Fairytale therapy for preschoolers: the benefits and essence of the technique

Fairy tale therapy is “fairy tale treatment” and is a fairly new method in applied psychology. This method is used by many doctors, psychologists, teachers, as well as parents themselves.

This therapy is widely used in preschool institutions. After all, children love it when fairy tales are read to them, so this method is suitable for every child and allows him to cope with any life problem.

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.

Formation of sound culture of speech in the second junior group

Speech is a unique opportunity to exchange information, for the formation of which nature has allocated a short period of time - the early and preschool periods of childhood. During this period, in the most favorable conditions of development, the formation of oral language and the laying of the foundation for its written form takes place. The main attention is paid to nurturing the sound culture of speech at the early stage of child development.

Fairytale therapy guides children's creative activity

To form the phonetic and spelling correctness of speech pronunciation, its expressiveness (with the help of diction, tonality, facial expressions, gestures), a full-fledged environment in which constant communication between children and adults takes place, motivated by the conditions of practical activity, takes place.

Norms of speech development for children 3-4 years old

To determine the level of language acquisition by a child, they are guided by the norms of speech development of children in the fourth year of life. There are a number of signs by which it is easy to check your baby’s skills:

pronouncing your own name, patronymic, surname, as well as the names of loved ones;
perception of images and description of the situation seen;
distribution of objects according to group characteristics;
naming actions;
exact repetition of what was heard;
presentation in short phrases of 3-4 words;
retelling of a cartoon, short fairy tale.

Important! According to the Federal State Educational Standard, the vocabulary (both active and passive) during this period increases to 800-1000 words.

The imperfections relate to incorrect word order in the construction of inconsistency phrases (“many guests have come”, many guests have come), pronunciation deficiencies (“lisiped” - bicycle), rearrangements of sounds in words (“perevye” - first); omissions of consonants in a combination of sounds (“barefoot girl” - big girl).

Such errors are considered acceptable and easily corrected during regular coursework.

However, if we are talking about deviations, they should be identified in time and corrected by specialists.

Deviations of speech development are diagnosed by a specialist

The role of the native language in the development of a child’s personality

The phenomenon of speech as a means of connecting a person with the outside world is based on the symbolic essence of language - the ability to encode the surrounding reality, socialize, assimilate the cultural experience of society and, on its basis, lay down a system of meanings. Thus, the role of the native language in the development of a child’s personality consists of a gradual transition from knowledge of the world to knowledge of oneself.

Note! A fairy tale provides a unique opportunity, through speech and the acquisition of cultural values, to form a child’s system of personal meanings.

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.

Fairytale therapy as a means of speech development in children 4-5 years old

Fairytale therapy as a means of developing coherent speech in preschoolers of the middle group of preschool educational institutions

(methodological development)
Contents. 1. Introduction 2. Fairy tale as a genre of fiction 3. Perception of a fairy tale by a preschool child 4. Methods for developing coherent speech of preschoolers through fairy tales 5. Conclusion 6. List of references 7. Appendix Introduction In order to prepare a person spiritually for independent life, it is necessary to introduce him to the world books.
V.A. Sukhomlinsky Currently, a large number of research works by psychologists and teachers are devoted to the study of the problem of speech creativity of preschool children.
Researchers note that the development of creative abilities in the preschool period, the improvement of speech skills, and mastery of the literary language are necessary components of education and intelligence in the future, therefore the formation of coherent speech, the development of the ability to construct meaningful and coherent statements are one of the main tasks of speech education of preschoolers. This is due to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative function of language and speech is realized. Only special speech education leads a child to mastering coherent speech, which is a detailed statement consisting of many or several sentences, divided according to the functional-semantic type into description, narration, and reasoning. To develop a child’s coherent speech, it is necessary to use various didactic games and activities, including fairy tales. Children draw a lot of knowledge from fairy tales: the first ideas about time and space, about the connection of man with nature, with the objective world; fairy tales allow the child to see good and evil. Many people are characterized by states of joyful awe, anticipation of a miracle, and amazement at daily miracles. Isn’t it a miracle that the sun rises and sets, that the seasons change, that children are born?.. True, we are accustomed to miracles. And some of us want something new, unexpected... And a miracle is very close. However, only a person with an open heart can know its beauty. A fairy tale teaches us to open our hearts to goodness. Working according to the fairytale therapy method, we tried to make this idea the main one in our work. The method has a centuries-old history, but received its name quite recently. There is probably no psychological, psychotherapeutic or pedagogical direction that could do without the use of fairy tales. Fairy tales are not fully used to develop children's imagination, thinking, coherent speech and the cultivation of good feelings. The main possibilities of fairy tale therapy are as follows: development of coherent speech, personality integration, development of creative abilities and adoptive skills, improvement of ways of interacting with the outside world, as well as training, diagnosis and correction. People tend to exchange stories. In order to tell and listen to them, we gather together. Sharing stories, like sharing life experiences, is a natural form of interaction between people. Therefore, fairy tale therapy is a natural form of communication and transfer of experience. Having learned to tell, retell, and think creatively, the child will make a huge leap in development, which will contribute to the development of his personality. According to many psychologists, it is in preschool age that a person’s personality structure is formed and the foundation of self-esteem is laid. These parameters are greatly influenced by children's speech. The relevance of this topic lies in the fact that fairy tales are a natural component of children’s everyday life. What is fairy tale therapy? The first thing that comes to mind is treatment with fairy tales. From time immemorial, knowledge has been transmitted through parables, stories, fairy tales, legends, and myths. What does treatment have to do with it? Intimate, deep knowledge, not only about oneself, but also about the world around us, certainly heals. When they say that fairy tale therapy is treatment with fairy tales, they mean the joint discovery with the child of the knowledge that lives in the soul and is psychotherapeutic. Fairytale therapy is a process of searching for meaning, deciphering knowledge about the world and the system of relationships in it. In fairy tales you can find a complete list of human problems and imaginative ways to solve them. Often this allows you to find the right solution in life. A child, being in a fairy tale, interacts with many fairy-tale characters and, as in life, looks for ways to solve the problems that confront him. For children, fairy tales are associated with magic, and magic is also transformation. In a fairy tale it is real, but in life it is not noticeable to everyone. Magic happens within us, gradually improving the world around us. Of course, fairytale therapy is also environmental therapy, a special fairy-tale setting in which potential parts of the personality, something unrealized, can manifest themselves. So what is fairy tale therapy? Contemplation of the internal and external world, comprehension of the past, modeling of the future, the process of selecting each child his own special fairy tale. Thus, we believe that the perception of a fairy tale is a special type of activity for a child, therefore fairy tales have a huge impact on the development of coherent speech and therefore the purpose of this work is to study the role of fairy tale therapy in the development of coherent speech of preschoolers. Fairy tale as a genre of fiction The definition given by Nikiforov reads: “Fairy tales are oral stories that exist among the people for the purpose of entertainment, containing events that are unusual in the everyday sense (fantastic, miraculous or everyday) and are distinguished by a special compositional and stylistic structure.” This definition is the result of a scientific understanding of a fairy tale, expressed in the shortest formula. All the main features characterizing the fairy tale are given here. Another sign established by Nikiforov is that the tale is told for the purpose of entertainment. It belongs to the entertainment genre. The sign of entertainment stands in connection with another sign of a fairy tale put forward by Nikiforov, namely the extraordinary nature of the event that makes up the content of the fairy tale. The last feature put forward by Nikiforov is a special compositional and stylistic structure. We can unite style and composition under the general concept of poetics and say that a fairy tale is distinguished by its specific poetics. But fairy tales are not only folk, but also literary. A folk tale is the creativity of the people, and a literary fairy tale is the fruit of the author's genius. The combination of the fabulous and the magical, the real and the ordinary in a literary fairy tale makes it two-dimensional: equally interesting to both children and adults. The child is attracted by the improbability of fairy-tale events, the charm of fiction, the victory of good over evil, and the rapid change of events. A literary fairy tale is a whole direction in fiction. It was based on a folk tale. “One of the main genres of oral folk poetry, an epic, predominantly prosaic work of art of a magical, adventurous or everyday nature with a focus on fiction” (Literary Encyclopedic Dictionary. M., 1988). “A short instructive, often optimistic story, including truth and fiction” (S.K. Nartova-Bochaver. Reader. Tales of the Peoples of the World. M., 1996). And this is not a complete list of definitions of L.S.’s fairy tale. Vygodsky writes that a fairy tale helps to understand complex everyday relationships; her images seem to illuminate a life problem, which cold prosaic speech could not do, but a fairy tale will do with its figurative and emotional language. V. Oaklander believes that fairy tales are unique not only as a literary genre, but also as a work that is completely understandable to a child, like no other form of art. Fairy tales have the deepest knowledge, meaning, and truly hit the nail on the head when it comes to the basic universal emotions of love, hate, anger, loneliness, isolation, and loss. Perception of a fairy tale by a child of preschool age Childhood, childhood is a period of a person’s life in which a child goes through the greatest path in his individual development from a helpless being, incapable of independent life, to a child’s personality fully adapted to nature and society, already capable of taking responsibility for himself , their loved ones and peers. Bruno Bettelheim writes: “Fairy tales in various forms tell the child that the struggle with life’s adversities is inevitable, it is an organic part of human existence. The language of a fairy tale is accessible to a child. The tale is simple and at the same time mysterious. L.F. Obukhova notes that a fairy tale promotes the development of imagination, and this is necessary for a child to solve his own problems. Through a fairy tale, a child gets acquainted with new phenomena of life, with some abstract objects (volume values, numbers, etc.), and new concepts. A good fairy tale, thought S.Ya. Marshak is characterized by “a large coverage of events at a fast, even rapid pace, with high ascents and steep descents, with a lively, genuine sense of storytelling, with bold generalizations and conclusions.” The lively and expressive language of folk tales is replete with apt, witty epithets and semantic poetics. Naro is an unrivaled children's speech teacher. In no other works, except folk ones, will you find such an ideal arrangement of difficult-to-pronounce sounds, which, thanks to the figurative interpretation, are reproduced without difficulty by young listeners. The fairy tale reveals to the child the accuracy and expressiveness of the language, shows how rich native speech is in humor, lively and figurative expressions, and comparisons. A fairy tale allows children, in a special metaphorical form, to formulate for themselves specific children's theoretical questions about the structure of the World and solve the problem of uncertainty (i.e., predict events). The images of fairy tales and the relationships of characters act as a means for children to interpret the phenomena of reality, substantiate judgments, demands, and argue for certain actions. Indeed, the concepts of good, evil, cunning, time, space, measure, etc. are inaccessible to a preschool child in the dimensions of logical thinking, but these concepts are quite meaningful and functional when they have figurative and symbolic designations within the space of a fairy tale. Methods for developing coherent speech in preschoolers through fairy tales. A child is an active creature by nature; he loves not only to listen to fairy tales, but also to act and create, relying on them. This ability was noticed by the Italian children's writer Gianni Rodari and formed the basis of his famous textbook for children, “The Grammar of Fantasy.” Using fairy tale themes, J. Rodari developed a series of games, game exercises and techniques for the development of speech, thinking, and imagination. A fairy tale enriches the social and subject experience of children and serves as a source of combinatorial ability of the mind. We owe a fairy tale, especially a fairy tale composed by children, the opportunity to resolve global moral contradictions, where good always wins. There are various techniques, for example the universal technique of L.B. Fesyukova, developing the child’s imaginative and logical thinking, his creative abilities, speech, introduces children to the natural world and helps prepare them for school. Since fairy tales, as well as many works of fiction, are not fully used in the family and in the system of public preschool education for the development of children, L.B. Fesyukova has developed a special universal scheme that helps fill this gap. The title of the tale is a moral lesson. Cultivating good feelings. Speech exercises. Development of thinking and imagination. Fairy tale and mathematics. Fairy tale and ecology. A fairy tale develops hands. It is quite clear that the proposed seven sections included in this scheme are chosen conditionally and do not pretend to be a complete use of fairy-tale and artistic works. For the most part, we are accustomed to the traditional, fairy-tale material. Over many decades, stereotypes have arisen in this regard: the fox is always cunning, it’s a pity for the bun, but what can you do, it serves Pushkin’s old woman right, it doesn’t hurt our hearts that the fox and the crane have become friends. One of the main tasks facing adults is to introduce the child to the content of a fairy tale, at best, talk about what lies on the surface of the text, play it out, dramatize, stage... This is the so-called traditional direction of working with a fairy tale. Non-traditional means teaching children to not only perceive the content in an original, unusual way, in their own way, but also to creatively transform the course of the story, come up with different endings, introduce unforeseen situations, mix several plots into one, etc. The non-traditional approach gives both the teacher and the child has the opportunity to understand what is good and what is bad in a fairy tale or a hero, to create a new situation where the hero would improve, good would triumph, evil would be punished, but not cruelly and inhumanly. A fundamentally healthy, constructive idea: everything can be improved, perfected, changed for the benefit of people - should become a creative motto for a child. It is difficult to deny the role of fairy tales and works of art in the development of correct oral speech. Traditionally speaking, texts expand vocabulary, help construct dialogues correctly, and influence the development of coherent speech. But in addition to all these, albeit key, tasks, it is no less important to make our oral and written speech emotional, imaginative, and beautiful. L.B. Fesyukova offers several methods and techniques that promote the development of coherent speech. The ability to ask questions, since, according to authoritative domestic and foreign psychologists (A. Zaporozhets, L. Wenger, A. Fromm, etc.), the ability to reasonably formulate a question in the context is one of the indicators of the successful development of preschool children. Of course, during the day the child situationally asks a lot of questions. But it will be much more difficult for him to pose a humorous question to the heroes of the fairy tale. In addition to the spontaneous formation of the basics of oral speech, special training is required. In this regard, the construction of words, phrases and sentences is of great importance. L.B. Fesyukova suggests using the following techniques: • Rhyme two words (blacksmith-daring), and then you can and should move on to a rhyming chain and couplets as harbingers of word creation; • Make up a fairly long, common sentence in the game “A word from each.” It is also well known that elements of linguistic education are laid down from a very early age. In this regard, it is extremely important not only to teach a child to compose orally, but also to show him the new opportunities that open up in the genre of written communication with each other. The simplest types of such communication, according to L.B. Fesyukova, these are notes, telegrams, short letters. And favorite heroes of fairy tales and works of art are the first objects of such communication. Take, for example, the fairy tale “Little Red Riding Hood” and decide with the children who it is better to send a note, to whom a letter, and to whom a telegram, and even an urgent one. And together we begin to compose (the child speaks, and the adult writes it down, then together we read and discuss what has been written, correcting and improving it in content and style). The child sensitively grasps the features of oral and written speech, especially with such constant personal participation. To help children understand the idea of a fairy tale and the figurative meaning of forms of small folklore, L.B. Fesyukova suggests selecting phraseological units and proverbs for the work and discussing the meaning of each of them with the children, thereby helping the child remember the sayings, learn to apply them to the place, and more clearly understand the inner content of the fairy tale. Important, according to L.B. Fesyukova, is to cultivate sensitivity to words. techniques in working with fairy tales will contribute to the formation of such a sense : • Find affectionate, beautiful, fabulous, sad words; • Compose a long and at the same time funny word; • Parse words with the same spelling, but with different meanings. This is facilitated by the correct stress (flour - flour), and sometimes a different context (dog's tail - dog's character); • Explain the etymology of the word; • Say the word without vowels and invite the child to recognize it. The next method in the general system of development of thinking, speech and imagination is “Putting a problematic question.” Children are traditionally asked a lot of questions about the text of fairy tales. They are often formulated at the level of statement (Where did Little Red Riding Hood go?). But much more useful are questions of a search nature (why, why, how). Also L.B. Fesyukova suggests using games, for example: “What if..”, “Good - bad”, coming up with new names for fairy tales without distorting the idea of the work. A fairy tale plays a big role in the development of a child’s cognitive processes. With its help, you can correct unfavorable developmental options for a preschooler. With the help of a fairy tale, you can increase the level of coherent speech, which is very important for further preparation for school. Conclusion Thus, different forms of storytelling make it possible to enrich children's speech: Mastering a language and its grammatical structure allows children to freely reason, ask, draw conclusions, and reflect various connections between objects and phenomena. It can be noted that the development of coherent speech in preschool children occurs in close connection with the development of other aspects of speech: phonetic, lexical, grammatical, memory improves, attention becomes more stable, children develop the ability to listen to others, follow the course of their thoughts and the ability to integrate their own own thoughts and fantasies into the context of the story. The work carried out showed that the use of fairy tales in the development of coherent speech should occupy a central place. Vivid images are emotionally perceived by children, awaken their imagination, develop observation and interest in everything around them, and are an inexhaustible source of the development of children's speech. Recommendations were developed for educators and parents. A child is an active creature by nature; he loves not only to listen to fairy tales, but to act and create, relying on them. From fairy tales, children draw a lot of knowledge: ideas about time and space, about the connection of man with nature, with the objective world. Many lessons can be learned from a fairy tale: moral, instilling good feelings, speech exercises, development of thinking and imagination, etc. With the help of a fairy tale, a child can explain many phenomena. But, unfortunately, the full potential of the fairy tale is not being used at present. The child often sits in front of the TV because watching fairy tales is easier and more interesting than reading and listening. When watching a fairy tale, a child does not need to imagine any image, no association arises. Therefore, children need to read and analyze what they read more often. We recommend that you approach working with a fairy tale in a non-traditional way. Because the development of all mental processes in a child occurs interconnectedly, that is, teaching children to think originally, incorrectly, to not only perceive the content in their own way, but also to creatively transform the course of the story, come up with different endings, introduce unforeseen situations, mix several plots into one, etc. d., we have a targeted influence on the child’s development. When a child learns to work with a fairy tale, he will be able to navigate it well, analyze the actions of the characters, evaluate them, he will be able to transfer this model to real life and correct some situation. Fairy tales develop a child’s imaginative and logical thinking, his creative abilities, speech, introduce children to the natural world and help prepare them for school. Used Books. 1. Vadchenko N.L., Khatkina N.V. ABC and fairy tales, riddles and tips. – M.: Labyrinth – K, 1998. 2. Vartanyan N. Workshop for parents “Learning from the book”: magazine Child in kindergarten, No. 1, 2011. p47-51 3. Gritsenko Z. Child and book: journal Preschool Education, No. 3, 2000. p49-64 4. Grishina G.N. Favorite children's games. M., 1999 5. Zaporozhets A.V. Psychology of a preschooler’s perception of a fairy tale. // Psychology of a preschooler. Reader/Comp. G.A. Uruntaeva - M.: ed. "Pedagogy", 1998-138p. 6. Zinkevich - Evstigneeva T.D., The path to magic. Theory and practice of fairy tale therapy. St. Petersburg: JSC Zlatoust, 1998. 7. Zinkevich - Evstigneeva T.D., Developmental fairy tale therapy. St. Petersburg: Rech, 2000. 8. Zinkevich - Evstigneeva T.D., Grabenko T.M. Miracles on the sand. Workshop on sand therapy. St. Petersburg: Rech, 2004. 9. Kabachkova Zh.V. Fairy tale as a means of speech development and education of children: Journal of Speech Therapist No. 6, 2009 pp. 64-71 10. Propp V.Ya. Russian fairy tale. – M.: ed. “Labyrinth”, 2000-416 pp. 11. Tell me a story./Comp. E.I. Ivanova. – M: ed. “Enlightenment”, 1993.-464 p. 12. Sinitsyna E.I. Smart fingers. M.: List, 1998. 13. Sokolov D. Fairy tales and fairy tale therapy. M.: Eksmo - Press, 2001. 14. Fesyukova L.B. Education with a fairy tale: For working with preschool children.-M.: Publishing House AST, 2000.-464p. 15. Tsvyntarsky V. Playing with fingers and developing speech. St. Petersburg: Publishing house “Lan”, 1998. Appendix Plan program of work on the development of coherent speech using fairy tales Topic of the lesson Objectives: Methods, techniques: Unit 1 (4 lessons) Fairy tale “Turnip” Form the grammatical structure of speech, the ability to compose different phrases, use pronouns in speech, select definitions for an object, phenomena ;
agree adjectives with nouns in gender, number, case. Activate the dictionary. Develop fine motor skills. Activate creative imagination and thinking. Practice solving creative problems. Develop the ability to listen to each other, not interrupt 1. Telling a fairy tale. 2. Guessing riddles. 3. Didactic games: “What can animals do”, “Which, which, which?”, “Who can praise”, “A word from each.” 4. Educational game “What if...” 5. Coming up with a new name for a fairy tale. 6. Coming up with a new ending to the fairy tale. Block 2 (4 lessons) Fairy tale “Kolobok” Systematize ideas about the meaning of words. Activate the dictionary. Form the grammatical structure of speech, the ability to select words - names of qualities, actions, parts of objects; the ability to select antonyms, synonyms, use pronouns in speech, coordinate adjectives with nouns. Practice solving creative problems. Develop the ability to compose a coherent statement. Activate creative imagination and thinking. 1. Reading a fairy tale. 2. Conversation. 3. Didactic games: “Let’s write a letter to the hero,” “Finish the sentence,” “Who knows another word.” 7. Educational games: “What if…”, “Good and bad” 4. Writing riddles. 5. Retelling an episode of a fairy tale on behalf of the hero. 6. Changing the plot of a fairy tale by introducing a new hero. Block 3 (4 lessons) Fairy tale “Masha and the Bear” Continue to develop the ability to select antonyms, coordinate adjectives with nouns in gender, number, case; make up phrases, select words - names of qualities, actions, parts of objects. Activate the dictionary. Continue to develop the ability to compose a coherent statement. Activate creative imagination and thinking. Practice solving creative problems. 1. Reading a fairy tale. 2. Retelling with the help of illustration. 3. Coming up with a new title for the fairy tale. 4. Writing riddles. 5. Didactic games: “Complete the sentence”, “Which one, which one?”, “Ask the hero a question” 8. Educational games: “What if...”, “Good-bad” 6. Coming up with a new ending to a fairy tale. 7. Changing the plot of a fairy tale. Block 4 (4 lessons) Fairy tale “Geese - Swans” Systematize ideas about the meaning of words. Activate the dictionary. Form the grammatical structure of speech, the ability to select words - names of qualities, actions, parts of objects, verbs, adjectives; ability to use suffixes; the ability to continue and finish a statement, select the appropriate word and coordinate it with other words in a sentence. Activate creative imagination and thinking. Practice solving creative problems. 1. Reading a fairy tale. 2. Conversation. 3. Didactic games: “Who can praise”, “Call it affectionately”, “Think of a word”, “A little word from each”. 4. Educational games: “What if…”, “Good and bad” 5. Retelling in a chain based on illustrations. 6. Coming up with a new title for the fairy tale. 7. Coming up with a new ending to the fairy tale. 8. Changing the plot of a fairy tale. Unit 5 (4 lessons) Fairy tale “Bubble, straw and bast shoe” Develop the ability to select conditional substituents to designate characters in a fairy tale; the ability to identify parts of objects, qualities, actions; ability to compare, select antonyms, synonyms. Develop the ability to use substitutes when retelling a specific episode of a fairy tale. Activate vocabulary, creative imagination and thinking. Develop the ability to compose a coherent statement. Practice solving creative problems. 1. Reading a fairy tale. 2. Conversation. 3. Depiction of heroes with geometric shapes. 4. Telling a fairy tale according to the scheme. 5. Didactic game: “Say the opposite” 6. Making up a story. 7. Coming up with a new title for the fairy tale. 8. Writing riddles. 9. Coming up with a different ending to the tale. 10. Educational games: “What if…”, “Good and bad” 11. Changing the plot of a fairy tale by adding a new hero. Block 6 (4 lessons) Final. 1 lesson. Summary of completed fairy tales. Form the grammatical structure of speech, the ability to select a word to a given word, explain the semantic connection between words, enrich the vocabulary with words belonging to different parts of speech; the ability to compose a coherent statement based on an illustration; ability to argue. Activate and develop thinking and memory. 1. Tell an episode of a fairy tale based on an illustration. 2. Didactic game: “Different words.” 3. Independently compiling a story about your favorite hero. Lesson 2. Inventing a new fairy tale. Activate knowledge and ideas. Develop the ability to select the right word, clarify the meaning of words. Develop creative imagination and thinking. Continue to develop the ability to compose a coherent statement. 1. Finish drawing the blots on paper. 2. Didactic games: “It happens - it doesn’t happen”, “Speech situations”. 3. Inventing a fairy tale about a blot. Lesson 3. Inventing a fairy tale story based on a toy. Develop the ability to finish a statement started by an adult, select the appropriate word, coordinate it with other words in a sentence; the ability to select adjectives and coordinate them with nouns in gender, number, and case. Develop creative imagination and thinking, fine motor skills. Continue to develop the ability to independently compose a coherent statement. 1. Didactic games: “Which one, which one, which one?”, “Finish the sentence.” 2. Inventing a fairy tale about a toy. 3. Drawing a story. Lesson 4. Inventing a fairy tale based on a plot picture. To develop the ability to classify objects by color, shape, quality, material; compare objects, compare; select as many names as possible that fit the given definition; make up various phrases and coherent statements. Develop creative imagination and thinking. Practice solving creative problems. 1. Didactic games: “What happens?”, “What can animals do?” 2. Looking at the picture. 3. Inventing a fairy tale based on the plot picture. Block 4 (4 lessons) Fairy tale “Geese and swans” Lesson No. 1 Goal: To form the grammatical structure of speech. Activate the dictionary. Develop the ability to compose a coherent statement. Develop thinking and memory. Develop the ability to listen to each other and not interrupt. Material: illustrations for a fairy tale. Progress of the lesson. , The teacher reads a fairy tale. Conversation on a fairy tale: - Did you like the fairy tale? What did you like? Why? - But I didn’t like everything. What could I not like? - Who helped Alyonushka save brother Ivanushka? — What would you do in Alyonushka’s place if your parents ordered you to take care of your younger brother? - .... If the stove told you that it would help you find your brother, you just need to eat a pie? - What would you do in the place of the stove, the apple tree and the river? Would you help Alyonushka hide with his brother from the Geese-Swans? Lesson No. 2 Goal: Systematize ideas about the meaning of words. To develop the ability to select words-names of qualities, objects, actions, parts of objects, verbs, adjectives; ability to use suffixes. Activate the dictionary. Develop the ability to compose a coherent statement. Develop thinking and memory. Develop the ability to listen to each other and not interrupt. Material: illustrations for a fairy tale. Progress of the lesson. — Guess which fairy tale the illustration is for? Retelling a fairy tale in a chain based on illustrations. — Why is the fairy tale called Geese-Swans? - Let's come up with another name for the fairy tale. Game “Name it kindly” - Do you like fairy tale heroes? And when we like someone or something, we call them affectionately. Let's call it affectionately: sister, brother, apple tree, mouse, oven, tree, river, house, jelly, milk. Game “Think of a word” - Let’s play this game. Now (the child) will think of a word that is in the fairy tale, but will not name it, but will simply tell what this word means, and we will guess what word (the child) thought of. For example: She is small, gray and squeaks. Lesson No. 3 Goal: To form the grammatical structure of speech, the ability to continue and finish a statement, select the appropriate word and coordinate it with other words in a sentence.. Activate vocabulary, creative imagination, thinking, memory. Practice solving creative problems. Develop the ability to compose a coherent statement. Develop the ability to listen to each other and not interrupt. Material: painted train carriages, illustrations for a fairy tale. Progress of the lesson. - Guess the fairy tale according to the words: “They took away her brother,” “Apple tree, beauty, hide us.” - Let's remember all the heroes of this fairy tale. Game “A little word from everyone.” - And now you and I will make a train. The train is a sentence, and each of you will name one word - these will be carriages. Let's join hands and link the little words. And if the train is constructed correctly, it will be able to travel (each child who names a word is given a drawn carriage). Coming up with proposals about Alyonushka, Geese-Swans, Baba-Yaga, a stove, an apple tree. Game “What if...” - And if the stove, the apple tree and the river refused to help the girl, what would she have to do to save herself and her brother? Game “Good and Bad” - The mouse helped the girl escape from Baba Yaga. What's good and what's bad about this? - Milk river. What's good and what's bad about this? — The stove can talk. What is good and what is bad about this. Lesson No. 4, Goal: To form the grammatical structure of speech. Activate vocabulary, creative imagination, thinking, memory. Practice solving creative problems. Develop the ability to compose a coherent statement. Develop the ability to listen to each other and not interrupt. Material: illustrations for a fairy tale. Progress of the lesson. Find out which fairy tale the illustration is for. Tell the episode of the fairy tale depicted in the illustration. -Which heroes in this fairy tale are good and which are bad? — What are Geese-Swans? Why? - And if the Geese-Swans served a good wizard, what would they be like then? - What Baba Yaga? Why? - And if Baba Yaga turned out to be kind, how would the fairy tale end? - But if Baba Yaga is kind, why did the Geese-Swans take away Ivanushka? - Let's come up with a fairy tale where Alyonushka became evil and Baba Yaga became good. Block 5 (4 lessons) Fairy tale “Bubble, Straw and Bastfoot” Lesson No. 1 Goal: To form the grammatical structure of speech, the ability to select conditional substituents to designate characters in a fairy tale; the ability to identify parts of objects, qualities, actions; comparison skills. Develop the ability to use substitutes when retelling a specific episode of a fairy tale. Develop the ability to construct a coherent statement. Continue Develop the ability to listen to each other and not interrupt. Material: flannelgraph, strips of different lengths and widths, illustrations for a fairy tale. Progress of the lesson. • Teacher reading a fairy tale. Conversation on the content of the fairy tale: - Can you call Bubble, Straw and Laptya friends? - Why? - Why do you love your friends? Drawing up an outline of a fairy tale. - Let's encrypt the fairy tale on flannelgraph. - Which strip is better to choose to represent the Bubble, Straw, Laptya, river? Children's retelling of fairy tales according to the scheme. - Let's come up with riddles about the heroes of the fairy tale, and then you will tell them to your parents. - What Bubble? (round, light) - What else is the same? (balloon) - The result is a riddle: round and light, but not a balloon. Coming up with riddles about the other characters. Download Fairytale therapy as the development of coherent speech in children 4-5 years old

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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.