“Using fairy tales in working with preschool children”

Unconventional methods and techniques for working with fairy tales

Unconventional methods and techniques in working with fairy tales.

Lysenko Ekaterina Ivanovna,

teacher of MBDOU Irkutsk kindergarten No. 8

Let's remember our childhood! What did you love when you were little? When I was little, I loved warm family evenings; the whole family gathered together and the love and care of the parents was constantly felt. I could listen and read works of art for a long time, but most of all I liked fairy tales that “carried me away” to this magical, amazing world.

Today, we often hear that children do not like to read; they have become hostages of computers and televisions. So who is to blame for this? I believe that, first of all, we, the adults, are to blame. It is we who do not pay enough attention to awaken a child’s love for books. Many parents themselves, not feeling the need to read, do not understand that by not reading to their child, they are missing out on important moments in their life. After all, by reading, we give the child a feeling of warmth and calm, leave unforgettable impressions of childhood in their souls, cultivate a love for books and thereby help them become readers. How to avoid these mistakes and foster a love of books and reading in a child? And this is where the treasure of folk wisdom comes to our aid - the Russian folk tale. Fairy tales are an invaluable experience acquired by generations and passed on to us and our children in a simple, accessible, playful form. And I hope that the use of unconventional methods and techniques in working with a fairy tale will help you maintain your child’s interest in books and reading:

1. Compilation of a dictionary based on the fairy tale.

The teacher introduces the children to new words from the fairy tale, and then together with the children they paste pictures with their images, for example: barn, susek (fairy tale “Kolobok”), etc.

In subsequent work with the fairy tale, children, looking at the pictures, try to explain their meaning themselves.

2. Making a book based on a fairy tale.

Target. Enriching children's speech with emotionally charged vocabulary and aesthetic terms through knowledge of the content of the fairy tale. Development of creative imagination, color perception, fine motor skills. Raising children's interest in creating books.

3. Name the hero.

Target. Teach children to unite heroes according to a given characteristic, develop memory, attention, and interest in fairy tales.

Description. The teacher names an image, and the children must find specific heroes from other fairy tales, for example - Name me the boy heroes (Kai from “The Snow Queen”, Pierrot from “The Golden Key”).

4. Actions of the hero.

Target. Teach children to list all the possible actions of a fairy-tale character. Teach children to draw analogies in the actions of heroes of different fairy tales.

Description. For example, the fairy tale “Kolobok”. The teacher asks the children to name all the actions of the kolobok, saying only verbs: sang, left, rolled, etc. Next, the teacher suggests remembering the heroes who would perform the same actions in other fairy tales.

5. Let's help the hero.

Target. Development of coherent speech, thinking, interest in fairy tales.

Description. The teacher invites the children to put themselves in the place of the hero: What would you do in such a situation?

6.Step by step.

Target. Consolidation of knowledge of fairy tales, development of speech, memory, thinking.

Description. The teacher says the name of the fairy tale, and the child walks around the group and at each step names a hero from this fairy tale.

7. Help the hero find his fairy tale.

Target. Consolidation of knowledge of fairy tales, development of speech, memory, attention.

Description. On the tables are plots from 2-3 fairy tales. The teacher hands out pictures of fairy-tale characters to the children, and the children bring their own fairy-tale hero to each story.

8. Meeting with the hero.

Target. Development of coherent speech, creative abilities, thinking.

Description. The teacher invites the children to imagine that they have met the hero of a fairy tale. – What do you ask? What do you think the hero will answer?

9.We will send an SMS message.

Target. Development of coherent speech, thinking, interest in fairy tales.

Description. The teacher invites the children to “write” a wish for the hero of the fairy tale in an SMS message.

10. Find out the fairy tale by the heroes’ song.

Target. Development of children's speech, consolidation of knowledge of songs, nurturing interest in Russian folk tales.

Description. The teacher invites the children to learn the fairy tale from the hero’s song, for example: ∙ Open up, open up! ("The wolf and the seven Young goats").

11. Fairytale words.

Target. Teach children to list different variants of words and phrases based on a given characteristic.

Description. The teacher invites the children to remember and say all the spells that they know in fairy tales (Sim-sim, open the door, Sivka-burka, prophetic kaurka... etc.) then list all the words with which the fairy tale begins (Once upon a time in a certain kingdom , in ancient times...etc.).

12. Show with facial expressions and gestures.

Target. Teach children to convey the character traits of the hero through facial expressions and gestures, develop imagination and observation.

Description. The teacher invites children to demonstrate their emotional attitude towards the hero or situation using facial expressions or gestures.

13.Casket.

Target. Development of speech, memory, thinking.

Description. The teacher offers to fill the box with character traits, wishes, etc. For example: Collect in a box everything that the hero needs from your point of view, everything that will help him in the future.

14.
What would happen if...
Goal. Development of children's creative abilities and coherent speech.

Description. The teacher invites the children to come up with and continue a sentence, for example: What would happen if the bun rolled away from the fox?

15. True - false.

Target. Consolidating knowledge of fairy tales, developing coherent speech, and the ability to listen carefully to each other.

Description. The teacher reads the sentence, and the children must agree or disagree. For example: Grandfather by the turnip, granddaughter by grandfather, they pull, pull, but cannot pull. The granddaughter called the mouse. The hen laid an egg, not an ordinary one - a golden one.

16.
Good or bad.
Target. To develop the ability to find positive and negative sides in any object or situation.

Description. For example: The mouse came running to pull out the turnip. This is good. Why? (The mouse helped pull out the turnip.) This is bad. Why? (The cat could have eaten the mouse).

17.
Advertising.
Target. Development of coherent speech, thinking, interest in fairy tales.

Description. The teacher invites the children to advertise (tell) why they liked the fairy tale.

18. Collect a chain.

Target. Activate vocabulary, learn correctly, perceive the content of a fairy tale, develop attention and memory.

Description. The teacher invites the children to choose a fairy tale from which they will collect a chain. Then the children retell the collected fairy tale. Then all the children participate in the retelling of the fairy tale, continuing the plot along the chain.

19. Wizards Ear, Nose, Hand and Eye.

Target. Teach children to imagine sensations that can be obtained using various analyzers.

Description. The teacher one by one shows pictures depicting sensory organs and offers to use them to visit a fairy tale. Example: With a magic Nose, the children got into Naf-Naf's room when he opened the lid of the cauldron. Children talk about what they smelled (the smell of soot, wolf fur, boiling water). Further, the Wizard of the Eye is invited to the same plot (children see what is not described in the fairy tale), the Wizard of the Ear (imagining possible sounds, voicing thoughts), the Wizard of the Hand (describing the sensations that children would have if they touched hot water with their hands boiler or wet nose of piglets.

20. False alternative.

Target. Development of attention and coherent speech.

Description. The teacher asks questions using the words “either-or”, but none of the proposed answers are correct. For example: Who laid the golden egg - the duckling or the chicken? Who crushed the tower - a hare or a wolf? Who helped pull the turnip - grandpa or grandma?

21. Circles of Lull.

Target. Strengthen knowledge of the texts of familiar fairy tales. Learn to change the text of a fairy tale depending on the introduction of new objects. Development of imagination, creative approach to action, logical thinking, ability to solve emerging problems.

1.

Description. 1st circle – pictures depicting scenes from various fairy tales (swamps, forests, rooms, villages, wonderful gardens); 2nd circle – children independently fill in pictures with images of fairy-tale characters. - Choose a hero, remember the name of the fairy tale and find the place where the plot unfolds. (Baba Yaga lives in a forest hut). - Spin the circles and tell me, the plot from which fairy tale is under the arrow? Name the hero and his new location. (Kolobok lives in the village).

2.

Description.
On the 1st circle there are pictures depicting fairy-tale characters. On the 2nd circle, the character traits of the heroes are schematically indicated. –
Choose a hero and combine it with your main character trait. (The fox is cunning). – Spin the circles and tell me, which fairy tale hero ended up under the arrow? Name the hero and combine him with a new character trait. (Baba Yaga from the fairy tale “Geese and Swans” became cheerful).

22. Using a mnemonic table in working with a fairy tale.

1. when retelling fairy tales

, for example the fairy tale “Turnip”.

When retelling with the help of a mnemonic table, children see all the characters, and concentrate their attention on the correct construction of sentences, on reproducing the necessary expressions in their speech. You can also invite children to come up with and sketch their own ending to a fairy tale in a mnemonic table.

2. in various games:

"Draw a fairy tale"

Target:

teach how to make a drawing plan for a test and use it when telling stories.

Progress of the game

. Children are read a fairy tale and asked to write it down using drawings. Thus, the child himself produces a series of sequential pictures (mnemonic tables), based on which he then tells a fairy tale. The story should be short.

“Where is the beginning of the story (fairy tale)?”

Target:

teach to convey the correct temporal and logical sequence of a story using cards from a mnemonic table.

Progress of the game

. The child is asked to lay out the cards and make up a story. Cards allow you to accurately convey the plot, from beginning to end.

“Which card is not needed?”

Target:

teach to find details that are unnecessary for a given story.

Progress of the game.

Cards are laid out in front of the child in the correct sequence, but one card is taken from another set of the memo table. The child must find an unnecessary card, remove it, and then make up a story.

In conclusion, I would like to say: read and analyze fairy tales with your children, apply methods and techniques in working with fairy tales, thereby you will help the child realize that good triumphs over evil, teach them to overcome difficulties, and cultivate a love of books and reading. With the help of a fairy tale, you will increase the level of speech development and creative abilities of the child, which is very important when preparing for school. And most importantly, you will leave an indelible impression on your child from communicating with you.

Literature

1. Bolsheva T.V. “We learn from a fairy tale. A manual for kindergarten teachers." / S – Pb., “Childhood – press”, 2001.

2.Dyachenko O.M. “Methodology for the development of creative imagination, ed. Tkachenko, T.A. A large book of tasks and exercises for the development of a child’s coherent speech. A manual for kindergarten teachers" - M.: Eksmo, 2006.

3. Propp V.Ya. "Morphology of a fairy tale."

4. Sidorchuk T.A., Lelyukh S.V. “We explore the world and fantasize with Llull circles. A practical guide for classes with children aged 3-7 years.”

5. Fesyukova L.B. "Education with a fairy tale."

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:

1. Development of fantasy and imagination.
2. Developing the ability to express your thoughts.
3. 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.
4. Development of the ability to decenter, the ability to take the place of another, to look at the world from different angles
5. Developing empathy.
6. Expanding the repertoire of emotions and emotional states. Developing the ability to recognize them.
7. 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 unite the group, allow children to learn ways to relieve stress, new effective behavior patterns, etc.

A sick example of fairy tale therapy

For example, such fairy tale therapy in a preschool educational institution - my doll - a toy crow - flew to the cancer hospital. She flies there and sees food untouched by anyone. Children there often don’t eat at all. The crow began to croak: “Oh, I’m full now, such a cool soup and pasta!” Oh, and this, and this, I’ll eat everything.”

And then one boy: “No, I’ll eat it.” “Are you sure you’ll eat it? Well, show me, show me!”

And the child begins to eat. Therefore, plots are ready, there can be blanks, but it’s better when they are born in the head every minute.

You don’t immediately run to look on the Internet for a fairy tale in which the child does not eat. It’s easier and faster to come up with ideas on the spot and beat the situation.

“I know that many modern parents are embarrassed by the cruelty of folk tales.

- There is such a problem. We even had a discussion at the festival about whether bloody scenes should be removed from modern stories. For example, when a warrior kills or when Herod's head is cut off.

Once upon a time I myself removed all these scenes from my performances. I thought why would I show children how they cut off the head, even of a villain. People used to be more prepared for such tough scenes, they perceived them normally, and living conditions were more difficult.

Now I am no longer so categorical about this. I speak out to turn it all into a tragic farce, to use humor. But, of course, nothing should be taken to the point of absurdity.

— What if a child comes up with a fairy tale on his own, or do you need to help him?

- If there is an opportunity not to interfere, then it is better not to interfere. If a child has difficulties in composing a fairy tale, or some kind of stupor, then you need to help, but very gently, in the form of a question: “Or maybe it’s like this?”

Fairytale therapy in a preschool educational institution - interview with a therapist

Fairy tales are needed not only to make it more fun for children to fall asleep. With their help, you can learn about your baby’s problems, correct his behavior, teach him to count and develop his imagination.

We talked about the possibility of fairy tale therapy with art therapist Galina Fedorova.

— Which fairy tales are better to tell a child – your own, folk or author’s?

— You should definitely read folk tales, they contain deep meanings!

Copyrights are usually dedicated to a specific problem. You can contact them, but choose those that you like and are close in spirit. If the theme of a fairy tale is relevant to your situation, take it as a basis, but be sure to add something of your own, individual.

Stories invented by the parents themselves make it possible to most fully portray the reality that is relevant to the child.

Fairytale therapy in preschool educational institutions - Methodology “Association for Droodles”

The development and use of doodles with preschoolers helps develop associative thinking, divergence and creativity in them, forms their memory, children learn to come to non-standard approaches to various problems. The opinion formed by the child is necessarily justified by himself. And thus the baby’s speech activity develops.

Doodles with younger preschoolers

You can start using doodles in working with children from the youngest group (4th year of life).

At the initial stages of working with droodles, it is worth using subject images in which you can see a fragment of the proposed droodle. For example: the teacher shows a doodle in the form of a bracket and says: “Look at this picture. What were you thinking? It is imperative to draw children's attention to the details of the object, emphasizing their similarity to a droodle.

So, the semicircle looks like a bear’s ear, like the back of a mouse. Squares are like windows in a house, a scarf or a blanket.

Doodles in middle groups

When working with children in the middle group (5th year of life), auxiliary subject images are no longer needed; children are shown a doodle and asked the question: “What did you think about when you saw this picture?”

Children love instant transformations when the teacher creates appropriate images based on their ideas. So from drops of water you can draw a cloud - and it’s already raining, based on the wavy lines we draw a mouse, add a roof to the square - and you get a house, circles with tails and leaves turn into apples and the like. In one image you can see dozens of different situations.

Doodles for older preschoolers

Continuing to work with children of the older group (6th year of life), you can use both all previous groups, as well as new, more complicated ones. Lessons should be organized on topics within which children will need to create associative images. You can invite children to come up with their own droodles and justify them.

In this type of work there are no false and only correct answers - every well-founded opinion has the right to exist. The main thing is that the activity for children is interesting, entertaining, and educational.