Fairytale therapy for speech development in preschoolers

What are the benefits of therapy?

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

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

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

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

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

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

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

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

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

MAGAZINE Preschooler.RF

"Fairytale therapy - as a means of comprehensive development of preschool children"

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

Tasks:

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

Relevance

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

to enter reality in new ways, maybe

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

D. Rodari.

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

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

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

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

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

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

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

Forms of working with children:

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

Forms of work with parents:

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

Expected results:

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

With the help of fairy tales we teach children:

Will is a complex and multifaceted personality quality.

Self-confidence is the ability to withstand failures.

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

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

Persistence - patience and endurance in achieving a goal.

Commitment is the ability to keep one's word.

Optimism - belief in success, passion, elation.

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

Kindness and honesty.

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

Expected results for the teacher and parents of students:

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

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

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

Types of fairy tales:

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

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

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

Methods for introducing preschoolers to fairy tales

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

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

Techniques for forming the perception of a fairy tale

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

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

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

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

Stages of working with a fairy tale

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

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

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

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

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

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

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

Which books to choose for fairy tale therapy?

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

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

Types of Fairy Tales Used as Therapy Materials

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

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

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

Bibliography:

The practice of fairy tale therapy / Ed. N. A. Sakovich. – St. Petersburg: Rech, 2013. – 224 p.
Ognenko, N. The magical power of a fairy tale: the fulfillment of a dream and half a kingdom to boot / N. Ognenko. – St. Petersburg: Rech, 2008 – 207 p.
Lomakina, G. R. Fairytale therapy: educating, developing, freeing the child from psychological problems / G. R. Lomakina. – M., 2010. – 158 p.
Korotkova, L. D. Fairytale therapy for preschoolers and children of primary school age: methodological recommendations for pedagogical and psychological work / L. D. Korotkova: “RON” , 2013 - 350 p.
Isaeva, E. N. A fairy tale as a means of optimizing the psycho-emotional sphere of older preschoolers / E. N. Isaeva // Preschool education. – 2012. – No. 7. – P. 19–24.

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What types of fairy tales are there?

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

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

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

How is fairy tale therapy carried out in preschool institutions?

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

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

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

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

Definition of what it is

A method that uses fairy tale forms (works of art, for example) to develop a child’s speech is called fairy tale therapy. This method should not be underestimated, since for preschool children fairy tales are an important tool for increasing language abilities.

Works of art with magical plots help children develop their imagination. When children discuss fairy tales together with the teacher, the quality of their dialogical and monologue speech improves. The child’s creative potential develops and his vocabulary increases.

Using the example of fairy tale heroes, children experience various situations. Thus, an evaluative attitude towards good or evil develops. The child learns to empathize with the characters. A fairy tale gives impetus to the development of empathy.

Algorithm for fairytale therapy for parents

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

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

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

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

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

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

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

Speech development with the help of fairy tales

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

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

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

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

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

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

Fairytale therapy as a means of developing speech in preschool children

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

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

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

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

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

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

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

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

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

From three to six years of age, children's mental development occurs, which is characterized by the formation of imaginative thinking, which allows the child to think about objects and compare them in his mind even when he does not see them. The child begins to form models of the reality with which he is dealing, to build its description. A fairy tale helps to do this. At four or five years old, fairy-tale thinking develops. With the help of a fairy tale, a child interprets the surrounding reality.

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

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

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

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

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

Working with a fairy tale includes the following stages:

reading or telling the tale itself, then discussing it. During the discussion, the child must be sure that he can express any opinion, i.e. whatever he says should not be condemned.
a drawing of the passage that is most significant for the child;
dramatization, playing a fairy tale in roles. The child intuitively chooses a “healing” role for himself. And here it is necessary to give the role of the screenwriter to the child himself, then the problematic moments will definitely be played out.

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

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

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

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

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

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

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

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

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

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

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

Pedagogical conditions for the effectiveness of fairy tale therapy include:

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

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

Fairytale therapy is:

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

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

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

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

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

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

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

Literature:

Zinkevich-Evstigneeva T. D. Workshop on fairy tale therapy. - St. Petersburg, 2000. - 310 p.
Zinkevich-Evstigneeva T.D.. Grabenko T.M. Workshop on creative therapy. St. Petersburg, 2003.-400 p.
Kalinina R.R. Personal development training for preschoolers: activities, games, exercises. St. Petersburg.. 2002. - 160 p.
Sokolov D.Yu. Fairy tales and fairy tale therapy. - M., 2001. - 304 p.
Crpayning A.M. Rostock: TRIZ program - PTB for preschool children. 2 t. - Obninsk. 1996. - 420 p.
Zinkevich-Evstigneeva. T.D. “The path to magic. Theory and practice of fairy tale therapy” St. Petersburg - 1998
Zinkevich-Evstigneeva T.D. Forms and methods of working with fairy tales. - St. Petersburg: Rech, 2008. - 240 p.
Korotkova L.D. Fairytale therapy for preschoolers and primary school children. - M.: TsGL, 2004.
Makunina E.Zh. We come up with stories and fairy tales // Child in kindergarten. - 2005. - No. 6. - P. 35.
Nishcheva N.V. Colorful fairy tales. - St. Petersburg, “Childhood-press”, 1999.