Using fairy tale therapy in working with preschool children

The use of fairy tale therapy in working with preschool childrenpresentation on the topic

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“A fairy tale is a lie, but there is a hint in it - a lesson for good fellows.” A fairy tale is one of the first types of artistic creativity that a child is introduced to. There is probably not a single child who would be indifferent to a fairy tale. After all, fairy tales are full of folk wisdom, they help you learn to listen to another person, teach you to see good and evil. A fairy tale helps a child learn to cope with difficulties and teaches him to find different ways out of difficult situations. A fairy tale told in time can help a child solve his childhood problem, gain self-confidence, and cure childhood fears. In the end, fairy tales can direct a child’s energy in the right direction - the direction of self-knowledge and boundless creativity. “Fairy tales can help educate the mind, give keys to enter reality in new ways, can help a child learn about the world and give him imagination” D. Rodari

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Fairytale therapy Fairytale therapy is one of the types of health-saving technologies. It is an innovative method in working with children, which allows you to gently and unobtrusively influence a child with the help of a fairy tale, while solving a variety of problems. A fairy tale is the most effective and proven way and means of raising and teaching children, as well as one of the effective methods of working with children experiencing certain emotional and behavioral difficulties. In what cases is “fairy tale treatment” appropriate? It is necessary if the child has emotional, personal and behavioral problems: aggressiveness, anxiety, fears, moodiness, shyness and self-doubt. A fairy tale allows a child to actualize, realize his problems, and see different ways to solve them.

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Types of fairy tales (classification by Zinkevich - Evstigneeva):

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Fictional tales Fictional tales are divided into folk and author's tales. Folk tales 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 one to achieve a goal that is beyond the power of one person . The main idea of the fairy tale “Masha and the Bear” is that you can always find a way out of any difficult situation, the main thing is not strength, but ingenuity.

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Didactic fairy tales Didactic fairy tales are used to present children with educational knowledge that is new to them. In these fairy tales, symbols that are abstract for a child: letters, numbers, sounds become animated and tell about concepts that are new to the child. Educational and cognitive material presented in the context of a fairy tale is more easily perceived by the child, which means the learning process becomes more effective.

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Diagnostic fairy tales Diagnostic fairy tales allow you to determine whether a child has a problem, as well as determine his character and 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 he himself is quite shy, with an increased level of anxiety. A diagnostic fairy tale can help identify a child’s condition that he does not want or cannot talk about out loud.

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Psychocorrectional fairy tales Psychocorrectional fairy tales 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, that is, unobtrusively, in a fairy-tale-magical form, the child is offered a positive example of behavior, and it is not surprising that the child will behave yourself just like a fairy-tale hero. He will strive to use the example of a positive hero in the fight against his fears and problems.

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Meditative fairy tales Meditative fairy tales activate children's positive emotions and teach them a positive attitude. A feature of these fairy tales is the absence of negative characters and conflict situations. Meditative tales are told to the accompaniment of special music that promotes relaxation. Such fairy tales calm, evoke positive emotions, instill harmony with oneself and others, inspire self-confidence, create an atmosphere of positivity, calm, comfort, relaxation, and relieve stress and excitement. The nature of these tales is a journey. The principle of constructing a fairy tale is simple: calm music plays for 30-40 seconds. The child takes a deep breath and exhales. The teacher says: “Now you and I are going on a journey to a beautiful fairyland...” or “to a magical forest...”

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Each group of fairy tales has its own age children's audience. Children 3-5 years old most understand and relate to fairy tales about animals and fairy tales about the interaction between people and animals. At this age, children often identify themselves with animals and easily transform into them, copying their behavior. Starting from the age of 5, the child identifies himself mainly with human characters: princes, princesses, soldiers, and he likes fairy tales about people, because these stories contain a story about how a person experiences the world. The fairytale therapy method can be used with children as young as 3 years old. Zinkevich - Evstigneeva reads that fairy tales, like medicine, can be used from the age of 4, because fairy tale therapy becomes an effective means of influence only when a person clearly understands the difference between fairy tales and fiction from life and reality. And in a child, this awareness begins just at the turn of 4 years.

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Reading a fairy tale and its analysis The goal is awareness, interpretation of what is behind each fairy-tale situation, behind the construction of the plot, behind the behavior of the characters. After children listen to a fairy tale, they are asked a series of questions: What is the fairy tale about? What do you remember most? Which heroes do you remember? Why? What happened to this or that character? What feelings arose while reading? At what moments were you happy? Which ones are sad? Did you feel sorry for anyone? What feelings, what mood after the fairy tale? Does this really happen in life? Have you ever experienced similar situations? What can we learn from this tale? Techniques for working with a fairy tale:

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Techniques for working with a fairy tale: Telling fairy tales: Telling a fairy tale in the first or third person. You can invite the child to tell a fairy tale on behalf of other characters participating or not participating in the fairy tale. For example, how the Fox, Baba Yaga or Vasilisa the Wise would tell the fairy tale about Kolobok. “Let's try to tell the story of Kolobok through the eyes of Baba Yaga, the Fox, Vasilisa the Wise, or the stump on which Kolobok sat.” Group storytelling. Each of the group of children takes turns telling a small piece of a well-known fairy tale. Telling a famous fairy tale and inventing a sequel to it. Group creation of a fairy tale. The first child says the first phrase: “In a certain kingdom, in a certain state...”, the next child adds one or two phrases to the fairy-tale phrase, etc. This technique helps develop voluntary memory; fantasy and imagination; the ability to express one's thoughts; listening skills.

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Playing out episodes of a fairy tale, dramatization Playing out episodes allows the child to feel some emotionally significant situations and play out emotions, playing out 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. Staging fairy tales with the help of dolls When working with a doll, the child sees that his every action is immediately reflected in the doll’s behavior. This helps him independently correct his movements and make the doll’s behavior as expressive as possible. Working with dolls allows you to improve and express through a doll those emotions that a child, for some reason, usually cannot allow himself to express. Drawing based on a fairy tale - drawing the most significant passage for a child; favorite fairy-tale hero, fairy-tale land By drawing or working with various materials, the child embodies everything that worries him, feelings and thoughts, freeing himself from anxiety or other feelings that bothered him. Techniques for working with a fairy tale:

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The structure of a fairytale therapy session contains: The ritual of “entering a fairy tale” (the mood for working together). For example, passing a magic ball in a circle, passing through a magic hoop, a ritual saying: “The good sorceress invited us to visit, quietly opened the doors to a fairy tale for us.” “A fairy tale has come to visit us, it’s time for us to welcome it!” The main part, where the teacher tells the children a new fairy tale, uses a variety of techniques for working with the fairy tale (discussion, asking questions to children, dramatizing the fairy tale, drawing the fairy tale). The teacher discusses and analyzes with the children in what situations in their lives they can use the experience that they have acquired Today. Summarizing Summarize the experience gained and connect it with existing experience. The teacher sums up the lesson. He clearly states the sequence of what happened in the classroom, notes individual children for their merits, emphasizes the significance of the experience gained, and pronounces specific real-life situations in which children can use the experience that they have acquired today. Ritual of “coming out of a fairy tale.” Children, standing in a circle, say: “We take with us everything important that happened to us today, everything we learned.”

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Once upon a time we lived... The beginning of a fairy tale, a meeting with its heroes. First of all, choose a hero close to the child in gender, age, and character. For children 3-4 years old, it is recommended to make toys, little people and animals the main characters of fairy tales. Starting from the age of 5 - fairies, wizards, princesses, princes, soldiers And suddenly one day... The hero faces some kind of problem, conflict that coincides with the problem of the child. Describe the hero’s life in a fairy-tale land so that the child finds similarities with his own life, and attribute all the child’s experiences to the hero. Because of this…. It is shown what the solution to the problem is, and how the heroes of the fairy tale do it. Climax The heroes of the fairy tale cope with difficulties Denouement The result of the actions of the heroes of the fairy tale: “-” - the hero who committed a bad deed is punished; “+” - the hero who goes through all the tests, shows his best qualities, is rewarded. The denouement of a correctional fairy tale should be positive. The moral of this fairy tale is this... The heroes of the fairy tale learn lessons from their actions, their lives change radically. Writing fairy tales In order for a fairy tale or story to gain power and provide help, it is necessary that the fairy tale plot unfold in a certain sequence:

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When children find themselves in a fairy tale, they easily perceive “fairy tale laws” - norms and rules of behavior. By emotionally discharging, releasing clamps, “playing out” fear, anxiety, aggression or guilt deeply hidden in the subconscious, children become softer, kinder, more self-confident, more receptive to people and the world around them. Fairytale therapy is one of the most effective types of pedagogical health-saving technologies, in the process of which all components of children’s health are involved. Having started using fairy tale therapy methods in your work, you need to remember that you should not expect results from fairy tale treatment right away, but there is no doubt that they will come. After all, work, patience and kindness, as in any fairy tale, will definitely be rewarded. Try it! I am sure that your students will like this technique and will help you in your work!

Fairytale therapy as an innovative technology in preschool educational institutions

Dear friends, we are pleased to introduce you to Victoria Anatolyevna Dedyaeva, teacher at MBDOU kindergarten No. 1 in Livny, Oryol region. Today Victoria Anatolyevna in her article will talk about fairy tale therapy as an innovative technology in preschool educational institutions. The article will be useful to preschool teachers.

Brief commentary on the article from Victoria Anatolyevna:

“Fairytale therapy is a way of transmitting knowledge about the spiritual path and social realization of a person. That is why we call fairy tale therapy an educational system that is consistent with the spiritual nature of man.”

Fascinating reading...

Fairytale therapy as an innovative technology in preschool educational institutions

In preschool age, a fairy tale for a child is not just a fantasy, but also a special reality. She is like a mirror reflecting the real world through the prism of personal perception. The language of a fairy tale, immersed in the world of fantasy and magic, is one of the ways that will help establish contact and mutual understanding between adults and children.

Fairytale therapy is a way of transmitting knowledge about the spiritual path and social realization of a person. That is why we call fairy tale therapy an educational system that is consistent with the spiritual nature of man.

“The fairy tale is a lie, but there is a hint in it, a lesson for the good fellow!” We have known this truth since childhood, but adults love fairy tales for their “lesson,” while children in fairy tales are more interested in the life trials of the heroes, exciting moments and magical transformations.

Any fairy tale is a story about relationships between people, about the basic laws and rules that operate in our lives. The language of fairy tales is understandable to children. He does not yet know how to think logically, and the fairy tale does not bother the child with serious logical reasoning. The child does not like instructions, and the fairy tale does not teach him directly. A children's fairy tale offers the child images that are very interesting to him, and vital information is absorbed on its own, imperceptibly. Moreover, by becoming familiar with a fairy tale, the child acquires a completely new type of activity for himself - the ability to mentally act in imaginary circumstances, and this is the skill of any creative activity. Fairy tales present children with a ready-made example of behavior, an example of solving complex situational problems, and at the same time leave room for imagination and the opportunity to comprehend the situation on their own.

Through a fairy tale, it is easiest to explain to a child the first and main concepts of morality: what is “good” and what is “bad.” Fairy tale characters are always either good or bad. This is very important for determining the child’s sympathies, for distinguishing between good and evil. The child most often identifies himself with a positive hero. Thus, the fairy tale instills goodness in children. Moral concepts, vividly represented in the images of heroes, are reinforced in real life and mutual respect with loved ones. After all, if villains in fairy tales are always punished, then the only way to avoid punishment is not to be a villain.

For the full moral development of a preschooler, the most important thing is to nourish his emotional sphere and develop his feelings.

Fairytale therapy is one of the most accessible methods for developing a child’s emotions, which has been used by teachers and parents at all times.

The method of communication through a fairy tale is valuable because in this case, in learning new things, the child feels to a certain extent independent. He can spend as much time as he needs to absorb the content of the story and grasp its idea. He can listen to a fairy tale over and over again and focus on what is especially relevant to him at the moment - nothing is forced on him. And, most importantly, everything new that he learns is perceived by him as his own achievement, as the result of his own efforts. If he wants to overcome fear, as the hero of a fairy tale does, he does so because he decided to do it himself, and not because he was told to do so.

Thus, the child gets the opportunity to experience a sense of self-worth, his ability to weigh the situation and make decisions independently.

Fairy tale therapy has a special condition: the child must clearly understand that there is a fairy-tale reality that is different from real life. The skill of such a distinction usually appears in a child by the age of 4. But in each specific case it is necessary to take into account the individual characteristics of the child’s development.

From my observations of children in a 24-hour group, I concluded: children who are in kindergarten from Monday to Friday have a deficit of parental affection, love, attention, and communication. Some want and strive to attract attention to themselves as much as possible in different ways, while others, on the contrary, do not make contact. Not because they are afraid, but because they don’t know how. Having considered the possibilities of optimizing psychological and pedagogical work, I came to the conclusion that such a method as fairy tale therapy is indispensable. After all, Charles Perrault said that fairy tales are written specifically for the purpose of a specific moral lesson. In addition, the extremely important task of eliminating the child’s internal disharmony can be successfully solved only by metaphorically living certain situations, without obsessive moral teaching.

The basis for planning fairytale therapy classes are the developments of T.D. Zinkevich-Evstigneeva, D.Yu. Sokolova, T.M. Grabenko, N.V. Miklyaeva and others.

Fairytale therapy classes in a group take place once a week.

Main goals:

overcoming communication barriers;
increased self-confidence;
development of self-esteem and self-control;
development of moral and volitional qualities of a person;
development of emotional and creative personality;
development of voluntary attention, perception, speech, imagination;
cultivate a friendly attitude towards others;
cultivate a love of fairy tales.

Classes are held in 3 areas:

Introduction to the fairy tale. (Reading, cinema, cartoon)
Children's artistic creativity based on fairy tales. (Productive activities: drawing, modeling, appliqué; writing fairy tales, stories)
Dramatization/theatricalization of a fairy tale.

In everyday life with children of primary preschool age, I use the “magic” doll Ulybayka. When persuasion and requests do not help distract the child from a negative state or an attack of resentment, a doll comes to the rescue. On behalf of the character, a dialogue with the child begins, and sometimes a monologue in the form of a fairy tale, setting him up for a positive emotional mood. As soon as contact with the child is established, the doll “magically” disappears. The teacher enters into interaction.

In my work I use fairy-tale images, I try to help children understand such important concepts as: good and evil, eternal love and devotion, the ability to forgive, family values, love for loved ones, respect for the memory of ancestors and honoring their parents. Children of primary preschool age are interested in fairy tales where the main characters are animals. For older preschoolers, the main characters are people (Ivan the Tsarevich, Nikita Kozhemyaka, Vasilisa the Wise, the girl Zhenya from the fairy tale “Tsvetik-Seven-Tsvetik”, etc.).

In fairy tale therapy classes, children experience the emotional states of characters, verbalize their own experiences, become familiar with words denoting various human qualities, thanks to which they develop the ability to gain a deeper understanding of themselves and other people.

In artistic creativity, with the help of colors, shapes, sizes, children express their attitude towards the characters, their actions and their significance in the fairy tale.

When moving from one type of activity to another, I use psycho-gymnastics exercises (“delicious candy”, “the little fox is afraid”, “greedy dog”, “evil”, etc.)

By correlating their behavior with the behavior of a fairy-tale character, children learn to find the right ways and means of solving complex life problems, and gain experience in self-construction of their own personality.

The activities carried out gave positive dynamics. Children have become more open, relaxed, and sociable. The stock of words and speech patterns has been updated and expanded. An atmosphere of goodwill and mutual understanding reigned in the group.

Literature

Zinkevich-Evstigneeva T.D. Fundamentals of fairy tale therapy - St. Petersburg. : Speech, 2007.
Zinkevich-Evstigneeva T.D. Workshop on fairy tale therapy - St. Petersburg. : Speech, 2006.
Sokolov D.Yu. Fairy tales and fairy tale therapy - M.: Eksmo-Press, 2005.
Chistyakova M.I. Psycho-gymnastics. M.: Education, 1995.
Fesyukova L.B. Education with a fairy tale. M.: AST, 2000.

Presentation on Fairy Tale Therapypresentation on the topic

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"Fairytale therapy in the correction of the emotional sphere of preschool children."

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Fairytale therapy is treatment with a fairy tale. . Its essence is a special impact on the child’s subconscious with the help of a fairy tale.

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Fairytale therapy for preschoolers goals and objectives: -Development of the child's speech -Development and formation of creative abilities -Adaptation in a team -Ability to overcome difficulties -Achieve the goal -Expanding knowledge about the world around us -Strengthening the relationship between parents and children

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Fairytale therapy Fairytale therapy is the process of activating the potential of an individual. Fairytale therapy is a process of searching for meaning, deciphering knowledge about the world and the system of relationships in it. Fairytale therapy is the process of forming a connection between fairy-tale events and behavior in real life. This is the process of transferring fairy-tale meanings into reality. Fairytale therapy is also a process of objectifying problematic situations. Fairytale therapy is a process of comprehensive education and upbringing. A fairy tale is magic, and magic is also transformation. Fairytale therapy is also environmental therapy, a special fairy-tale setting

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In the fairytale therapy process, there are five types of fairy tales (classification by T.D. Zinkevich - Evstigneeva): 1) artistic 2) didactic 3) meditative 4) psychotherapeutic 5) psychocorrectional

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Meditative fairy tales Meditative fairy tales activate children's positive emotions and teach them a positive attitude. A feature of these fairy tales is the absence of negative characters and conflict situations. Meditative tales are told to the accompaniment of special music that promotes relaxation. Such fairy tales calm, evoke positive emotions, instill harmony with oneself and others, inspire self-confidence, create an atmosphere of positivity, calm, comfort, relaxation, relieve stress and excitement. The nature of these tales is a journey. The principle of constructing a fairy tale is simple: calm music plays for a few seconds. The child takes a deep breath and exhales. The teacher says: “Now you and I are going on a journey to a beautiful fairyland...” or “to a magical forest...”

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Psychotherapeutic tales Psychotherapeutic tales are most often parables and biblical tales, although they can also be developed by a psychotherapist (as part of individual work). Psychotherapeutic fairy tales help solve such complex personal problems as finding the meaning of life, internal conflicts, finding one’s place in life, etc., in addition, they are effective in working with various psychosomatic diseases. In fairy tales of this type, the narrative itself and what we read “between the lines” are distinguished.

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Psychocorrectional tales Psychotherapeutic tales are most often parables and biblical tales, although they can also be developed by a psychotherapist (as part of individual work). Psychotherapeutic fairy tales help solve such complex personal problems as finding the meaning of life, internal conflicts, finding one’s place in life, etc., in addition, they are effective in working with various psychosomatic diseases. In fairy tales of this type, the narrative itself and what we read “between the lines” are distinguished.

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Fairy tale therapy Each group of fairy tales has its own age-specific children's audience. Children 3-5 years old most understand and relate to fairy tales about animals and fairy tales about the interaction between people and animals. At this age, children often identify themselves with animals and easily transform into them, copying their behavior. Starting from the age of 5, the child identifies himself primarily with human characters: princes, princesses, soldiers, and he likes fairy tales about people, because these stories contain a story about how a person experiences the world. The fairytale therapy method can be used with children as young as 3 years old. Zinkevich - Evstigneeva believes that fairy tales, like medicine, can be used from the age of 4, because fairy tale therapy becomes an effective means of influence only when a person clearly understands the difference between fairy tales and fiction from life and reality. And in a child, this awareness begins just at the turn of 4 years.

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Reading a fairy tale and its analysis Goal: awareness, interpretation of what is behind each fairy-tale situation, behind the construction of the plot, behind the behavior of the characters. After children listen to a fairy tale, they are asked a series of questions: What is the fairy tale about? What do you remember most? Which heroes do you remember? Why? What happened to this or that character? What feelings arose while reading? At what moments were you happy? Which ones are sad? Did you feel sorry for anyone? What feelings, what mood after the fairy tale? Does this really happen in life? Have you ever experienced similar situations? What can we learn from this tale?

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Techniques for working with a fairy tale

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Telling Tales Telling a story in the first or third person. You can invite the child to tell a fairy tale on behalf of other characters participating or not participating in the fairy tale. For example, how the Fox, Baba Yaga or Vasilisa the Wise would tell the fairy tale about Kolobok. “Let's try to tell the story of Kolobok through the eyes of Baba Yaga, the Fox, Vasilisa the Wise, or the stump on which Kolobok sat.” Group storytelling. Each of the group of children takes turns telling a small piece of a well-known fairy tale. Telling a famous fairy tale and inventing a sequel to it. Group creation of a fairy tale. The first child says the first phrase: “In a certain kingdom, in a certain state...”, the next child adds one or two phrases to the fairy-tale phrase, etc. This technique helps develop voluntary memory; fantasy and imagination; the ability to express one's thoughts; listening skills.

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Playing out episodes of a fairy tale, dramatization Playing out episodes allows the child to feel some emotionally significant situations and play out emotions, playing out 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. Staging fairy tales using puppets. Working with a doll, the child sees that his every action is immediately reflected in the behavior of the doll. This helps him independently correct his movements and make the doll’s behavior as expressive as possible. Working with dolls allows you to improve and express through a doll those emotions that a child, for some reason, usually cannot allow himself to express. Drawing based on a fairy tale - drawing the most significant passage for a child; - a favorite fairy-tale hero, - a fairy-tale country - By drawing or working with various materials, the child embodies everything that worries him, feelings and thoughts, freeing himself from anxiety or another feeling that bothered him. Techniques for working with a fairy tale:

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The structure of a fairytale therapy session contains: The ritual of “entering a fairy tale” (the mood for working together). The main part. Summary. Ritual of “coming out of a fairy tale.”

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

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Fairytale therapy When children find themselves in a fairy tale, they easily perceive “fairy tale laws” - norms and rules of behavior. By emotionally discharging, releasing clamps, “playing out” fear, anxiety, aggression or guilt deeply hidden in the subconscious, children become softer, kinder, more self-confident, more receptive to people and the world around them. Fairytale therapy is one of the most effective types of pedagogical health-saving technologies, in the process of which all components of children’s health are involved. Having started using fairy tale therapy methods in your work, you need to remember that you should not expect results from fairy tale treatment right away, but there is no doubt that they will come. After all, work, patience and kindness, as in any fairy tale, will definitely be rewarded. Try it!

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Methodological content of the disc Theory of fairy tale therapy for preschool children. Catalog of didactic games for fairy tale therapy. Video of the didactic game (with description). Abstract of the NOD “Tales of the Peoples of the North”. Presentation on fairy tale therapy.

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Fesyukova L.B. “Education with a fairy tale” Is it possible to use a fairy tale for educational purposes? Can! And not only in educational ones! A universal method of working with a fairy tale, developed by teacher L.B. Fesyukova, develops the child’s imaginative and logical thinking, his creative abilities, introduces children to the natural world and helps prepare them for school. In the book you will find notes on lessons with children, as well as tasks that will help you evaluate how well you have mastered the author's methodology. The book is addressed to kindergarten teachers, primary school teachers and, of course, parents.

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Try it! Your students will love this technology and will help you in your work!