Famous fairy tales of Hans Christian Andersen quiz. Fairytale, literary quiz based on Andersen's fairy tales

Using fairy tale therapy in kindergarten

Currently, one of the areas of art therapy is “Fairy Tale Therapy”. Fairytale therapy is becoming more and more popular every day. Our kindergarten teachers were happy to “pick up” this trend, as there are more and more hyperactive children in the groups.

Fairytaletherapy - This is a way to correct children's psychological problems. The idea is that a fairy tale is told for the child, the hero of which is himself. At the same time, in the very narration of the fairy tale, certain difficulties are invented for the main character, which he must certainly cope with. Fairytale therapy can be used when working with children preschool age, teenagers and adults. Moreover, the method is suitable for people with higher education and for those who don't have it. Using a therapeutic fairy tale allows you to bypass psychological resistance and even work with a problem that has not yet been voiced.

Fairytale therapy as a method of working with children:

Fairy tale therapy- a method that uses form to integrate personality, develop creative abilities, expand consciousness, and improve interaction with the outside world. Fairytale therapy means “treatment with a fairy tale.” The fairy tale is used by doctors, psychologists, and teachers, and every specialist finds in the fairy tale the resource that helps him solve his professional problems. A well-timed fairy tale for a child means as much as a psychological consultation for an adult. The only difference is that the child is not required to draw conclusions out loud and analyze what is happening to him: the work takes place on an internal subconscious level.

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 medical office and other fears.

2. Fairy tales for hyperactive children.

3.Fairy tales for aggressive children.

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

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

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

A fairy tale plot should unfold in a certain sequence:

LIVED ONCE.

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

Starting from 5 years old - fairies, wizards, princesses, princes, etc.

From about 5-6 years old, the child prefers fairy tales.

AND SUDDENLY ONE DAY...

The hero faces some problem, a conflict that coincides with the child’s problem.

BECAUSE OF THIS...

Show what the solution to the problem is, and how the heroes of the fairy tale do it.

Climax.

The heroes of the fairy tale cope with difficulties.

Denouement.

The outcome of the tarapeutic saga should be positive.

Fairy tale therapy technology

One of the types of health-saving correctional technologies isfairytale therapy , which is an innovative method in working with children, which allows you to gently and unobtrusively influence a child with the help of a fairy tale, while solving a variety of problems: educational, educational and developmental. Fairytale therapy is aimed at developing the child’s self-awareness and provides contact both with himself and with others, promoting the building of mutual understanding between people and the assimilation of necessary models of behavior and response, new knowledge about oneself and the world.The principles of fairy tale therapy are to introduce a child to his strengths, to “expand” his field of consciousness and behavior, to search for non-standard, optimal conclusions from various situations, and to exchange life experiences. This method develops the ability to listen to yourself and others, learn to accept and create new things. During each fairytale therapy session, you can additionally solve certain problems. For example, practicing voluntary attention or group cohesion, developing a sense of mutual assistance and support, or developing memory, expanding emotional and behavioral reactions, where, using the examples of fairy-tale characters, children learn to understand human characters.

There are several functions of fairy tales:

1. The texts of fairy tales evoke emotional resonance in both children and adults. The images of fairy tales appeal simultaneously to two psychic levels: to the level of consciousness and subconscious.

2. The concept of fairy tale therapy is based on the idea of ​​the value of metaphor as a carrier of information: – about vital phenomena;

– about life values;

– about setting goals;

3. The fairy tale contains information in symbolic form about:

– how this world works, who created it;

– what happens to a person in different periods his life;

– what difficulties and obstacles can be encountered in life and how to cope with them;

– how to acquire and value friendship and love;

– how to forgive.

Let's consider the typology of fairy tales proposed by Tatyana Dmitrievna Zinkevich-Evstegneeva:

1. Artistic tales. These include fairy tales created by the centuries-old wisdom of the people and original stories. It is precisely such stories that are usually called fairy tales, myths, and parables.

2. Folk tales. The plots of folk tales are diverse. Among them are the following types:

– Tales about animals, relationships between people and animals;

– Everyday tales. They often talk about the vicissitudes of family life, showing ways to resolve conflict situations. These tales tell of little family tricks.

– Tales of transformation. For example, the fairy tale by G.Kh. Andersen's "The Ugly Duckling".

– Scary tales. Fairy tales, about evil spirits. Fairy tales are also horror stories. By repeatedly modeling and experiencing an alarming situation in a fairy tale, children are freed from tension and acquire new ways of reacting. When telling horror stories to seven-year-old children, it is necessary to take into account that the end must be unexpected and funny.

– Fairy tales. The most fascinating fairy tales for those 6-7 years old.

3. Author's artistic tales. To help children understand their inner experiences, it is advisable to choose an author’s fairy tale to work with them. When working with special children, the author's fairy tale Mamin-Sibiryak D. “The Gray Neck” is suitable.

4. Didactic tales are created for presentation educational material. For example, during direct educational activities, children can be taught to write down mathematical examples in the form of didactic fairy tales.

5. Psychocorrectional fairy tales are created to have a gentle influence on the child’s behavior. You can simply read a psychocorrectional fairy tale to a child without discussing it. Thus, we will give him the opportunity to be alone with himself and think. If the child wants, you can discuss the fairy tale with him, play it out with the help of dolls, drawings, and a sandbox.

6. Psychotherapeutic tales that reveal the deep meaning of current events. Such tales are not always unambiguous and do not always have a happy ending, but always deep and soulful.

The main methods used in fairy tale therapy:

– Telling a fairy tale.

– Drawing a fairy tale.

– Fairytale therapeutic diagnostics.

– Writing a fairy tale.

– Making dolls.

– Staging a fairy tale.

In order for a fairy tale or story to gain power or provide assistance, it is necessary to adhere to certain rules for its creation:

1. The fairy tale should be in some way identical to the child’s problem, but in no case should it have a direct resemblance to it.

2. A fairy tale should offer a vicarious experience through which the child can make new choice when solving your problem.

3. A fairy tale plot should unfold in a certain sequence: Once upon a time. The beginning of a fairy tale, a meeting with its heroes. For children 3-4 years old, it is recommended to make toys, little people and animals the main characters of fairy tales. From about 5-6 years old, a child prefers fairy tales.

In our work with children, we use elements of fairy tale therapy, taking into account their age characteristics. In the atmosphere of a fairy tale, children relax, become more open to the perception of reality, and show greater interest in performing various tasks. Through the use of a fairy tale, its storylines we can solve many corrective problems, such as: reducing excessive motor activity, normalization of the child’s emotional and speech state, getting rid of one’s own fears. Teachers in their work with preschoolers need to use fairy tale therapy, because even those children who initially do not join the game, do not accept the fairy tale, still experience its beneficial influence on a subconscious level. A child will learn much more from a fairy tale if he travels along fairy-tale roads, experiences amazing adventures and transformations, and meets fairy-tale creatures. Finding themselves in a fairy tale, children easily perceive “fairy tale laws” - norms and rules of behavior

Thus, we can conclude that each of us can learn to compose a fairy tale for preschool children, which will help the child’s early development, relieve stress in the baby, and also help establish contact: a bridge of understanding and friendship between the ordinary world of adults and the magical world of children.

V.A. Sukhomlinsky said: “Taking care of health is the most important work of a teacher. Their spiritual life, worldview, mental development, strength of knowledge, and self-confidence depend on the cheerfulness and vigor of children.”

WITH cascotherapy

Fairy tales are a favorite genre for children. It carries important psychological content that passes from one generation to another and does not lose its meaning over time. A fairy tale opens up the prospects for a child’s own growth, gives hope and dreams – a foretaste of the future, and becomes a kind of spiritual talisman of childhood. The importance of fairy tales for maintaining the spiritual peace of children is great. Huge benefits for mental health junior schoolchildren has a musical fairy tale or a fairy tale in music (M. Koval - children's opera "The Wolf and the Seven Little Goats"; S. Prokofiev - ballet "Cinderella", symphonic fairy tale "Peter and the Wolf"; P. Tchaikovsky - ballets "The Nutcracker" and "Sleeping Beauty" " and etc.).

fairytale therapy synthesizes many achievements of pedagogy and psychology and is a good resource for learning and development.

The use of fairy tale therapy creates conditions for the harmonious development of all participants in the UVP, their health preservation and health development.

The goal of fairy tale therapy is to solve therapeutic, correctional, developmental, didactic and relaxation problems without edification, through natural acceptance. Therefore, a fairy tale is an important, meaningful means of health-saving lessons.

A fairy tale involves immersion in a special fairy-tale setting, in which something unrealized may appear. Dreams materialize in it, a feeling of security and calm appears.

A fairy tale, on the one hand, is associated with magic, and, therefore, with creativity, with creation, on the other hand, it makes you think about the meaning and ambiguity of the situation. A fairy tale activates both emotional and cognitive processes. She simultaneously teaches the child to exercise logical operations and think in images. Thus, the fairy tale helps to form holistic thinking in students.

Fairy tales often use magical objects and helpers to protect the characters and give them confidence in their own abilities. In fairy tales, good always triumphs over evil.

In a fairy tale, heroes usually distribute responsibilities among themselves. Everyone takes upon themselves what they can do best. This example is good remedy education and training.

Fairytale therapy helps to believe that magic can happen in everyone’s soul, improving at the same time inner world a person and the world around him, therefore, a fairy tale has the ability to bring a person to higher values ​​and help him realize them.

a variety of fairytale therapy work.

1. Analysis of the tale. It is aimed at realizing and interpreting what lies behind any fairy-tale situation, plot and the behavior of the hero. The main task of the teacher is to design questions in such a way that they push students to comprehend and think, and do not record the result of recalling information.

2. Telling a fairy tale. Storytelling can be individual or offered to a group of children. At the same time, you can remember and tell a fairy tale on behalf of any hero.

3. Rewriting a fairy tale or adding to it. Other heroes can be introduced into the fairy tale who can change its course. Students choose the version of the fairy tale resolution that corresponds to their internal state.

4. Writing a fairy tale. For assimilation educational information students individually or jointly compose thematic fairy tales (according to the teacher’s plan, on the topic of the lesson or by their own choice); to solve problem situations that arise in the classroom, personal fairy tales can be composed using metaphors. Fairy tales compiled by teachers or joint fairy tales between children and adults (teacher-child, psychologist-child, parent-child) are also used.

5. Playing episodes of a fairy tale. You can invite children to stage a fairy tale, you can play it out with the help of dolls, or show individual episodes using pantomime. This activity gives students the opportunity to experience emotionally significant situations, and also contributes to the creative transformation of schoolchildren.

6. Using a fairy tale as a metaphor. Metaphors contribute to the emergence in children of their own, special images, which “awaken” their thinking, causing the emergence of “chains” of associations, which are subsequently discussed and analyzed.

7. Drawing based on a fairy tale. Drawing allows for a holistic perception of information and materializes thoughts and emotions.

Consultation for teachers

« Fairytale therapy in preschool educational institutions »

Tarasova S.Yu.

Evening has fallen outside the window,

Shaded the colors of the day,

Shrouded the city in a gentle sleep,

The kingdom of Fairy Tales has arrived again...

And mom, putting aside worries,

Time forgets behind a fairy tale,

And for her, as in childhood years,

The magical world suddenly comes to life.

Sleep lulled the baby,

His brave soul

Merged with the hero in a glorious kingdom,

A magical, wonderful state.

The baby fell asleep. But also in a dream

He tries on himself

The role of Cinderella, Cat, Ruslan,

The life of the elves and Tsar Saltan.

He will grow wiser in the Fairy Tale

And stronger and kinder in spirit.

After all, the one who loves fairy tales since childhood,

He will never be evil again in life!

Fairy tale therapy - exposure to a fairy tale for the purpose of treatment (therapy), correction and development, therapy with an environment, a special fairy-tale setting in which potential parts of the personality can manifest themselves.

Fairytale therapy correction excludes directive changes in negative forms of behavior. Instead, the principle of “expanding the range of alternative reactions” is proposed. That is, a person in a fairy-tale form is offered many models of behavior in different situations and the opportunity is given to play out, to “live” as many of these models as possible. Experience shows that the more a person has an arsenal possible reactions, behavior patterns, the better it is adapted to the conditions of the surrounding world.

The sources of the concept of fairy tale therapy were the works of L. S. Vygotsky, D. B. Elkonin, B. Bettelheim, R. Gardner, E. Fromm, E. Bern, K.-G. Jung, M.-L. von Franz, N. Pezeshkian, T. D. Zinkevich-Evstigneeva, M. Osorina, V. Propp, E. Romanova, A. Gnezdilov, A. Zakharova and others.

Fairytale therapy is closely related to Art Therapy, Game Therapy, Gestalt Therapy, Psychosynthesis, Body-Oriented Therapy, Jungian Sand Psychotherapy, Psychoanalysis and TRIZ.

Fairytale therapy in preschool educational institutions is associated with the implementation of three functions: diagnostic, therapeutic and prognostic.

Diagnostic function fairy tales help to determine the basic scenarios and strategies used by the child when building a model of his behavior in a given situation. This is manifested in how a child chooses a few favorite ones from many fairy tales. Thus, he seems to choose a certain life model for himself. Analysis of fairy tales that interest a child will help an adult identify the child’s abilities and talents, character traits and individual perception of the surrounding reality. The image of a fox played out by a child speaks of the presence of a flexible mind, cunning and the ability to use one’s charm; addiction to pirate games and images of robbers shows a tendency to fights and aggression.

Therapeutic function fairy tales is that it helps the child form an image of himself in the future, build a model of behavior to achieve the desired future, taking an active position and realizing his own responsibility.

Prognostic function fairy tale is that it helps to understand the influence of “today’s” behavior on the “tomorrow” state of human life.

and I Fairytale therapy is perhaps the most children's method of psychology, and one of the most ancient. After all, even our ancestors, when raising children, were in no hurry to punish the guilty child, but told him a fairy tale, from which the meaning of the act became clear. Fairy tales served as a moral and ethical law, protected children from misfortunes, and taught them about life. Knowing how a fairy tale influences a person’s life, you can help your child in a lot of ways. Fairy tales can be divided into -didactic or educational tales, psychocorrective tales, meditative tales.

Didactic or educational A fairy tale, through its plot and imagery, helps the child better assimilate information. Educational and cognitive material presented in the context of a fairy tale, when various objects and symbols are animated, is more easily perceived by the child, which means the learning process becomes more effective.

Psychocorrectional tales can be viewed from two perspectives. On the one hand, they help an adult to gently influence the child’s behavior, “replacing” an ineffective style of behavior with a more productive one and explaining to the child the meaning of what is happening. On the other hand, this type of fairy tale assumes such an influence on children’s solution of psychological problems, which will result in changes in the child’s behavior due to the formation of their own active position and self-control.

Meditative tales activate positive emotions, teach a positive attitude. A feature of these fairy tales is the absence of negative characters and conflict situations. By perceiving meditative fairy tales, a child can not only once again immerse himself in the pleasant events of his life and relive them, but also take a fresh look at negative life experiences, get rid of unpleasant experiences and disturbing thoughts.

Fairy tales are a direct reflection mental processes collective unconscious. In myths, legends or other more detailed mythological material, we come to an understanding of the basic structural formations (patterns) of the human psyche, comprehending them through cultural layers.

Any characters in fairy tales - good fairies, evil sorceresses, dragons, witches and dwarfs - are archetypal images represented at deep levels of the psyche. Whether we are aware of this or not does not matter, since they still affect us, being psychological realities. Events in fairy tales do not reflect some abstraction, but the current mental reality of life. Based on the above, it can be assumed that any fairy tale is a relatively closed system expressing a certain essential psychological meaning contained in a series of successive symbolic pictures and events through which it can be revealed.

Fairytale therapy is useful for everyone. There are special healing tales not only for young children, but also for teenagers and adults. A fairy tale will help solve many psychological problems. But this is especially true for preschool children.

Fairytale therapy classes in kindergarten help to quickly adapt to preschool educational institutions, reveal and develop the child’s inner potential.

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

As the sphere of communication expands, children experience a variety of social factors that significantly activate their emotional world. The child must learn to overcome situational emotions and manage feelings culturally. A fairy tale and a game allow you to learn this. For example, dealing with fears. For a child who is afraid of something, a ready-made corrective fairy tale is selected or compiled, in which information about his fear and ways to overcome it is metaphorically encrypted. During the lesson, the child not only listens to this fairy tale, but also plays out ways to overcome fear, identifying with the main fairy tale character. You can also invite him to draw illustrations for a fairy tale, rewrite the fairy tale in his own way, come up with a new one with the same main character, etc. In the process of such work, the child not only “gets to know” his fear, but also learns to cope with it.

The tale to a certain extent satisfies threenatural psychological needs of a child preschool (primary school) age:

need for autonomy. In every fairy tale, the hero acts independently throughout his entire journey, makes choices, makes decisions, relying only on himself, on his own strengths;

need for competence. The hero turns out to be able to overcome the most incredible obstacles and, as a rule, turns out to be a winner and achieves success, although he may suffer temporary setbacks;

need for activity. The hero is always active, in action: he goes somewhere, meets someone, helps someone, gets something, fights with someone, runs away from someone, etc. Sometimes at first the hero’s behavior is not active, the impetus for activity is provoked from the outside by other characters.

The result of meeting these needs is the formation of suchpersonality traits , How:

autonomy which is expressed in the desire to express one’s personal opinion, position or views;

activity , which presupposes the ability to take the initiative in communication, the ability to organize the attention of partners, stimulate their communication, manage the communication process, and respond emotionally to the state of partners;

social competence , which consists of severalcomponents :

motivational, including attitude towards another person (showing kindness, attention, sympathy, empathy and assistance);

cognitive, associated with knowing another person, the ability to understand his characteristics, interests, needs, notice changes in mood, emotional state, etc.;

behavioral, which is associated with the choice of adequate situations and methods of communication.

A fairy tale makes a child empathize with the characters, as a result of which he develops new ideas about people, objects and phenomena of the world around him, and new emotional experiences.

What is fairy tale therapy? According to T. Zinkevich-Evstigneeva, this is “intimate, deep knowledge about the world and the system of relationships in it!” This means that by touching the origins of a fairy tale, children discover in themselves and in the world around them what, perhaps, deep down in their souls has long been known, and what the fairy tale helps them to intuitively understand!

How can you organize and conduct classes using the fairytale therapy method? I would like to give some advice based on my own experience.

Of course, first of all, we first need to identify those children with whom we need to work. For this, it is recommended to use special techniques and the observation method (see Appendix 1).

Then groups of children from 5 to 7 years old are formed. The optimal number of children in each group is 6-8 people. Classes are held twice a week for two months.

The purpose of classes using the fairy tale therapy method is: harmonization of the emotional and personal development of each child, the formation of his strong-willed qualities and creative abilities.

Main goals:

- Development of fantasy and imagination.

- Developing the ability to express your thoughts.

- Developing the ability to listen to another, follow the course of his thoughts and the ability to fit your own thoughts and fantasies into the context of the story.

- Development of the ability to decenter, the ability to take the place of another, to look at the world from different angles

- Developing empathy.

- Expanding the repertoire of emotions and emotional states. Developing the ability to recognize them.

- Expanding knowledge about the phenomena of the surrounding physical and social world.

When working with preschool children, the technique most often used is Grabenko T., Zinkevich-Evstigneeva T., Frolov D. “The Magic Country is Within Us!”, ​​as well as the author’s program “Intersection Point”.

Children love such activities very much. They bring the group together, allow children to learn ways to relieve stress, new effective behavior patterns, etc.

Appendix 2 shows several options for “fairytale” games for preschool children that are recommended for use.

List of used literature

Gianni Rodari. Grammar of Fantasy. Progress. - M., 1990.

Ermolaeva M. E. Practical psychology of children's creativity / Moscow Psychological and Social Institute. - M., 2001.

Efimkina R.P. Child psychology. Method. instructions /NSU. - Novosibirsk, 1995.

Zinkevich-Evstigneeva T. D. The path to magic. - St. Petersburg, 1998.

Kon I. S. Psychology of early youth. - M., 1989.

Mendell Muriel. Fairytale puzzles, or the tricks of an insidious genie. - M.: Ast-press, 1998.

Propp V. Morphology of a fairy tale. - M., 1969.

Sokolov D. Fairy tales and fairy tale therapy. - M.: Klass, 1999.

Fopel K. How to teach children to cooperate? - M.: Genesis, 1998.

Kjell L., Ziegler D. Theories of personality. - St. Petersburg, 1997.

Chernikhovich E. Winnie the Pooh decides out loud. - Gomel: IPP "SOZH", 1995.

Shvantsera J. and team. Diagnostics mental development. - Etc

Fairy tale therapy – integrative activities, in which the actions of an imaginary situation are associated with real communication aimed at activity, independence, creativity, and the child’s regulation of his own emotional states.

Any activity contributes to the emergence of personal new formations as a person becomes a member of it. In turn, mastering the position of “I” in fairy tale therapy allows the individual to respond to his own negative experience offered in the situation and clarify the meaning of the means of linguistic expressiveness in body language, facial expressions, postures, and movements.

In the fairytale therapy program, the development of the personality and speech of preschoolers is carried out in the following areas.

1 . Activity: from the need for emotional release - through self-expression in active action - to the activation of figurative vocabulary and positive emotional manifestations.

2. Independence: from orientation in the means of linguistic expressiveness, problem situations of fairy tales, in the rhythm and dynamics of musical images - through substantiation of one’s own point of view in speech-evidence - to search the best ways self-expression in speech and movement.

3. Creativity : from imitation of an adult in emotional action and expressive speech - through joint composing verbal descriptions on the perception of pantomimic etudes, tempo rhythm, musical composition - to verbal fantasy based on musical composition.

4. Emotional stability: from emotional infection with the images of a fairy tale - through an adequate emotional response to one’s own negative experience in action, rhythm and word - to decentration (understanding the emotions of others) and to the replacement of an “ineffective” style of behavior with a productive one.

5. Arbitrariness: from the full experience of the emotional states of fairy-tale characters in problematic situations and understanding the meanings of figurative expressions through the assessment of one’s own and others’ oral messages and emotional actions - to the dynamic balance of performed movements and speech messages in the game - dramatization.

6. Connected speech: from the continuation of adult phrases - through verbal reasoning regarding the dynamics of musical compositions, the performance of pantomimic sketches, the rhythmization of fairy-tale images - to creative improvisations based on the plot.

Structure of a correctional and developmental fairytale therapy lesson (based on any fairy tale)

In the process of playing with a fairy tale, all directions are logically connected and implemented in a complex, which allows the teacher to provide the child with the opportunity for self-realization, manifestation of his individuality in different forms creative activity(inventing your own fairy tales, dramatizing them, fantasizing based on musical composition, psycho-gymnastics, pantomimic and rhythmic riddles, drawing up psychological portraits of heroes in problem situations, showing different types of theaters).

Development of mental abilities and creation of a creative product in speech activity(using TRIZ pedagogy techniques and algorithms)

Cartoon creation technology (using plasticine)

Technology of developmental education in design activities for preschool children

Technology for the development of dialogic speech in the game

Health program. Correctional and developmental work for children with speech disorders.

Topic: “Fairytale therapy as a means of introducing universal human values ​​in working with children in preschool educational institutions”

Target: Education of humane and universal values ​​in preschool children through fairy tale therapy.

Tasks:

Acquaintance with the features and structure of a fairy tale.

Formation of interest in reading.

Education of moral and ethical rules and norms, good attitude towards others using the example of positive fairy-tale characters.

Solving behavior problems.

Increasing self-confidence and the formation of adequate personal self-esteem, favorable interpersonal relationships, various forms of communication.

Revealing creative abilities and cognitive interest, using the example of fairy tales to show that good triumphs over evil.

Teaching children to correctly perceive the emotional coloring of fairy tales, to play out individual parts of the fairy tale, using different types of theaters.

Deadlines

Preparatory

Acquaintance and study of practical methods of using various fairy tales in preschool education and upbringing (methodological manuals, developments of preschool teachers, exchange of experience with a preschool psychologist).

Study of psychological-pedagogical,

methodological literature

on the topic of self-education.

2017 – 2018 academic year.

Diagnostic

Creation of a program of correctional classes for preschoolers using techniques and methods of fairy tale therapy.

2017-2018 academic year

Practical

Introduction to the practice of correctional work of fairy tale therapy methods.

Development of consultations for preschool teachers, parents of pupils based on the content of fairy tales, for group and training work with preschool children.

Generalization of one’s own experience of psychological activity.

2018-2019 academic year

Analytical

Analysis of the created pedagogical conditions for the development of the topic of self-education

2017-2018 and 2018 - 2019 academic years

Individual plan

on self-education for the 2017 – 2019 academic year.

-Early diagnosis, identification of disorders and deviations in the development of preschool children;

Prevention and correction of cognitive and personal development;

Correction of deviations in cognitive and personal development preschool children;

Prevention of negative trends social development preschoolers.

Studying advanced research and the experience of colleagues on the chosen topic.

Studying materials on Internet resources

"Fairy tale therapy in working with children"

Watch the video of the training “The Ordinary Miracle of Fairytale Therapy”

Practical implementation on the topic of self-education:

(participation in competitions,

carrying out open classes,

abstracts,

participation in conferences, seminars.

Work with children:

Corrective and developmental classes using fairy tale therapy for preschool children.

Studied literature on the topic.

N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva “From birth to school” Moscow 2010

Vachkov I.V. Introduction to fairy tale therapy. - M. Genesis. 2011

Fairytale therapeutic technologies, Minsk 2003

Zinkevich-Evstigneeva T. D. Training in fairy tale therapy. /Collection of programs on fairy tale therapy - St. Petersburg: Speech

Zinkevich-Evstigneeva T. D. Forms and methods of working with fairy tales. - St. Petersburg: Speech

Conclusions on the work done on the topic at the end of the school year.

Prospective tasks for self-education:

1. Increase your own level of knowledge by creating the “Magic Tale” technology.

2. Develop a long-term plan for working with children.

3. Conduct a survey of families at the beginning and end of the school year.

4. Create a curriculum.

5. Conduct explanatory and motivational work among teachers and parents on the topic: “Therapeutic fairy tale.”

6. Prepare instructions for parents on the formation of traditions of daily reading and discussion of fairy tales.

9. Arrange for the publication of wall newspapers with photo and printed materials.

10. Prepare a presentation for teachers and parents.

11. Conduct a master class for teachers on the topic: “Fairy tale therapy.”

12. Create a presentation “Fairy Tale” based on photos and video materials based on the results for the 2017-2019 academic year.

At the beginning of my work, I conducted a survey of children on fairy tales. After processing the children's answers, I compiled the following table:

"Winx Girl"

“Well, just wait!”, “About princesses”, “SamSam” (channel ), "Smeshariki",

"Don't know".

Who reads fairy tales to you?

mom - 50%, dad - 25%, sister and grandmother - 25%

Are you discussing fairy tales?

“Mom doesn’t say questions?”

“Mom doesn’t ask anything,” “No.”

So that I fall asleep – 75%, I don’t know – 25% of children

Name your favorite cartoon.

Masha and the Bear, Barbie, Winx, Teenage Mutant Ninja Turtles, Rapunzel, I don’t know.

Seeing a large gap in knowledge in this area, I decided to pay more attention to instructive Russian folk tales and epics. And later I decided to study the topic “Fairytale therapy in working with preschool children.”

Having become more deeply familiar with this topic, it became clear that the role of “Fairy Tale Therapy” in the formation of the personality of children 5-6 years old attending speech therapy group quite relevant. These are mainly children diagnosed with OHP (about ), FFN ( ), dyslalia, etc. But still, in my work I decided to focus not only on improving sound pronunciation in children, but also to correct the behavior of children, touch upon the psychological state, problems of communication of the child in society, issues of moral education; those. create a broader, more diverse foothold in the field.

Long-term plan for working with children

“Magic Tale” for the 2017–2019 academic year

Age group: senior preparatory group.

Target: Reading children's psychotherapeutic fairy tales as an effective means of introducing universal human and moral values ​​in the process of educating preschool children.

September

1. Working with children.

Diagnostics. "Let's get acquainted". Identify children’s knowledge of fairy tales, epics, proverbs and sayings at the beginning of the school year.

2. Working with parents .

Introduce parents to the task for the school year “Fairytale therapy as a means of introducing universal human values ​​in working with children in preschool educational institutions.”

October

1. Working with children.

Fairytale therapy - “Under the mushroom”.

2. Work with parents.

Parent survey "Fairy tales in our house ».

Individual conversations.

November.

1. Working with children.

Fairy tale therapy – “Zayushkina’s hut”

2. Work with parents.

Consultations for parents of pupils.

December.

1. Working with children.

Fairytale therapy – “The Braggart Hare”.

2. Work with parents.

Involvement in the production of equipment for a fairy tale.

Individual conversations and consultations for parents.

Folder - moving "A fairy tale helps develop children's speech."

To help parents, a memo “What is fairytale therapy?”

Consultation with a teacher “What and how to read to a child at home.”

January.

1. Working with children.

Fairytale therapy - " « Naughty Vanya»

Watching the cartoon "The Tale of the Naughty Bear" "Naughty Bear."

2. Work with parents.

Consultative conversations “How to cope with the whims of a child...”

The “Naughty Teddy Bear” drawing competition is a joint activity between children and parents.

February.

1. Working with children.

Fairytale therapy - "A tale of one's deepest desire».

2. Working with parents

To help parents, a memo “A fairy tale is a lie, but there is a hint in it for good fellows” - about the moral education of a child with the help of a fairy tale.

March.

1. Working with children.

Fairytale therapy - “The Needlewoman and the Sloth.”

2. Work with parents.

Individual conversations.

To help parents “How to make a fairy tale a friend for your child” - an article about the benefits of telling fairy tales that help children overcome laziness and cultivate neatness.

Involve parents in making equipment for the fairy tale.

April

1. Working with children.

Fairy tale therapy – “The Tale of the Dirty Hare”

Watching the cartoon "The Tale of the Greedy Miller's Woman."

2. Work with parents.

The drawing competition “A dirty hare is bad” is a joint activity of children and parents.

Create an album of competition entries.

Coordination with parents regarding the viewing of cartoons.

Design a wall newspaper with photos and printed materials based on the results of the fairytale therapy method.

May.

1. Working with children.

Fairy tale therapy – “Good transformation”

2. Working with parents

Competition for parents: writing a fairy tale “Good Transformation”.

Folder - movement "The role of fairy tale therapy in the work of a preschool teacher."

Folder - moving “Memo for parents “How to read fairy tales to children.”

Speech at parent meeting with a report on the work done for the academic year.

June July August.

Writing a report on the work done for the academic year.

Preparing and showing a presentation for teachers.

Literature:

1. Antikaprizin. Fairy tales for healing from whims, authors: Gurina I.V., Kholkina T.A., Andrianov M.A., 2008

2. Vachkov Igor Fairy tale therapy: theory and practice, Introduction to fairy tale therapy, 2011.

3. Zinkevich-Evstigneeva T. D., T. M. Grabenko. Games in fairy tale therapy. – St. Petersburg, Speech, 2006

4. Zinkevich-Evstigneeva T.D. Workshop on fairy tale therapy, 2012

5. Zinkevich-Evstigneeva T. D. The path to magic (theory and practice of fairy tale therapy), 1998

6. Zinkevich-Evstigneeva T.D., Forms and methods of working with fairy tales..2011

7. Zinkevich-Evstigneeva T.D., Fundamentals of fairy tale therapy. 2010.

8. Kapshun O.N. Game therapy and fairy tale therapy: developing through play, 2011

9. Manichenko I.V., 50 healing tales from 33 whims. Therapeutic tales, 2011

10. Program “From birth to school” - Ed. N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, 2013

11. Rudenko A.B “Games and fairy tales that heal”, 2012

Consultation for parents

Fairy tale therapy or “fairy tale treatment” is a new young trend in applied psychology, which is widely used by doctors, psychologists and teachers. The advantage of fairy tale therapy is that parents can use this method independently. After all, children love to listen to fairy tales. It is especially important to use fairy tale therapy for preschoolers. After all, it is suitable for all children and can help overcome various problems in a child’s life.

What are the benefits of fairy tale therapy for preschoolers?

Fairytale therapy is great for both younger and older preschoolers. Depending on the tasks, different forms of fairy tale therapy are used. Its benefits are as follows:

• helps to find a way out of a problematic situation (difficulties in relationships with parents, peers, etc.);

  expands the child’s knowledge about himself and the world around him;

  enriches the child's inner world ;

  corrects behavior and speech development;

  stimulates psychophysical and emotional development.

The essence of fairy tale therapy is that a child or an adult composes a fairy tale that reflects the difficulties that the child has encountered, and then finds ways to solve them.

Types of fairy tales for preschoolers that are used in fairy tale therapy

folk or artistic tale – provides spiritual and moral education, forms feelings of mutual assistance, empathy, duty, sympathy, etc.;

educational or educational fairy tale – expands the child’s knowledge about the surrounding space, rules of behavior in various life situations;

diagnostic tale – helps determine the child’s character and reveals his attitude to the world;

psychological tale – together with the hero, the child learns to overcome his fears, failures and gain confidence in his abilities.

There are many ready-made examples of fairy tales for preschoolers used in fairy tale therapy. But the most effective will be a fairy tale composed by parents.

Scheme of a therapeutic tale

selection of a hero (similar to a child);

description of the hero's life;

placing the hero in a problematic situation (by analogy with the problem of a child);

the hero searches and finds a way out.

You can continue working with the fairy tale after reading it. There can be a lot of methods for exciting joint work in fairy tale therapy.

Options for working with a fairy tale

draw, or express a fairy tale in the form of an application;

make your own doll based on a fairy tale;

stage a fairy tale in the form of a tabletop theater.

Tips for organizing children's fairy tale therapy

simply reading a fairy tale is not therapy; you should act out the fairy tale, draw conclusions, etc.;

there is no need to explain the moral of the fairy tale;

more humor;

The content of the fairy tale should be understandable to the child.

Fairytale therapy is a wonderful, exciting way that will help your children solve age-related problems. Good luck on your fairytale journey!

"Fairytale therapy for preschoolers"

A fairy tale teaches you how to live. Otherwise, why would our ancestors waste precious time on them? Why would they devote their evening hours to fairy tales and take away children's attention? And were only children the listeners of the grandmother-storyteller in the family? With no less pleasure and excitement, the adult family members plunged into the world of magic and miracles! And where else can you feel away from the hustle and bustle of life and difficulties, if not in a good fairy tale? Now we analyze in detail all the properties of the fairy tale, its pedagogical and psychological meditative possibilities. But the essence of all these arguments is the same; Without a fairy tale, a child has neither a dream nor a magical land where all wishes come true. You won’t get enough of video games, especially if they were created in a foreign country, where people live with different problems.

A fairy tale can show the life around us, people, their actions and destinies in a fascinating form and in understandable words, in the shortest possible time it can show what this or that action of the hero leads to, and makes it possible to try on and experience someone else’s fate in 15-20 minutes. , other people's feelings, joys and sorrows. This unique opportunity to experience, “play out” life situations without harming one’s own life and destiny puts the fairy tale among the most in effective ways educational- educational work with kids. Using the experience of past generations encrypted in a fairy tale, a child and an adult can penetrate the world of the unconscious and, on a different, internal level, discern their own world of feelings and experiences.

It is no coincidence that today fairy tales are used by teachers, psychologists, and speech therapists. What, if not a fairy tale, allows a child, and even an adult, to fantasize? Who am I? How would I like to see myself? How do I see myself through a magic mirror that allows me to see everything around not only with my eyes, but also with my heart? What would I do if I had magic?

A fairy tale allows you to “play out” such imaginary situations that do not and cannot exist in the world around us. A fairy tale can open a door for each of us, behind which our own and others’ joys and sorrows become tangible, understandable, and accessible to the mind and heart. Someone else’s soul ceases to be “darkness,” and one’s own soul suddenly acquires unusual qualities and properties. Why do a child, or even an adult, cry if no one threatens him, no one offends him?

In science, there is a concept of fairy tale therapy, developed by foreign and Russian scientists. Psychotherapeutic techniques are tested using fairy tales to soften behavioral negativism in a child. Through a fairy tale, a child can understand the laws of the world in which he was born and lives.

Pedagogical work- This is the 1st stage, including reading a fairy tale and talking with children about its content. Psychocorrectional work is the 2nd stage, which includes the distribution of roles for playing fairy tale episodes, psychogymnastics, psychocorrectional work itself, and drawing or making crafts based on fairy tales. Psychocorrection is carried out through playing episodes of a fairy tale and children’s answers to the proposed questions. Drawing and making crafts are primarily homework, but can be done in class.

The given methodological recommendations allow educators and teachers to conduct moral conversations unobtrusively and with interest for children, using the plots of fairy tales, and have the opportunity to engage in correctional work with conflict-ridden, anxious children, with children with high or, conversely, low self-esteem, self-centered, and also insecure.

Based on methodological recommendations, you can structure your work with children’s parents in a meaningful and logical manner. Involving parents or other family members allows the whole family to participate in joint work on psychocorrection and rehabilitation of the child.

Pedagogical correction based on working with fairy tales allows the child to understand verbally and emotionally what is “good” and what is “bad”, to try on the roles of the offender and the offended, strong and weak, caring and indifferent, to try on the role of a parent and evaluate your action from the outside, and also allows the child to look at it with different eyes. the world and loved ones. A child’s callousness and inattention to the feelings and experiences of parents, peers, and educators are often associated not with special callousness in the character of the child himself, but with a lack of experience of empathy, with the inability to listen to the words of those around him. The methodological recommendations contain studies on psycho-gymnastics, based on children’s exercise in depicting feelings using facial expressions, movements, and their own speech.

The texts of fairy tales and subsequent conversation with children on their content can be successfully used by parents who are not indifferent to their children. Questions about the content of fairy tales are designed in such a way as to strengthen connections at the emotional and verbal level between parents and children, to provide an opportunity to talk about important and significant problems in a relaxed manner, correlating their feelings and thoughts with the feelings and thoughts of the characters in the fairy tales read.

Is your child often naughty? will help you cope with whims.

To correct capricious behavior, you can use a story invented by the parent, where the situation of the main character is very similar to the situation of the child. This could be a story, but it could also be a fairy tale, where there are wizards, fairies and other fairy-tale characters. Stories or fairy tales invented by adults are a very gentle way of influencing a child’s inner world. There are no teachings in them, no direct instructions, but nevertheless the child receives concrete experience, direct experiences, and useful knowledge.

You can repeat many times that being capricious is bad, and not get any results. Or you can simply tell a fairy tale about a kid who always wanted to do everything his own way, but due to lack of experience, he found himself in various funny situations. It is possible that your child’s behavior will change for the better. Why? Because the baby is just listening to the story! He is not given instructions, he is not accused or forced to do something against his will - he just listens. Nothing stops him from analyzing the story, learning something new, comparing something, comparing something without any unpleasant psychological consequences.

In this case, the child feels to a certain extent independent in learning new things. He can spend as much time as he needs to assimilate the content of the story or fairy tale and understand the idea. He can listen to the story and not change anything in his behavior - no one is forcing him to do this. And yet, the child will most likely remember and apply in life what he heard. Everything new that he learns is perceived by him as his own achievement, as the result of independent efforts. If a child changes his behavior following the example of the hero of a fairy tale, he will do so because he decided it himself, and not because his mother ordered it.

Listening to a story or fairy tale, a child, on the one hand, identifies himself with the hero, on the other hand, does not forget that the hero of a fairy tale is a fictional character. Stories allow the child to feel that he is not alone in his experiences, that other children experience the same emotions when they find themselves in similar situations. This has a calming effect.

The child gets rid of the feeling that he is the only one in the world who is so stubborn and does not get along with his parents. Such calmness strengthens his self-confidence and helps him build relationships with people around him.

Of course, much in this process depends on the parent. You will need to use your imagination. How would you like to see your child in a given situation? This is exactly what a fictional character, very similar to your baby, will do! Your goal is not to create a highly artistic work, but to show your child different ways interactions between people. The ability to tell an interesting story won’t hurt either. But if you mix everything up or forget something, the child will ask again, clarify, or add what you missed. This will not spoil his or your mood and the benefits will not decrease!

You are offered three fairy tales. Taking them as a basis, you can create stories yourself that are suitable for you, where the child recognizes himself, but sees that the hero’s behavior is different from how the child usually behaves in similar situations. At the beginning of the story, you need to achieve the verisimilitude of what you are describing, to make the child empathize with the hero. Let the hero have the same strengths and weak sides character like your baby. This similarity will help him identify with the main character.

The plot of fairy tales or stories will be something like this. At first, the main character does not have a good relationship with an adult, then something happens (a Fairy, a kind Wizard comes, a grandmother comes from the village, who tells him what to do or performs magic), and the main character begins to do the wrong thing in usual situations, like before.

There's no need to say it's difficult. Speak in a language the baby understands. Use humor while telling the story.

The more funny moments there are, the better. Humor is the most effective means of relieving tension, and with its help you can often prevent an impending conflict!

Fairy tales for naughty children

A TALE ABOUT PEAVIK AND THE GOOD MAGIC HARE

I'll tell you a fairy tale about Pavlik. Pavlik is a boy like you. This is a smart and healthy child. He can draw cars, jump on one leg, play football and ride a bike. He lives with his father and mother in big house on the third floor. Pavlik gets up in the morning, has breakfast and goes for a walk with his mother to the playground. After the walk he has lunch and sleeps. After sleep, he goes for a walk with his mother again. When they return, dad often meets them near the house, and the three of them go for a walk. Then everyone has dinner together. In the evening, Pavlik always finds something interesting to do! Dad, mom and Pavlik live well and together!

But recently Pavlik and mom stopped understanding each other. If they go into a store that sells food, they quarrel. Pavlik likes a lot of things there, but his mother doesn’t buy what he asks for every time. Pavlik gets angry with his mother when she refuses his request and begins to cry. If he cries long and hard, she buys. But sometimes he spanks.

One day Pavlik and his mother went to a toy store to buy blocks with letters. There were all sorts of cars there that Pavlik liked. He began asking to buy a typewriter. But mom didn’t buy it! Pavlik didn’t want to leave the store without the machine, he cried, screamed and rested his feet, clutching the counter with his hands.

But mom still didn’t buy the car. She was very angry with Pavlik, and in the evening she complained to dad that Pavlik was being capricious. Dad got upset and didn’t play with the boy after dinner. Pavlik was bored all evening. After watching the program " Good night, kids!”, he lay down in his crib. Pavlik closed his eyes for a minute, and when he opened them, he saw that a large toy hare was sitting on the rug in the middle of the room and smiling at him. The boy was surprised and asked:

- Who are you?

- I am the Good Magic Hare! - the bunny answered importantly. - And you?

- I'm Pavlik.

- Pavlik, why are you so sad?

- My mother didn’t buy me a car at the store. I cried throughout the store, but she still didn’t buy it.

- Poor Pavlik! You don't have a single toy car! - the Hare said with pity in his voice. Pavlik felt funny because he had a lot of them.

- What are you doing! Look how many cars I have!

- Then why did you yell at the whole store?

- I wanted a new one.

- New? Are these all old already? - the Hare was surprised.

- Of course not. I just want a new one! And when I want something, my mother says that I’m being capricious! - said Pavlik.

- Do you want to be capricious? - asked the Hare.

- No, of course not,” Pavlik answered.

- I am a very wise Hare! I'll teach you what to do! - And he taught. Only they spoke in a whisper, and no one but them heard this conversation.

The next time Mom and Pavlik went to the toy store to buy a gift for the neighbor’s girl Natasha’s birthday, Pavlik again wanted a new car. He asked his mother:

- Mom, please buy me a car!

- No, Pavlik! - Mom answered. - You have a lot of cars. We'll buy it next time.

Pavlik was just about to cry, but remembered what the Hare had said. The Good Magic Hare said that before you cry, you need to think. Pavlik began to think. And he thought like this: “I want a new car. Mom doesn't want to buy it. What should I do? To cry or not to cry? No! I won't cry. I actually have a lot of cars. Mom said she'll buy it next time! I'll wait!" Then Pavlik asked: “Mom, will you definitely buy it next time?” "Yes!" - Mom answered. Pavlik did not cry or get upset! Why be upset? They will soon come to the store again, and mom will definitely buy him a car! He will play with old cars too! While mom was looking for a gift for Natasha, Pavlik was choosing the car that they would buy him next time. He was in a great mood, he was very pleased and proud of himself: “What a big and capricious boy he is already! He knows how to endure and wait!”

At dinner, mom told dad what a great guy Pavlik was - he wasn’t being capricious at all in the toy store!

The next day, mom and Pavlik went to the store to buy groceries. Pavlik wanted chewing sweets. He asked his mother to buy them. Mom said: “No, Pavlik. They make your stomach hurt.” Instead of begging his mother, Pavlik began to think as the Hare taught him. Yes, he really wants these sweets. But mom is right - he had a stomach ache last time. What to do? And Pavlik came up with the idea. He approached his mother and said: “Mom, please buy me something tasty and healthy!” Mom thought a little and asked: “Are peaches okay with you?” Pavlik, of course, prefers chewing candies, but peaches don’t give him a stomach ache! We bought peaches. They both left the store in a good mood. Mom again praised Pavlik, and he himself knew that he had learned to negotiate with his mother. Thanks to the Good Magic Hare!

After reading the story, you can ask questions:

1. What do you think this fairy tale is about?

2. Did you like Pavlik?

3. What did the Good Magic Hare teach Pavlik?

4. What would have happened if the Good Magic Hare had not taught Pavlik to act differently?

Fairy tale

“Under the Mushroom” based on the fairy tale by V. Suteev

1 music (Sounds of nature - The noise of thunderstorms and rain.mp3)

The sun hid behind a cloud,
The wind raised a whole storm,
There's a storm here,
Like a lively goat.
When the rain passed,
The mushroom has grown so big...
The rain has stopped. Hurry
An ant comes out.

2 music (Sounds of nature - Morning forest, birdsong, cicadas.mp3)
He was lying under the leaf
And he was shaking all over with fear.
And his trouble is -
I didn’t end up in my birthplace.
A strong wind blew
The ant didn't have time
Run into an anthill
I began to wait out the storm.
Here he is wandering along the path,
He sees - on a huge leg,
Who would you have thought?
The forest giant is a fungus.

ANANT (walks around the mushroom)

Oh, you handsome forest man!
You are not a mushroom, but a daredevil.
You have such a hat
As if you are not a mushroom - a palace!
The thunder is roaring again, can you hear?
Hide me under your roof.
I'll wait out the rain here
And then I'll go home.

MUSHROOM

Okay, okay, ant,
Get in quickly.
So be it, I will
I'll hide it, hide it from the rain.

AUTHOR

Then a mosquito appeared
And he addressed them with a speech.

3 music (zvuk_-_komara_(iPlayer.fm).mp3)

KOMARIK (asks)

Oh you, dear friends!
Don't leave me
Get wet here, in the rain.
The three of us will have more fun.

MUSHROOM

You, small mosquito,
Enough space for you and me.

MUSHROOM AND ANANT (together)

So be it, we will
Let's hide it, hide it from the rain.

AUTHOR

A fly appears here
Gilded belly.
All wet from the rain,
She said quietly.

4 music (Zvuk_3-D_-_Muhi_(xMusic.me).mp3)

FLY

Oh you dear friends,
I'm wet from the rain
I won’t raise my wings,
I can't fly away.

MUSHROOM

What to do? How to be?
Where can I find a place?
Things have become a bit cramped
There's not enough room for all of us.

ANANT AND MOSQUITO (together)

So be it, from the rain
We will hide, we will hide you,
Somehow we'll make room,
Maybe we can all fit in!

AUTHOR

Then suddenly a mouse runs out
And the mushroom notices.

5 music (mouse squeak.mp3)

MOUSE (asks)

I am a field mouse
Don't leave me.
I won’t reach the mink -
I'll drown in these puddles.

MUSHROOM

What to do? How to be?
Where can I find a place?
Things have become a bit cramped
There's not enough room for all of us.

ANANT, MOSQUITO AND FLY (together)

So be it, from the rain
We will hide, we will hide you,
Somehow we'll make room,
Maybe we can all fit in!

(The mouse goes under the fungus)

AUTHOR

The people calmed down.
They see a butterfly wandering.

6 music (butterfly.mp3)

BUTTERFLY

All my wings are wet,
And I got wet myself.
I tried to fly away
You just can't do it in the rain
I need to rise to the skies
And get to the house.

MUSHROOM

What to do? How to be?
Where can I find a place?
Things have become a bit cramped
There's not enough room for all of us.

ALL (in unison)

So be it, from the rain
We will hide, we will hide you,
Somehow we'll make room,
Maybe we can all fit in!

(The butterfly goes under the fungus)

AUTHOR

They see a frog wandering towards them,
It can barely drag its belly.

7 music (frog.mp3)

FROG (complaining)

Trouble has happened - here it is
I have a stomach ache.
I sat in the rain for a long time
And she probably got sick.
You won't cover me -
So I'll die from the rain.

MUSHROOM

What to do? How to be?
Where can I find a place?
Things have become a bit cramped
There's not enough room for all of us.

FLY

Here's what I want to say:
The frog needs to be saved!
Even though she is an enemy to flies,
But I won't leave her like that.

ALL (in unison)

So be it, from the rain
We will hide, we will hide you,
Somehow we'll make room,
Maybe we can all fit in!

FROG

Well, I'll tell you out loud:
I didn't like flies before
But now I must say -
Let's be friends with flies.

(Goes under the fungus)

AUTHOR

The little animals stand and are surprised -
How are they all placed?
Under just one mushroom,
Like under a big umbrella?

MOUSE (moving everyone away)

Come on, let me take a look!
Oh, the bunny runs like an arrow!

AUTHOR

He pressed his ears
His tail was shaking.

8 music (hare.mp3)

BUNNY (asks)

Oh, save me, my beast...
My life is bad
A fox is chasing me
She'll be here soon.
She's been chasing me all day,
Just scared me terribly
Promised right here
Catch up with me and eat me right away!

FROG

Oh! We need to save him!
Get closer soon!
Don't be afraid, oblique, you -
Let's hide it, hide it from the fox.
(The hare hides behind the animals)

AUTHOR

Here she appears -
Red-tailed fox.

(He comes up and looks at everyone)

9 music (fox.mp3)

FOX (important, proud)

Hello my friends!
You know who I am, right?
Well, beast, answer me:
Didn't a hare run through here?
It's time for me to have lunch.
Is he hiding among you?
He is here, I know that for sure!
Now I'll have a snack for everyone!

ANANT (comes forward)

And you, little fox, don’t be angry,
You fight me first!

MOUSE (comes forward)

There are many of us here, you are alone!
You can handle us - then
You will see a bunny
The standard of your dreams.

FOX (advancing on the animal To)

Oh oh oh! I am afraid of you!
I'll deal with everyone!

AUTHOR

Their battle began here.
Ant like a razor
Hit the fox in the nose
The mosquito brought a stick here
And hit her on the paw -
"Don't paw the bunnies ahead!"
And the frog, the frog
Hit the fox in the belly with his paw.
The mouse got the hang of it too
And she bit the fox.
Then the bunny ran up
And he kicked the fox.
The butterfly flies higher than everyone else,
And the fox is already giving up.

FOX

Oh, what is this, friends!
Don't hit me!
You all forgive me,
Let go quickly.
I definitely promise -
The hare and I will be friends.
I'll be a hare, so be it,
Avoid!

MOSQUITO

Well, the question is already clear to us.
Go away.
Just know with us now -
Don't you dare offend the hare!

AUTHOR

The little fox tucked her tail,
She ran away.
The rain has stopped, and now
Our forest people crawled out.
They all stood side by side
Under the handsome fungus.

MOUSE

Amazing question...
And the fungus grew and grew...

MUSHROOM

From mushroom from rain
I'm growing very quickly!

EVERYTHING (SONG)

You, me, and you and I (2 times)
MUSHROOM

I am a white mushroom, I am a white mushroom
Without you, I would have died too.
Let's all spin around
Let's all be friends.
I'm white, not a toadstool
Oh, my life, tin!
And I have to save, now I have to save
We want to save everyone, everyone!

AUTHOR

I showed you a fairy tale
My dear friends.
Know - the most important thing in the world
Don't have enemies - have friends.

Everyone in the world loves fairy tales
Adults and children love it!
Fairy tales teach us good things
And diligent work,
They tell you how to live
To be friends with everyone around you!

FAIRY TALE THERAPY

Prepared by: teacher of the Komsomolsk preschool educational institution “Fairy Tale” Spasenko A.A.

Dear colleagues, allow me to present to you a presentation on the topic of self-education “KAZCOTHERAPY in working with preschool children.”

Fairytale therapy is a branch of art therapy, a method of providing psychological and psychotherapeutic assistance to people using existing fairy tales, composed by a fairytale therapist specifically for the client’s fairy tale situation, as well as composing and adding to fairy tales.

Fairytale therapy is a treatment in which invented stories are used or instructive stories are discussed to achieve a therapeutic effect. folk tales.

Fairytale therapy is a method in which invented stories are used or instructive folk tales are discussed to achieve a therapeutic effect.

Fairytale therapy is one of the softest and interesting ways optimization of emotional state and resolution of difficulties.

Art therapy is one of the broadest areas of modern psychological science and is a method of providing psychological assistance using creative activities (drawing, modeling, games, etc.).

Within the framework of art therapy, entire psychological directions are also distinguished depending on the main type of creative activity:

isotherapy(drawing therapy),

phototherapy(creative photography activities),

sand therapy ,

puppet therapy ,

play therapy,

Music therapy

Dance therapy,

Color therapy.

This is a great way to present a “useful” lesson to a child in a simple form using fairy-tale characters. It makes you think, and with its help, intuition and imagination develop. Our ancestors understood the wisdom and value of fairy tales, so they taught many lessons to their children at the level of fairy tales. The conclusions that children made after reading the fairy tale were the most effective. For many peoples of the world, a fairy tale is the best educational tool.

In what cases is fairy tale therapy used for preschoolers?

Fairytale therapy can be used in relation to anyone normally developing child preschool age. At the same time, this type of therapy also creates conditions for working with children with behavioral disorders and features in psychophysical and emotional-volitional development. These are children with hearing impairment, vision impairment, intellectual disability, speech impairment, autism spectrum disorder, etc.

Relevance of use

The point is that at present, a fairy tale can serve the purposes of education and upbringing, since:

• teaching through fairy tales does not contain didactics or moralizing;
• there is imagery and

metaphorical language;

• psychological security

(happy end);

• there is a presence of mystery and magic

Objectives of fairy tale therapy

• Development of auditory and

visual attention

• Development of observation skills

and visual memory

• Development of analytical skills

(ability to compare, generalize, find

cause-and-effect relationships)

• Development of fantasy and creative imagination
• Relieving emotional and physical stress
• Developing the ability to switch quickly

from active to passive

• Developing the ability to interact with others,

improving communication skills

Requirements for working with a fairy tale:

• Relevance– it is appropriate to use a psychotherapeutic fairy tale only when a suitable situation has occurred (conflict and quarrel among children, disobedience, anxiety, etc.). Otherwise, the whole idea can be distorted.
• Sincerity- of course, the teacher is required to have openness and sincerity in the narration.
• Dosage– fairytale therapy encourages

reflection. It's long lasting

process. Therefore it is impossible

“overload” children

psychotherapeutic

fairy tales so that they don't lose

sensitivity to them.

• Educational and educational tales , allow you to accumulate experience about the world around you and the rules of behavior.
• Folk fiction tales , contribute to the education of moral feelings: mutual assistance, support, sympathy, duty, responsibility, etc.
• Meditative tales , help you relax and relieve tension.
• Diagnostic tales , allow us to determine the child’s character and his attitude to what surrounds him.
• Psychological tales help overcome fears, gain self-confidence, etc.

• Author's Toy Theater

• Finger Theater

• Plastic and wooden characters of people and animals
• Plastic and wooden characters of people and animals
• Plastic and wooden characters of people and animals
• Plastic and wooden characters of people and animals

• Colorful paintings

based on the plot of a fairy tale

Stages of working with a fairy tale:

1. The ritual of “entering a fairy tale.”

2. Reading a fairy tale. 3. Discussion of the fairy tale.

4.At the end of the lesson there is a ritual

"exit from a fairy tale."

Stage 1 of work :

Ritual of entering a fairy tale

• Musical accompaniment that will help children tune in to the fairy tale.
• You can use a musical toy, a magic wand, or a magic key from a fairy tale.
• Game "Magic Ball"
• Verse “A fairy tale has come to visit us, it’s time for us to greet it!”
• A new fairy tale can be “accidentally found” in a fairytale box, under the “magic carpet”
• Ivan Tsarevich (bibabo doll) comes to visit and brings a letter. The children are intrigued and ask: “Read! Read it!
• We pass through the “Magic Hoop” and find ourselves in a fairy tale.

Stage 2 of work:

Reading a fairy tale

For example, the fairy tale: “How the little mouse became brave.” Next, we read the fairy tale in full, without discussion - this is the first version of the work.

Or the 2nd option: while reading, you can stop at the most important fragments and ask questions.

Questions for analyzing a fairy tale:

Why was the mouse afraid?

Did the bunny help him cope with his fear?

Why didn't it help?

How did the animals cope with fear?

Why was Rat surprised?

Stage 3 of work:

Discussion of a fairy tale

Together with the children we discuss who is called brave and who is cowardly; how the heroes differed from each other. Children demonstrate, first, how the mouse behaves, how afraid he is, what the expression on his face is, and then the bunny. Next, we remember the times when we were afraid and how we felt. And when were you brave, courageous? Let's compare these feelings. Next, we talk about what we feel in different states. What color can fear, anger, cowardice be? What do they sound like and what do they smell like? At the same time, we analyze what awaits a person who does not change. And then the children tell how in real life they encounter feelings of fear, anxiety, worry, and what actions help them cope and become braver.

4th stage of work:

Ritual of exit from a fairy tale

1st option: Melody for exiting a fairy tale.

Option 2: Children stand in a circle and

they say: “We stand hand in hand - together we are a big ribbon, we can be big, we can become small, but no one will be alone.”

Option 3: All the children gathered in a circle.

I am your friend and you are my friend!

Let's hold hands together

And let's smile at each other.

Option 4:“We take with us all the most important things that happened to us today, everything we learned.”

CONCLUSION:

"FAIRY TALE THERAPY at preschool educational institution"

• This is a way of instilling in a child a special attitude towards the world, accepted in society,
• a way of transmitting to a child the necessary moral norms and rules, universal human values.
• In the process of listening, inventing and discussing a fairy tale, the child develops imagination and creativity.
• Children learn the basic mechanisms of searching and making decisions.
• Work with a fairy tale is aimed directly

for treatment and assistance to the child. Conditions are created in which the child, working with a fairy tale (reading, inventing, acting out, continuing), finds solutions to his life problems.

• Learns to overcome difficulties and fight fears.

"A fairy tale is a lie,

yes there is a hint in it - A lesson to good fellows,

Crown for the red maidens!

This is the end of the fairy tale!”

And who listened, well done!..

Hello, our dear readers! Today we will talk about education with a fairy tale. To date, this is the most successful method of psychological therapy for young children. Psychologists more often practice such a concept as fairy tale therapy for preschoolers. You can read examples of fairy tales in books or find them on the Internet, and then come up with your own, using the accepted algorithm and focusing on the specific needs of your child.

Fairy tales, along with parables, fables and legends, have been known since humanity arose. Old folk tales or fairy tales of authors that have been popular for centuries are wise tales, knowledge accumulated and reflected in them, this is knowledge about the world, its laws and concepts.

Fairy tales can convey the following message:

• Educational (introduce the child to the world, its foundations and characters);
• Educational (concepts of good and evil);
• Therapeutic (correcting a child’s bad behavior using the example of fairy-tale characters).

Since ancient times, parents have been telling their children fairy tales, using each of these fairy tale therapy methods on a subconscious level. Modern psychology has established that fairy tales can influence the psychology of children and even adults. Fairy tale treatment is not only useful, but also very interesting, which allows parents to independently engage in such therapy with children who require psychological help.

2. Types of fairy tales

Children's fairy tale therapy is aimed at the following actions:

• Teaches children to distinguish between good and evil;
• Teaches good qualities, educates;
• Corrects flaws in behavior;
• Points out when the child is wrong and teaches how to do the right thing;
• Promotes trust between children and parents;
• Develops the child's imagination.

Parents of aggressive or nervous children, those who can’t do something or who are afraid of something, need to try fairytale therapy. This method identifies children's problems and the source of their worries, and then suggests how to solve them. If parents visited child psychologist, then, as a rule, from the first appointment he will orient them to what areas of fairy tale therapy they need to pay attention to in each specific case.

Thus, we can distinguish the following types of fairy tales for fairytale therapy:

1. Educational (emphasis on a good character and comparing him with a child);
2. Instructive (emphasis on the negative character and comparison of his bad actions with the actions of the child).

The use of fairy tale therapy works especially well for preschool children, when their brains still think only in images. In general, children under 12 years of age perceive stories and fairy tales better, always with pictures, since they are very emotional. The perception of the world and its laws is much better learned through visual examples. The child compares himself with the hero of the fairy tale and adopts his behavior. At this age, stereotypes of behavior and thinking are formed. Therefore, the choice of the “right” fairy tales and their presentation lies entirely with the parents:

It is important to control the child’s passion for fairy tales, who loves to read them himself, so that in his senior years school age his concepts of fairy-tale and real life were not mixed. As for preschoolers, this does not threaten them yet, since their concept of reality is taken from examples in fairy tales. There is no need to deprive a child of the “miracle of a fairy tale” by prohibiting him from childhood to believe in magic, Santa Claus or elves. Let the child enjoy his childhood, listen to fairy tales, from which he also draws knowledge about peace and goodness. Overly “realistic” stories, devoid of wonder and magic, are not perceived by children and will not teach them a sense of beauty and goodness.

3. Fairytale therapy in preschool educational institutions

Fairytale therapy is often used in kindergartens and specialized preschool educational institutions. At the same time, children are read a fairy tale in a group, using different techniques.

Methods of fairy tale therapy in preschool educational institutions:

• Reading a fairy tale by the teacher to the group with further discussion of the theme and characters;
• Distributing roles based on a fairy tale known to children and playing it;
• Analysis of the fairy tale, reading it to the group and setting tasks (draw what the fairy tale was about, draw the hero you like, tell the essence of the fairy tale and its moral, find a hero or action in the fairy tale that requires correction and comment on it);
• Replaying a fairy tale (reading the original fairy tale, and then composing its alternative content with the characters’ shortcomings corrected).

Such fairy tale therapy classes are very useful for children’s perception and healthy psyche; the child learns what he should be like and how to do the right thing. The child takes examples from fairy tales and projects this onto his own life.

4. Examples of fairy tale therapy for parents and their children

In addition to classes in kindergarten or with a child psychologist, fairy tale therapy is perfectly used in Everyday life parents. You need to read fairy tales to children more often or just tell them. There are also special fairy tales for fairytale therapy in audio format, which you can download and listen to on your computer before bed.

Fairy tales can be divided into:

• Household (Kolobok, Chicken Ryaba);
• Magical (The Adventures of Aladdin, Puss in Boots);
• Instructive (Snow Queen, Goldfish);
• Heroic (the tale of the Serpent Gorynych and the heroes, Sivka-Burka).

Parents can read or retell to their child instructive fairy tales by specialists in child psychology, for example, special fairy tales for character education by the company “Umnitsa” (you can read more about them here), and also come up with your own.

Other types of fairy tales can be found in the fairy tales of the peoples of the world, known to all of us storytellers, and, of course, use Russian folk tales.

You can “try on” educational and instructive fairy tales for your child. That is, the main character must reflect the child’s problem (in an educational fairy tale) or develop good qualities in him (an educational fairy tale).

5. Algorithm for fairy tale therapy

Parents should adhere to this algorithm when telling their child an instructive tale:

1. Determine the child’s problem, the reason why he behaves badly.
2. Choose a fairy tale with a main character who is similar to your child: appearance, character, place of residence. At the same time, the negative character should not be directly associated with the child, but only indirectly.
3. Tell a story in which this hero commits a bad act (or is afraid of something).
4. Describe the reaction of the hero’s entourage to this, their offense (or lack of reason for fear).
5. Turn the plot of the fairy tale so that the hero understands that he behaved incorrectly and thereby offended others (realized that his fears were groundless).
6. Come up with a positive ending.
7. Discuss the fairy tale with your child, let him comment on the actions of the hero and how everything needs to be corrected.

When telling a fairy tale for educational purposes, you can use the following examples:

• How to help elders;
• Polite words;
• Behavior rules;
• How good always defeats evil, and evil heroes get what they deserve.

The algorithm of an educational fairy tale is similar to an instructive one, only in it you need to be more bold in connecting the main thing positive hero with the child, focus on how great he is, that he is doing the right thing, and everyone around him is happy with him.

You can watch a video of a lesson on fairy tale therapy at a preschool educational institution here:

Dear parents, grandparents, teach your children good fairy tales, and let their childhood be wonderful and carefree! Subscribe to our updates. See you later!

educational psychologist

MBDOU No. 24 “Zvezdochka”

Guseva A.S.

Evening has fallen outside the window,

Shaded the colors of the day,

Shrouded the city in a gentle sleep,

The kingdom of Fairy Tales has arrived again...

And mom, putting aside worries,

Time forgets behind a fairy tale,

And for her, as in childhood,

The magical world suddenly comes to life.

Sleep lulled the baby,

His brave soul

Merged with the hero in a glorious kingdom,

A magical, wonderful state.

The baby fell asleep. But also in a dream

He tries on himself

The role of Cinderella, Cat, Ruslan,

The life of the elves and Tsar Saltan.

He will grow wiser in the Fairy Tale

And stronger and kinder in spirit.

After all, the one who loves fairy tales since childhood,

He will never be evil again in life!

Fairy tale therapy- exposure to a fairy tale for the purpose of treatment (therapy), correction and development, therapy with an environment, a special fairy-tale setting in which potential parts of the personality can manifest themselves.

Fairytale therapy correction excludes directive changes in negative forms of behavior. Instead, the principle of “expanding the range of alternative reactions” is proposed. That is, in a fairy tale form, a person is offered many models of behavior in various situations and is given the opportunity to play out, “live” as many of these models as possible. Experience shows that the larger a person’s arsenal of possible reactions and behavior patterns, the better adapted he is to the conditions of the surrounding world.

The sources of the concept of fairy tale therapy were the works of L. S. Vygotsky, D. B. Elkonin, B. Bettelheim, R. Gardner, E. Fromm, E. Bern, K.-G. Jung, M.-L. von Franz, N. Pezeshkian, T. D. Zinkevich-Evstigneeva, M. Osorina, V. Propp, E. Romanova, A. Gnezdilov, A. Zakharova and others.

Fairytale therapy is closely related to Art Therapy, Game Therapy, Gestalt Therapy, Psychosynthesis, Body-Oriented Therapy, Jungian Sand Psychotherapy, Psychoanalysis and TRIZ.

Fairytale therapy in preschool educational institutions is associated with the implementation of three functions: diagnostic, therapeutic and prognostic.

Diagnostic function fairy tales help to determine the basic scenarios and strategies used by the child when building a model of his behavior in a given situation. This is manifested in how a child chooses a few favorite ones from many fairy tales. Thus, he seems to choose a certain life model for himself. Analysis of fairy tales that interest a child will help an adult identify the child’s abilities and talents, character traits and individual perception of the surrounding reality. The image of a fox played out by a child speaks of the presence of a flexible mind, cunning and the ability to use one’s charm; addiction to pirate games and images of robbers shows a tendency to fights and aggression.

Therapeutic function fairy tales is that it helps the child form an image of himself in the future, build a model of behavior to achieve the desired future, taking an active position and realizing his own responsibility.

Prognostic function fairy tale is that it helps to understand the influence of “today’s” behavior on the “tomorrow” state of human life.

and I Fairytale therapy is perhaps the most children's method of psychology, and one of the most ancient. After all, even our ancestors, when raising children, were in no hurry to punish the guilty child, but told him a fairy tale, from which the meaning of the act became clear. Fairy tales served as a moral and ethical law, protected children from misfortunes, and taught them about life. Knowing how a fairy tale influences a person’s life, you can help your child in a lot of ways. Fairy tales can be divided into - didactic or educational tales, psychocorrective tales, meditative tales.

Didactic or educational A fairy tale, through its plot and imagery, helps the child better assimilate information. Educational and cognitive material presented in the context of a fairy tale, when various objects and symbols are animated, is more easily perceived by the child, which means the learning process becomes more effective.

Psychocorrectional tales can be viewed from two perspectives. On the one hand, they help an adult to gently influence the child’s behavior, “replacing” an ineffective style of behavior with a more productive one and explaining to the child the meaning of what is happening. On the other hand, this type of fairy tale assumes such an influence on children’s solution of psychological problems, the result of which will be changes in the child’s behavior due to the formation of their own active position and self-control.

Meditative tales activate positive emotions, teach a positive attitude. A feature of these fairy tales is the absence of negative characters and conflict situations. By perceiving meditative fairy tales, a child can not only once again immerse himself in the pleasant events of his life and relive them, but also take a fresh look at negative life experiences, get rid of unpleasant experiences and disturbing thoughts.

Fairy tales are a direct reflection of the mental processes of the collective unconscious. In myths, legends or other more detailed mythological material, we come to an understanding of the basic structural formations (patterns) of the human psyche, comprehending them through cultural layers.

Any characters in fairy tales - good fairies, evil sorceresses, dragons, witches and dwarfs - are archetypal images represented at deep levels of the psyche. Whether we are aware of this or not does not matter, since they still affect us, being psychological realities. Events in fairy tales do not reflect some abstraction, but the current mental reality of life. Based on the foregoing, it can be assumed that any fairy tale is a relatively closed system, expressing a certain essential psychological meaning contained in a series of successive symbolic pictures and events, through which it can be revealed.

Fairytale therapy is useful for everyone. There are special healing tales not only for young children, but also for teenagers and adults. A fairy tale will help solve many psychological problems. But this is especially true for preschool children.

Fairytale therapy classes in kindergarten help to quickly adapt to preschool educational institutions, reveal and develop the child’s inner potential.

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

As the sphere of communication expands, children experience a variety of social factors that significantly activate their emotional world. The child must learn to overcome situational emotions and manage feelings culturally. A fairy tale and a game allow you to learn this. For example, dealing with fears. For a child who is afraid of something, a ready-made corrective fairy tale is selected or compiled, in which information about his fear and ways to overcome it is metaphorically encrypted. During the lesson, the child not only listens to this fairy tale, but also plays out ways to overcome fear, identifying with the main fairy tale character. You can also invite him to draw illustrations for a fairy tale, rewrite the fairy tale in his own way, come up with a new one with the same main character, etc. In the process of such work, the child not only “gets to know” his fear, but also learns to cope with it.

The tale to a certain extent satisfies three natural psychological needs of a child preschool (primary school) age:

• need for autonomy. In every fairy tale, the hero acts independently throughout his entire journey, makes choices, makes decisions, relying only on himself, on his own strengths;
• need for competence. The hero turns out to be able to overcome the most incredible obstacles and, as a rule, turns out to be a winner and achieves success, although he may suffer temporary setbacks;
• need for activity. The hero is always active, in action: he goes somewhere, meets someone, helps someone, gets something, fights with someone, runs away from someone, etc. Sometimes at first the hero’s behavior is not active, the impetus for activity is provoked from the outside by other characters.

The result of meeting these needs is the formation of such personality traits , How:

• autonomy which is expressed in the desire to express one’s personal opinion, position or views;
• activity , which presupposes the ability to take the initiative in communication, the ability to organize the attention of partners, stimulate their communication, manage the communication process, and respond emotionally to the state of partners;
• social competence , which consists of several components:
• motivational, including attitude towards another person (showing kindness, attention, sympathy, empathy and assistance);
• cognitive, associated with knowing another person, the ability to understand his characteristics, interests, needs, notice changes in mood, emotional state, etc.;
• behavioral, which is associated with the choice of adequate situations and methods of communication.

A fairy tale makes a child empathize with the characters, as a result of which he develops new ideas about people, objects and phenomena of the world around him, and new emotional experiences.

What is fairy tale therapy? According to T. Zinkevich-Evstigneeva, this is “intimate, deep knowledge about the world and the system of relationships in it!” This means that by touching the origins of a fairy tale, children discover in themselves and in the world around them what, perhaps, deep down in their souls has long been known, and what the fairy tale helps them to intuitively understand!

How can you organize and conduct classes using the fairytale therapy method? I would like to give some advice based on my own experience.

Of course, first of all, we first need to identify those children with whom we need to work. For this, it is recommended to use special techniques and the observation method (see Appendix 1).

Then groups of children from 5 to 7 years old are formed. The optimal number of children in each group is 6-8 people. Classes are held twice a week for two months.

The purpose of classes using the fairy tale therapy method is: harmonization of the emotional and personal development of each child, the formation of his strong-willed qualities and creative abilities.

Main goals:

— Development of fantasy and imagination.

— Development of the ability to express one’s thoughts.

— Development of the ability to listen to another, follow the course of his thoughts and the ability to integrate one’s own thoughts and fantasies into the context of the narrative.

— Development of the ability to decenter, the ability to take the place of another, to look at the world from different angles

— Development of empathy.

— Expanding the repertoire of emotions and emotional states. Developing the ability to recognize them.

— Expanding knowledge about the phenomena of the surrounding physical and social world.

When working with preschool children, the technique most often used is Grabenko T., Zinkevich-Evstigneeva T., Frolov D. “The Magic Country is Within Us!”, ​​as well as the author’s program “Intersection Point”.

Children love such activities very much. They bring the group together, allow children to learn ways to relieve stress, new effective behavior patterns, etc.

Appendix 2 shows several options for “fairytale” games for preschool children that are recommended for use.

List of used literature

1. Gianni Rodari. Grammar of Fantasy. Progress. - M., 1990.
2. Ermolaeva M. E. Practical psychology of children's creativity / Moscow Psychological and Social Institute. - M., 2001.
3. Efimkina R.P. Child psychology. Method. instructions /NSU. - Novosibirsk, 1995.
4. Zinkevich-Evstigneeva T. D. The path to magic. - St. Petersburg, 1998.
5. Kon I. S. Psychology of early youth. - M., 1989.
6. Mendell Muriel. Fairytale puzzles, or the tricks of an insidious genie. - M.: Ast-press, 1998.
7. Propp V. Morphology of a fairy tale. - M., 1969.
8. Sokolov D. Fairy tales and fairy tale therapy. - M.: Klass, 1999.
9. Fopel K. How to teach children to cooperate? - M.: Genesis, 1998.
10. Kjell L., Ziegler D. Theories of personality. - St. Petersburg, 1997.
11. Chernikhovich E. Winnie the Pooh decides out loud. - Gomel: IPP "SOZH", 1995.
12. Shvantsera J. and team. Diagnostics of mental development. - Prague, 1978.
13. Jung K. G. Phenomenology of spirit in a fairy tale. - M., 1996.