellers for your pupils and remember

that the goal of the storyteller, according to K. Chukovsky, is “to educate in a child

humanity

ability

human

worry

misfortunes, rejoice in the joy of another, experience someone else's fate as your own "

fairy tale therapy

productions

allow

"painful

learning” roles and lengthy rehearsals. Idea is at the forefront

EXPROM. Children's creativity - the initial stage in development

creative

activities.

Value

result,

product

creativity, but in the process itself. Fairy tales open to the child an amazing

psychotherapeutic

educational

impact

obvious.

fabulous