Health-saving correctional technology “Fairy tale therapy. Video: psychotherapeutic tale

"Health-saving technologies" is a complex of various forms and types of activities aimed at preserving and strengthening the health of pupils. Health-saving pedagogical technologies are used in various types of activities and are presented as:

1. Technologies for preserving and promoting health(rhythmoplasty, dynamic pauses, mobile and sport games, relaxation, finger gymnastics, gymnastics for the eyes, breathing exercises, play recreational gymnastics);

2. Technologies for teaching healthy lifestyles(morning exercises, physical education classes, self-massage, leisure– health day, physical education holiday, acupressure);

3. Corrective technologies ( articulatory gymnastics, psycho-gymnastics, color therapy, phonetic rhythm, fairy tale therapy ).

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

There are several functions of fairy tales:

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

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

– about life values;

– about setting goals;

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

– how this world works, who created it;

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

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

– how to acquire and value friendship and love;

- how to forgive.

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

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

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

– Tales about animals, relationships between people and animals;

- Everyday tales. They often talk about the vicissitudes of family life and show ways to resolve conflict situations. These tales tell of little family tricks.

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

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

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

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

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

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

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

The main methods used in fairy tale therapy:

- Telling a fairy tale.

– Drawing a fairy tale.

– Fairytale therapeutic diagnostics.

- Writing a fairy tale.

– Making dolls.

- Staging a fairy tale.

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

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

2. The fairy tale should offer a vicarious experience, using which the child can do new choice when solving your problem.

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

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

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

V.A. Sukhomlinsky said: “Caring for health is most important work teacher Their spiritual life, worldview, mental development, strength of knowledge, faith in one’s strength.”

Galina Filatova
Work experience "Fairytale therapy in preschool educational institutions"

« Fairy tale therapy» - as a technology for forming ideas about healthy way life of preschool children.

"Out there on unknown paths"

Don't be afraid fairy tales. Be afraid of lies. A fairy tale? The fairy tale will not deceive.

To kid fairy tale tell me - there will be more truth in the world.

Fairy tale enters the life of the child himself early age, accompanies throughout preschool childhood and stays with him for life. Co fairy tales his acquaintance with the world of literature begins. With the world of human relationships and with the entire surrounding world in general. Fairy tales They present children with a poetic and multifaceted image of heroes, while leaving room for imagination. Moral concepts vividly represented in the images of heroes are fixed in real life and relationships with loved ones, turning into moral standards that regulate the desires and actions of the child. Currently fairy tale increasingly began to be used as a therapeutic agent, which is designed to solve a number of diverse tasks: enriching the child’s inner world, determining a model of behavior and finding a way out of a problematic situation, relationships between peers, parents and children, etc., correction of the mental and emotional-volitional sphere, speech development, etc. Fairy tale therapy for preschoolers this is modern remedy widely used by psychologists and educators to solve various problems. Easy reading fairy tales does not carry a therapeutic load. It should be read, played, staged. Carefully analyze and make assessments and conclusions on its content, which must correspond to the age, needs and capabilities of the child. Central moment fairytale therapy- voluntary participation of children. Therefore, the motivation of the participants is important. The adult must find an adequate way to include children in fairytale therapy. In one case it may be a figurative text, Russian folk fairy tales, story, fables, in another, looking at illustrations, guessing riddles about fairy-tale heroes. It is necessary that every child can feel Attentive attitude from an adult. Not all children immediately join the game. Some of them want to first watch what is happening and only later do they have a desire to take part in an entertaining spectacle. Taking into account individual characteristics children in fairytale therapy First, you should attract those children who respond faster to an adult’s invitation; It is advisable to motivate other children to join the game. From degree psychological comfort participants directly depends on their activity and the depth of emotional involvement. Before fairytale therapy children first get acquainted with fairy tale. This is necessary to get a holistic impression of its text. In addition, when meeting again fairy tale it will be easier for preschoolers to focus on figurative vocabulary that characterizes appearance hero. Expressively display the emotional state of the character in facial expressions and movements. Much attention V fairytale therapy is given to physical activity. Fatigue after repeated performance of psychological studies leads to involuntary relaxation of the body, and therefore relief emotional stress. Only a small part of the time children are located on chairs: at telling stories to adults, fantasizing based on musical composition, The role of the audience in the game - dramatization based on individual episodes fairy tales. The games encourage independent statements children regarding the plot fairy tales, the actions of peers, and one’s own experiences. Therefore, when at the end fairytale therapy discussions do not start on their own; the adult must ask the children about which games and exercises they liked, remembered, and which roles fabulous I would like to reprise the characters. If it is difficult for a child to formulate a coherent message from memory, he can be offered an audio recording fairy tales, individual games fairytale therapy. Children's opinions are taken into account.

For fairytale therapy in a group, I use it as in a circle work and the daily life of a child in kindergarten. In my work I use the theater corner, game material for plot - role playing games, for play - dramatization, for theatrical, didactic and outdoor games, book corner. Masks, hats, costumes for dramatization fairy tales. In my group, conditions have been created for joint and individual activity children. Fairy tale therapy allows for painless and safe treatment life values. IN educational activities I include common methods and approaches of psychotherapy (psycho-gymnastics, etudes, art therapy(drawing, theater, which contribute not only to successful psychocorrection, but also to the development of attention, memory, imagination, which is a necessary condition for preparing children for school. This is also education positive communication and joining cultural heritage, the opportunity to come into contact with the deepest values ​​of humanity, as well as love, friendship, mercy and hard work.

By using fabulous stories, the teacher can solve other problems identified in preschoolers: for example, difficulties related to communication (conflicts, contradictions, grievances); fears and anxieties for various reasons (fear of the dark, loneliness, animals, strangers, noise, etc.).

There are several techniques working on a fairy tale:

telling a tale on a specific issue (folk, literary or composed by the teacher);

Discussion fairy tales, answers on questions;

statement the child’s opinion about what he heard;

Writing a new ending fairy tales(if necessary);

Drawing (allows you to relieve tension caused by discussing the problem);

Dramatization fairy tales.

Analysis fairy tales allows you to understand what is behind each fairytale situation, plot design, characters’ behavior. After listening fairy tales children are asked questions:

What do you think about (about what, whom) this fairy tale?

Which of the characters did you like (or dislike) most?

Why do you think this or that hero committed certain actions?

Think about what would have happened if the hero had not committed this act?

What do you think if in fairy tale there were some good heroes (or some bad ones, what kind of fairy tale?

Why in fairy tale and bad, and good heroes?

IN work you can use the following with preschoolers fairy tales: "Little Bear"- correction aggressive behavior, "The Mouse and the Darkness"- correction of fears, anxiety, « Tale about a raccoon» - correction of the communicative sphere (O. V. Khukhlaeva "Therapeutic fairy tales» ); "Greedy Pocket", "About sneaking"- correction negative manifestations in behavior (E. A. Alyabyeva “Correctional and developmental classes”) and etc.

From work experience of educators:

Educators they tell how it is carried out in a group working on a fairy tale using a book corner and manuals made according to the recommended method.

An important role in nurturing cognitive interest in fairy tale and its beneficial effect on the souls of children is played by parents.

» GDOU No. 29 Vasileostrovsky district of St. Petersburg

Fairytale therapy in kindergarten: from the experience of a psychologist

A typical workday morning. Adults are rushing to work, preschoolers are going to kindergarten. Mom’s voice: “Let’s hurry, son! Today you have a Fairy Tale! A child runs to kindergarten, as if in a fairy tale. Today he will meet the good Fairy, with unknown or already familiar fairy-tale heroes, feel a surge of magical power, feel like a hero, a wizard. The child knows that the Fairy Storyteller will definitely hear his request, support him if he is sad, and help him resolve a difficult life situation. The fairy-tale hero will offer something new interesting task, which the child will definitely cope with and will feel successful.

A group of 6 children led by a teacher moves along the corridor kindergarten. There is interest on their faces, expectation of a miracle, joy. But patience and restraint are necessary so as not to frighten the Fairy Tale: She does not like fuss and noise. There is an important Meeting ahead: with the Fairy Fairy, with a fairy-tale hero, with yourself. This meeting will take place in the Magic Room (the office of a psychologist and magical Fairy in one person). Today is also a special day for the teacher of the “fairytale” group. She will meet children in fairy-tale roles: Bunny-Lapushka or Thumbelina, the Princess and the Pea or the Little Mermaid, Nils or Dunno, etc. And it happens that in a Fairy Tale wonderful “transformations” occur repeatedly. Happen special days, when parents can also go to the Fairy Tale. They receive a written invitation from the Fairy Tale Fairy, which indicates the day and hour of the meeting with the Fairy Tale.

Working with a fairy tale is one of the productive and developed methods in child psychotherapy. Many psychologists working with children use fairy tales in their work. Fairytale therapy method uses fairytale shape for the development and upbringing of the child. “The attractiveness of the method lies in the fact that by immersing a child in a fairy-tale situation, a psychologist and teacher can easily interest the child in solving various kinds of problems that contribute to his cognitive development. A fairy tale allows you to make the learning process interesting and exciting for the child, the child is emotionally ready to perceive something new: focused, involved, interested.”

The metaphorical nature of fairy tale language allows us to encrypt the situations and problems that a child experiences in his life. The absence of didactics and moral teachings in the Tale allows the child to analyze for himself the situations in which the characters find themselves. Using the example of the destinies of fairy-tale heroes, he can trace the consequences of one or another life choice and gain new experience of interaction with the outside world.

“In a fairyland, everything is possible. Therefore, the main resource that a person takes with him from a magical journey is the awareness of his own capabilities, which he must learn to use.”

The uniqueness of the experience we gained several years ago while working in one of the kindergartens lies, first of all, in the fact that not only children and a psychologist, but also parents and teachers are involved in the game process. They all begin to live according to the laws of the fairy-tale world, and this allows them to get to know and feel each other better. The child, accepting the rules of the game, feels like a full participant in the fairy-tale action, and adults, acting in an unusual role for themselves, become closer and more interesting to him. More and more trusting, warm relationships arise between all participants in the game - this is facilitated by Team work bringing joy, pleasure, a feeling of satisfaction. Every person, both a child and an adult, feels like a significant, important participant in the co-creation process. In this regard, a unique psychologically safe space is created in kindergarten, which promotes harmonious development child and the discovery of new opportunities for adults.

Implementation of the program “Travel to fairyland"is possible with the consent and interest of the parents. At a preliminary meeting with parents at the beginning of the school year, the psychologist provides full information about the program: about its goals and objectives, about the organization of work with children. The program is aimed at a variety of lexical topics, which children of one or another age should master, for example, “Gifts of Autumn” or “Waiting for Spring,” “World of Wild Animals” or “World of Insects,” etc. Each topic should be presented in a fairy-tale form.

Adjustments to the fairy tale program are carried out jointly with teachers in accordance with current problems development and education of children. Working together with teachers allows the psychologist to be aware of everything that happens in the group. Information is exchanged: the teacher talks about developmental and cognitive tasks being implemented in the group, gives characteristics to the children, describes their behavioral reactions in his story, while the psychologist analyzes his observations of the child and identifies relevant ones. problem areas in its development, it sets the teacher up to search for the causes of unwanted or inadequate children's reactions, and helps to come closer to understanding the needs of children. Provided that the teacher is interested in working together with the psychologist, both enjoy the new quality of communication, mutually enrich each other, feel great interest and experience pleasant excitement from the anticipation of meeting children in the Fairy Tale. Then a fairy tale scenario is born, in which there is a meeting and parting, an experience new history, immersion in it, awareness of new experience, achieving success in solving intellectual problems.

In the Fairy Tale, children are introduced to a story that speaks in metaphorical language about a situation or problem that a particular child is experiencing. “Living through fairy-tale situations, perceiving language fairy tale images, the child largely forms a “picture of the world” for himself and, depending on this, will perceive various situations and act in different ways.” Thus, for example, Vika, 5 years old, showed herself aggressively in the group and was characterized by conflict behavior when communicating with children. By participating in story games, identified herself with masculine characters. When communicating with adults, she was disobedient and had a negative attitude. In the Tale, she was given the opportunity to talk about her feelings in a metaphorical form. It turned out that behind the mask of a warrior girl there is a vulnerable, fragile, tender, thirsty for understanding and acceptance, a lonely, defenseless girl. Understanding the girl’s emotional state influenced the teachers’ attitude towards her. The style of communication with the child has changed. The teachers began to draw the attention of other children to the attractive aspects of Vicki’s character. Vicky's behavior in the group changed, she became more flexible and peaceful. She was active in developmental classes, although not always attentive. After graduating from kindergarten, Vika entered preparatory class choreographic school. Another kindergarten student Anton, 5 years old, had not previously attended a preschool institution and entered senior group. In the group he was inactive, indecisive, dependent, dependent, anxious, visual arts refused, did not participate in games with children. Anton participated in the Fairy Tale with interest and pleasure, behaved actively, and showed ingenuity. IN fabulous journey on the ship he became a brave and resourceful captain. Anton's first drawings were very small; the objects depicted were difficult to discern. At the end of the school year, there was no trace left of worry, uncertainty and anxiety, and the drawings became bright, the figures became larger.

From teacher reviews:

“...We traveled in a fairy tale in a hot air balloon, on a sailing frigate, met with a formidable dinosaur, etc. The joy and activity of the children knew no bounds. Children could transform into their loved one fairy tale character, talk freely about your feelings, express your deepest desires. They learned to reflect their impressions and feelings in drawings using different means artistic expressiveness, conveying your emotions in movement, facial expressions and gestures. Each child was the center of attention, other children listened to him, asked questions and waited with interest for his answers.”

“...The creative speech abilities of children have increased significantly. Children learned to construct verbal statements using bright figurative words and phrases. Children's interest and love for fairy tales and literary expression has increased. Children became active in dramatization games and became interested in staging performances for children and their parents. Has grown up creative activity children in everyday life: every child in our group found a way to self-expression.”

“...These classes helped us, educators, understand the child’s inner world, discover new wonderful qualities of each person, understand his worries and sorrows, and reveal his individuality. Our children have enormous creative potential, and it was these activities that helped us reveal it in every child. I would really like to continue working together with a psychologist, because I understand the enormous importance and significance of this for our children and for myself personally.”

From parents' reviews:

“...Very unexpected, bright, fabulous and beautiful. The feeling that you are in a fairy tale and want to stay there. And at the same time, children play and learn about the world.”

“Having crossed the threshold, we found ourselves not in a room, not in a classroom, but in a real fairy tale. The scenery, the costumes of the teachers and the atmosphere itself were fabulous. And the delighted faces of the children speak volumes...

I, an adult, was fascinated by the action in which everyone participated. At home, Svetlanka enthusiastically talks about every fabulous activity..."

"Having visited open lesson, I received a lot of impressions. I really liked the interior of the room, the costumes of the Fairy and Thumbelina, Magic hats– all this created a truly fabulous atmosphere. By playing the Fairy Tale, the children consolidated the knowledge about colors acquired earlier. When carrying out tasks, Thumbelina showed ingenuity and thought logically. It was clear how interested the children were, and this is the main condition for successful classes!”

In the process of implementing the program, all areas of the psychologist’s activities intersect or intertwine: psychoprophylactic, psychocorrectional, developmental, advisory. Basic method diagnostics of children to determine effectiveness psychological work- monitoring changes in the child’s behavior and recording changes. For teachers participating in the program - self-analysis, awareness of the changes that have occurred to them, in understanding children, their behavioral reactions, and their individual characteristics.

The role of administration is important preschool: thanks to her interest and help, a fairy tale can “live” in kindergarten, since it requires a room, costumes, fabrics for decorations and other “magical” things with which to create fabulous atmosphere; you need sound recording and sound reproducing equipment, remotely controlled musical equipment, etc. All this requires material investments. It is also necessary to organize additional payment for teachers participating in the program, taking into account additional time costs.

The “Journey to a Fairy Tale” program was developed and implemented on the basis of one of the kindergartens in the Primorsky district of St. Petersburg over the course of six years. Teachers showed great interest in participating in the program. At first they played the roles carefully and timidly, and later with pleasure and creativity, i.e. provided motivation for professional growth and increased psychological literacy of teachers preschool education. Children who have participated in the program since younger age, also participated with interest in other developmental programs implemented in kindergarten, and at an older age they were motivationally ready for school educational and cognitive activities.

Bibliography:

1. Brett D. “Once upon a time there was a girl like you” - M., 1997

2. Zinkevich - “Forms and methods of working with fairy tales” - St. Petersburg, 2011

3. Zinkevich - “Training in fairy tale therapy”, “SPEECH” - St. Petersburg, 2000

4. Zinkevich - “The Path to Magic. Theory and practice of fairy tale therapy" - St. Petersburg, 1998

5. Franz M.-L. “Psychology of a fairy tale” - St. Petersburg, 1998

An article for kindergarten parents “The importance of fairy tale therapy for preschool children.”

Article for kindergarten parents "The importance of fairy tale therapy for preschool children."
This article will be useful to parents of preschool children, kindergarten teachers, and teacher psychologists.
Explanatory note:
Fairytale therapy for children is a way in which you, without any hysterics, sometimes swearing and everyday lectures, will help your child get rid of bad habits or vice versa, vaccinate good qualities, to develop in the child the ability and desire to be kind, responsive, polite, decent, the child will develop a desire to come to the rescue in difficult times.
Goals and objectives of fairy tale therapy:
- activation of the creative, creative principle in the child, revelation of the depths of his own inner world, development of his self-awareness;
- creating conditions for development creative imagination, originality of thinking;
- stimulation of creative self-expression;
- formation positive attitude child to his “I”;
- reducing the level of anxiety and aggressiveness in children.
expressions of emotions.
- development of abilities for emotional regulation and natural communication.
If you want your children to be smart, read them fairy tales.
If you want them to be even smarter, read to them more fairy tales»
Albert Einstein.

People say: “A fairy tale is a lie, but there is a hint in it, a lesson for good fellows!”
This is a common truth for every person since childhood.
Our ancestors, when raising children, were in no hurry to punish the guilty child, but told him a fairy tale, from which the meaning of the act became clear.
Fairytale therapy for children- this is a way in which you, without any hysterics, sometimes swearing and everyday lectures, will help your child get rid of bad habits or, on the contrary, instill good qualities, develop in the child the ability and desire to be kind, sympathetic, polite, decent, the child will develop a desire to come to help in difficult times.
A fairy tale is exactly the kind of communication with a child that is most understandable to a child.

Fairy tale- this is exactly the communication with the child that is most understandable to the child.
The fairy tale not only educates, but also helps to establish a mutual relationship between mother and child, which helps to avoid many conflict situations in the future.
Fairy tale for a child- this is not just fiction, fantasy, imagination, it is a special reality, the reality of the world of feelings and emotions.
A fairy tale expands the boundaries for a child ordinary life, sometimes makes some situations real.
Only in fairy tales do children encounter such complex phenomena and feelings as life and death, love and hate, anger and compassion.
The form of depiction of these phenomena is special, fabulous, it is this form that is understandable to a child, and the moral meaning remains genuine.
What are the benefits of fairy tale therapy for preschoolers?

A child is born neither evil nor good. What kind of person he will grow up to be depends on those around him, on how he will be raised, what he will be taught, and what efforts will be made for this. No advertisements and action films, not many modern cartoons, in which there are monsters, zombies and various horrors that are sometimes incomprehensible even to an adult, cephalopod creatures, should have an impact on the feelings, but meetings with beauty, the feelings that he experienced when meeting this beauty.
And beauty, of course, is a fairy tale.
Meeting and getting to know a fairy tale is always a holiday for children. A fairy tale encourages a child to be kind, calm, believe in good and evil, and love for himself and everyone around him, for good, warm, friendly relationships.
Fairy tales have a huge impact influence on the formation of thinking, imagination, creativity of the child, on his behavior, attitude towards the reality around him, throughout childhood, starting from the very early childhood from the cradle.
First, children absorb information about the simplest values ​​and concepts along with their mother’s songs, rhymes, nursery rhymes, jokes, and sayings.

A little later, after two years, real education with a fairy tale begins.
Children of different ages perceive the fairy tale differently.
Preschool age (3 to 7)– this is a period of active formation artistic perception child.
In junior preschool age (from 3 to 4 years) understanding of a fairy tale directly depends on personal experience child, and what experience the child has, it is limited. When perceiving, the focus of the child’s attention is main character. Children are interested in his appearance, actions, actions, and attitude towards others.
In middle preschool age (4 to 5 years old)- the child’s range of ideas expands, life experience and knowledge are enriched. At this age, imagination and speech develop intensively. This contributes to the formation of the ability to correctly evaluate characters and events, their actions and actions.
A fairy tale is a tool for unobtrusive learning.
It is no secret that it is easier for a child of preschool age to remember and reproduce information in game form. The moral teachings of adults quickly tire children, bringing absolutely no results.
But with the help of fairy-tale characters, you can explain and convey to them all the same common truths, but in a playful way, to do this in an easy, understandable form for children.
Using the example of fairy tale heroes, important life information is best learned (for example, it is difficult to explain to a child why he should share toys with other children, but to say that he is a greedy person from some fairy tale will immediately produce results, since being a bad anti-hero for a child don't want to).
Fairy tales build character.
In fairy tales, various contrasts are very clearly and easily understood by children: courage and cowardice, wealth and poverty, hard work and laziness, ingenuity and stupidity.
Based on fairy-tale characters, children learn to distinguish between good and evil, empathize with positive heroes, evaluate the actions of negative heroes, draw their own children's conclusions and conclusions, and mentally go through various difficulties and trials with them.
When reading a fairy tale to children, parents are distracted from their thoughts, from vanity, from some experiences, gradually, together with the child, finding themselves in the world of fairy tales and fairy-tale characters.
After you read the fairy tale to your child, it would be good to talk with the child and ask him questions about the fairy tale.
- What do you think this fairy tale is about?
- Who are the heroes of the fairy tale like, what qualities do they have?
- Why did this hero do this, and what would you do if you were in his place?
- What did you like about the fairy tale and what didn’t?
- What would have happened if the hero had acted differently, differently?
Recommendation for parents on how to work with a fairy tale.
1) Reading or telling the fairy tale, poem, fable itself. Its discussion. When discussing a fairy tale, your child should be sure that he can express any opinion, whatever he says, whatever he doesn’t say, should not be condemned.
2) Ask to draw a picture of the most significant passage for the child;
3) Play out a fairy tale with the child in the roles.
The child will definitely choose a “healing” role for himself.
And here we need to give the role of screenwriter to the child himself, then problematic points will definitely be lost.
What will such methods give, what will be the result?
Firstly, the child will understand that adults are interested in his problems, that his parents are on his side, no matter what happens.
Secondly, he will learn the following approach to life: “so that you don’t have to look for strength to resolve the conflict in yourself, that you will definitely find them and overcome difficulties,” and you will overcome all difficulties, and he will definitely understand that we are living our life the way we build it for ourselves.
The child will form the opinion that there is always a way out of any situation, you just need to look for it.
Education through fairy tales is a solid foundation for success in adult life!

A fairy tale can provide clues to enter reality in new ways, it can help
a child to get to know the world, can gift his imagination and teach him to critically perceive
surrounding.
Gianni Rodari.

Some people think that fairy tale therapy is a “children’s” method. In the sense that it is addressed to the living creative creative open “ childlike” in man. “Children's” in the sense that it is limited in age. A fairy tale is a “layer cake”. Each layer has its own meaning. When we read a fairy tale, follow a fascinating plot, our unconscious is already “sniffing” the “layer cake of meanings” and choosing the most “delicious” one for itself, which can give an answer to an internal question. This is the secret" eternal youth” fairy tales - at any age you can discover the hidden and exciting.

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Fantastic fairy world, filled with wonders, secrets and magic, always attracts children. The child happily immerses himself in an imaginary unreal world, actively acts in it, and creatively transforms it. But this world seems unreal only to us, adults. The child perceives everything that happens in a fairy tale as reality. His inner world requires this. Transforming into fairy-tale heroes, princes and princesses, sorcerers and fairies, birds and animals, children complete tasks with much more enthusiasm and pleasure than when they were just Petya, Misha, Galya, Tanya.

Children love fairy tales very much because they contain “the natural space of their limitless potential, because they compensate for the lack of action in real life, because their adult life is programmed in them” (A. Meneghetti). Through fairy tales, a child gains knowledge about the world, about relationships between people, about the problems and obstacles that a person faces in life. Through fairy tales, a child learns to overcome barriers, find a way out of difficult situations, and believe in the power of goodness, love and justice.

What is fairy tale therapy? This is treatment with fairy tales. From time immemorial, knowledge has been transmitted through parables, stories, fairy tales, legends, and myths. Intimate, deep knowledge, not only about oneself, but also about the world around us, certainly heals. And precisely today, at the end of the millennium, people are intuitively drawn to it. Reread and interpret the Bible, search for hidden meaning in fairy tales, legends and myths.

Some people think that fairy tale therapy is a “children’s” method. In the sense that it is addressed to the living, creative, open “childish principle” in a person. “Children's” in the sense that it is limited in age. A fairy tale is a “layer cake”. Each layer has its own meaning. When we read a fairy tale, follow a fascinating plot, our unconscious is already “sniffing” the “layer cake of meanings” and choosing the most “delicious” one for itself, which can give an answer to an internal question. This is the secret of the “eternal youth” of fairy tales - at any age you can discover the secret and exciting.

When you start to look at a fairy tale from different points of view, different levels, it turns out that fairy tales contain information about the dynamics of life processes. In fairy tales you can find full list human problems and imaginative ways to solve them. Listening to fairy tales in childhood, a person accumulates a symbolic “bank of life situations” in the unconscious. In the process of work, we turn to the life experience of a child. The same applies to his fabulous “bank of life situations”. This often allows you to find the right solution. If a child from an early age begins to understand the “lessons of fairy tales,” answer the question: “What does a fairy tale teach us?”, and correlate the answers with his behavior, then he will become an active user of his “bank of life situations.”

Fairytale therapy is a process of activationresources, personality potential.

For many, fairy tales are associated with magic. What is magic? Paracelsus asked himself this question. The magical world is an invisible spiritual analogue of visible Nature. Inhabited by hosts of curious creatures called nature spirits. These are the spirits of the earth - gnomes, the spirits of water - undines, the spirits of fire - salamanders, the spirits of air - sylphs. Spirits are actually living creatures. The idea of ​​living nature gives us a rich tool for personal development. If we tell a child about the amazing little invisible creatures that live in every tree, bush, flower, blade of grass, will there be a desire to mindlessly break branches and pick flowers? The plant world is created for loving person. Plants gladly give him their fruits, and invisible elves can fly to another plant. If a child knows what is in every stream and lake. The river has its own undine, would it want to pollute the water? After all, in dirty water the spirits cannot live and she will become dead. If the child knows. That even in a small fire there lives a salamander, will he want to play with matches, madly scattering the frightened salamanders around the house? If the child knows. That in the air there live little sylphs and sylphs, bringing good dreams and smiles, will it really begin to pollute the air with suffocating gases in the future?

But magic is not only associated with the inhabitants of the magical world. It is associated with creativity, creation, faith in good forces and new possibilities. It is invisible to the eye, but felt by the heart.

Magic is also transformation. Magic happens within us, gradually improving the world around us.

Fairytale therapy is a process of improving the inner nature and the world around. It's also therapyenvironment, a special fairy-tale setting in which potential parts of the personality can manifest themselves, something unrealized, a dream can materialize; and most importantly, a feeling of security and the aroma of Mystery appears in her.

Types of fairy tales:

1. Didactic (in the form of a learning task, i.e.the child is taught about new concepts (home, nature, family, rules of behavior in society)
2. Meditative ( to relieve psycho-emotional stress), children draw, write, play, listen to the sounds of nature, lie on the carpet and dream - imagine - “conjure”.
3. Psychotherapeutic(to treat the soul, with the image of the main character “I”, a good wizard), children draw illustrations, make dolls and stage plays.
4. Psychocorrectional(for a gentle influence on the child’s behavior), we read a problematic fairy tale without discussing it, we give the child the opportunity to be alone with himself and think.
5. Artistic (author's stories, wise ancient tales, i.e.introducing the child to aesthetic principles and traditions of humanity)
6. Diagnostic (if the child has chosen his favorite fairy tale and hero, then in this context the hero is a prototype of the child himself, what he would like to be)

In fairy tales, Good always triumphs over Evil! The fairy tale is close to the child’s worldview, because he has an emotional and sensory perception of the world. He still does not understand the logic of adult reasoning. But the fairy tale does not teach directly. It contains only magical images that the child enjoys, determining his sympathies.

Five types of fairy tales are used in the fairytale therapy process today. Which are designed in accordance with the current situation and served under various “sauces”: analysis, storytelling, writing, rewriting, doll therapy, image therapy, drawing, psychodynamic meditation, staging fairy tales in the sandbox:

• folk (with ideas of good and evil, peace, patience, striving for better)
• tales about animals;
• everyday tales;
• scary tales;
• fairy tales.

Features of the tale:

1. Significant processing of information received from the emotional environment;
2. Clear composition with characteristic symmetry individual elements, with their repeatability;
3. Sketchy and concise presentation of the material, making it easier to tell and listen.
4. Active development of action, expressed in a rapid transition from one moment to another and to the denouement; learn certain terminology.

Using stereotypical expressions to help the child

1. Telling a new or famous fairy tale in the 3rd person. An adult tells. In this case, the author's skills and abilities are important. When telling a fairy tale, it is important to build a figurative series of narrative in front of your mind's eye. “Getting used to” the characters of the fairy tale and conveying their intonations; make timely pauses and semantic accents.
2. Group storytelling. In this case, the narrator is a group of children (or adults, or teenagers).
3. Telling a fairy tale known to the whole group. Each group member takes turns telling small piece fairy tales. The narrative is divided into fragments randomly, depending on which part of the story the previous narrator takes on. If storytelling is carried out in a children's group, the leader can participate in the storytelling.
4. Telling a famous fairy tale and inventing a sequel to it. After the fairy tale is told, the group members come up with a continuation for it, and the last storyteller must finish the fairy tale.
5. Group creation of a fairy tale. Someone starts saying the first phrase, and the next member of the group joins in with a fabulous phrase or two.
6. Telling a story in the first person and on behalf of various characters in the story. Group members choose the tale they are going to tell and distribute the characters in the tale among themselves.

While listening or reading a fairy tale, a child or adult plays it out in their imagination. He imagines the scene of action and the characters of the fairy tale. Thus, he sees the whole performance in his imagination. Therefore, it is completely natural to use staging a fairy tale with the help of puppets for psychological purposes. “By bringing to life” the doll, the child feels and sees how his every action is immediately reflected in the doll’s behavior. The child really becomes a magician, forcing a motionless doll to move as he sees fit

The teacher must teach children to see and understand another person, to experience his feelings with him. Teach your child to control his emotions and feelings.

Usually in fairytale therapy for children, fairy tales are structured according to individual children's problems:

1.Fairy tales for children who experience fears of the dark, fear of the medical office and other fears.

2. Fairy tales for hyperactive children.

3.Fairy tales for aggressive children.

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

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

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

I. Before starting full-fledged lessons on fairy tales, it is necessary to train children in the ability to sit correctly, relax, feel, and follow instructions.

To achieve this, three relaxation techniques are offered:

a) relaxation in contrast to tension;

b) relaxation with focusing on breathing;

c) relaxation - meditation.

Relaxation in contrast to tension.When teaching children to relax in contrast to tension, we draw children's attention to certain groups muscles (arms, legs, torso, neck, face). Contrasting pairs can be words:

Hard - soft,

Strong - weak,

Cold - warm,

Icicle - water,

Movement is sleep

Fear is trust

Evil - good.

The following are usedexercise options:

Children are asked to tense their fingers as hard as possible, make their fingers (“tiger claws”) hard and hold them in this position. The presenter walks around the children, checking whether their fingers and hands are strong enough. Then children are asked to relax their fingers, hang their hands, make them soft and weak (instead of “claws” - “soft paws”). The presenter checks whether the fingers are relaxed enough.

Children are asked to grit their teeth, squint their eyes, make their face angry and rude, and feel the tension in their facial muscles. You can touch your face with your fingers and feel how hard the muscles of your lips, jaws, and forehead have become. Then the children relax their face, making it soft, kind, and calm. Gently stroke your cheeks, lips, chin, forehead with your fingers, feeling peace and relaxation of the muscles.

Children in the “standing” position are asked to “freeze”, shrink from the cold, tense the muscles of the neck, shoulders, arms, feel their hardness and tightness. The presenter, touching each child, checks how tense the muscles of his body are. Then he gently strokes each child’s head, neck, shoulders, and arms, offering to “warm up,” relax, and feel warmth and softness throughout the body. The children's arms hang along the body, the head falls lightly on the chest. The leader checks the relaxation by raising the children's hands. A soft and relaxed hand will fall on its own, without any resistance.

When teaching children to relax, the teacher must check the degree of tension and relaxation of the children by touch. For enslaved, nervous children, the presenter strokes them gently and affectionately more often than others, helping them to relax.

Relaxation with focusing on the breath.It is recommended to end almost all dynamic exercises, games and dances with relaxation and focusing on breathing. Rhythmic slow breathing calms an agitated mind and helps the child relax more fully.

The abdomen should rise during inhalation and fall during exhalation. Attention should be focused on the abdomen, achieving a fuller and deeper exhalation. Inhalation occurs spontaneously and does not require special attention. Relaxation with focusing on breathing can be done while sitting or standing, but it is better if it happens in a lying position.

The presenter “leads” the children with his voice: vdo-o-o-h-h... you-s-do-o-h... softer... lighter... The body does not move... the hands lie calm. .. relaxed... Breathe from the tummy... softer... lighter... Well done! You are doing a wonderful job... We watch how the air comes out... the tummy rises... falls... The face relaxes... becomes calm... soft... Go-o-o-o-o-o-o-o-o-o-o-o-o... you-s-do-o-x... well done.

It is better to do this without music, as it will distract the children’s attention from the voice of the presenter.

Relaxation - meditation. What is meditation? This is the state of the most complete and deep immersion in any process, which can be concentration of attention on visual or auditory objects, on the states of one’s body, etc.

Children are encouraged to look as closely as possible, listen, and immerse themselves in one or another state. The facilitator tries to help children immerse themselves as deeply as possible in sound, color, light or sensations... If meditation involves reincarnation as fairy tale heroes, then children are asked to convey the given image as clearly and expressively as possible.

How to structure preparatory classes?

To do this, three or four exercises are enough, for example:

Exercise for auditory or visual attention, different kinds walking.

A relaxation exercise to contrast with tension.

An active game or dance followed by relaxation combined with breathing.

■ How long does it take to prepare children for fairy tales? This process is completely individual, it depends on psychological state groups and the age of the children. For some it will take two to three weeks, for others a month and a half.

CONDUCTING CLASSES

It is enough to conduct classes on fairy tales once or twice a week. Their duration may vary: 25 minutes or more. The age of the children and their mental capabilities should be taken into account; if necessary, any activity can be reduced to a minimum.

In case of unexpected fatigue of children, the lesson can be gently stopped, explaining that “ Magic power“has dried up and there is no way today to continue the journey through the fairy tale, that the next meeting with the heroes of the fairy tale will take place another time.

Basic rules for conducting classes:

1. There should be quite a lot of space for classes. Required on the floor large sizes carpet. During classes, children most often sit in the so-called relaxation position: sitting on their heels, lowering their arms freely along the body or placing them on their hips. You need to keep your back straight. At first, this position may seem unusual; the legs may ache slightly, but children need to be explained that the bones and muscles of their body are soft, flexible, mobile and that they will soon get used to the unusual position. Experience shows that children really get used to it easily.

2. During the relaxation process (sitting, lying, standing), children are not recommended to move, talk, or ask questions. Because the process of “listening to yourself” is very subtle, and any conversations, knocks, claps, or movements distract the children’s attention and easily destroy the atmosphere created by the presenter. At first, children may experience some discomfort from immobility. The presenter will have to very gently and patiently explain to the children how important it is to learn to “listen” to oneself, to overcome discomfort, be courageous and strong.

The word “listen,” constantly used in classes, means, of course, not only physical hearing, but also the ability to feel, sense “inner sounds.”

Internal sounds are sensations that can be very different: from lightness, pleasant warmth, “goosebumps” to tingling, feeling of heaviness, discomfort.

Whatever children hear inside is normal, even if it sometimes seems unpleasant. If children do not hear anything, this is also normal at first. Gradually their sensitivity will increase.

3. During the lesson, children are periodically given the opportunity to talk about their feelings, but sometimes they are asked to simply silently “listen to themselves.”

4. Entering a fairy tale is very important point. This is a moment of magic, mystery, “filling with super energy.” In order to be transported to an unusual space, you need “magic power”, superpower or, according to at least, overcoming a certain barrier, obstacle.

To exit a fairy tale, there is no need to use the same techniques as to enter. The exit is carried out by itself, easily and simply: it does not require extra effort. The energy spent on actions, awareness and experiences during the journey through the fairy tale seems to dry up, and the child automatically returns to the usual level of awareness and energy, to the familiar real world. In addition, by “living” a fairy tale, the child acquires some new qualities, knowledge, and is transformed in some way. It would be illogical to overcome the “fiery river” again (see the fairy tale “The Snow Maiden”) or become saturated with the power of “ magic flower"(see the fairy tale "The Little Flower of Seven Flowers") to cross the line from fairy tale to reality.

5. The text of the fairy tale is the connecting link between the exercises and creates a certain atmosphere. Each fairy tale has its own unique spirit, its own characteristics. Texts can be retold, but sometimes, if these are fairy tales by Andersen, Pushkin, Kipling, Charles Perrault, it is better to read them in order to preserve the style and subtle author's atmosphere.

Of course, when compiling lessons, the texts of fairy tales have to be significantly shortened, and often something needs to be changed.

6. Fairy tales can be repeated at certain intervals. Children love repetition, and, in addition, familiar exercises are perceived more easily, and sometimes with great interest. After all, in a familiar exercise, you don’t have to waste energy and effort on recognition, memorization, assimilation, but you can simply enjoy the process itself, plunging into it, as they say, headlong.

Any, even the simplest, movement or action has depth. By depth we mean accuracy, expressiveness, quality... The same exercise will be performed differently by a five-year-old child and a seven-year-old child. The same exercise will be performed differently by the child at the beginning of the year and at the end, during the first acquaintance with the fairy tale and upon repeated acquaintance with it. The acquired skills of relaxation and conscious perception of the world increase the sensitivity of children, and what was initially carried out superficially will later be carried out with greater impact, on a deeper level.

8. All attributes of fairy tales, any visuals, musical works can be varied and replaced with others, simplified or complicated. You can learn about the use and production of “puppets” from the book “The Path to Magic. Theory and practice of fairy tale therapy."

9. The role of the leader in these classes cannot be overestimated. It depends on him what kind of atmosphere, what mood he will create, how he will direct the children’s attention, activate and calm them. Be-

The soul must subtly feel what rhythm and tempo to conduct classes, and when to reduce or increase the number and intensity of exercises. The presenter requires some psychological abilities in order to timely and accurately determine which child to assign to a particular role.

10. It must be remembered that everything that children do, all their words, movements, even improvisations (they should be especially encouraged!) are successful, successful, the best and beautiful. And it doesn’t matter how it looks from the outside. It is important that children feel free, liberated, that they believe in themselves and in their strength. Everyone does the best they can. Children need to be constantly encouraged, verbally encouraged, and praised for particularly difficult exercises.

Teaching work is similar to being a gardener. And the beauty of the soul of every child largely depends on our care, love and attention.

“Childhood is like the soil into which seeds fall. They are tiny, you can't see them, but they are there. Then they begin to sprout. Biography human soul, the human heart is the germination of seeds, their development into strong, large, in any case, plants. Some become clean and bright colors, some - ears of grain, some - evil thistles" (Vladimir Soloukhin).