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Why do you need fairy tale therapy in a dow. Playing a fairy tale: how to conduct a lesson in fairy tale therapy in kindergarten

Municipal budgetary preschool educational institution

Kindergarten №10 "Ryabinka"

Report on the topic:

"Fairytale therapy in kindergarten"

Prepared by:

Educational psychologist

Ermolina M.V.

2012 Likino-Dulyovo

Fairy tale therapy is perhaps the most childish method of psychology, and, of course, one of the most ancient. After all, even our ancestors, while raising children, were in no hurry to punish the delinquent child, but told him a fairy tale, from which the meaning of the act became clear. Fairy tales served as a moral and moral law, protected children from misfortunes, taught them how to live. Knowing how a fairy tale affects a person’s life, you can help your child a lot. Does he have a favorite fairy tale that he asks to read again and again? So, this tale touches on very important issues for the child. Fairy tale therapy sessions will help you understand what attracts the child to the plot of this fairy tale, which of the characters he likes the most, why he chooses this particular fairy tale. Over time, the child's addiction to a particular fairy tale changes, and this means that the baby grows, develops and poses new life questions.

Psychologists' research shows that a child's life is programmed in favorite fairy tales. "Tell me what your favorite fairy tale is, and I'll tell you who you are" - this is how the well-known proverb of psychoanalysts was paraphrased. Parents can learn fairy tale therapy on their own, but psychological counseling still does not hurt. For a soft influence on the behavior of the child, the psychologist selects special fairy tales.

Fairy tales for fairy tale therapy are selected differently: Russian folk and author's, specially designed psycho-correctional and meditative fairy tales, and many others. Often the psychologist offers the kid to compose a fairy tale on his own. The writing of fairy tales by a child and for a child is the basis of fairy tale therapy. Through a fairy tale, you can learn about such experiences of children that they themselves are not really aware of, or are embarrassed to discuss them with adults. Through a fairy tale, for example, one can learn about the attitude of a preschool child to the divorce of his parents.

As children, we all loved to listen to fairy tales. Depending on the mood, children can imagine themselves as one or another hero; and the Snow Queen, with her impregnability and coldness, then Gerda with a fiery heart, not retreating before any obstacles, then the princess from the Bremen Town Musicians.

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

Children face some problems, they come to us, adults, but most often the methods that we offer are not suitable for them. Then they come to the conclusion that we cannot help them. And what to do with the accumulated sadness, irritation, anger or joy that is already overwhelming the child?

And here fairy tale therapy can come to the rescue. What is it? These are the same fairy tales, only focused on some problem. This is a story about certain situations that a child often finds himself in, it also describes the feelings that arise in a child, which can be associated with completely different life events. Imagination plays an important role here.

At the senior preschool age, two most important functions and lines of its development are manifested.

The first is connected with the development of sign-symbolic activity and is determined by the role of imagination mechanisms in the child's mastery of voluntary attention, memory, and logical thinking.

The second function of the imagination, associated with tentatively exploratory effective cognitive activity, allows the child to understand and feel the meaning of human activity, the actions of those around him and his own actions for himself and for others, mentally play out various options for actions and experience the meaning of their consequences. This is due to the formation of a certain meaningful emotional attitude to the environment, which constitutes the moral sphere of the child.

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

Each group of fairy tales has its own age audience. Children 3-5 years old are most understandable and close to fairy tales about animals and fairy tales about the interaction of people and animals. At this age, children often identify themselves with animals, easily transform into them, copying their behavior.

Starting from the age of 5, the child identifies himself mainly with human characters: Princes, Princesses, Soldiers, etc. The older the child becomes, the more he enjoys reading stories and fairy tales about people, because these stories contain a story about how a person knows the world. From about 5-6 years old, the child prefers fairy tales.

The main principle of the selection of fairy tales is the direction of the problem situation characteristic of a given age, the moral lesson that a fairy tale gives, accessible for understanding by children of older preschool age.

The structure of the fairy tale therapy lesson contains the obligatory ritual of “entry into a fairy tale” (setting), the main part, where the methods of working with a fairy tale, techniques and exercises for the development of the child’s verbal imagination, and the ritual of “exiting a fairy tale” are used. Such a structure of the lesson creates an atmosphere of a "fantastic world", a mood for working with a metaphor.

The work with the fairy tale is built as follows:

1) reading or telling the tale itself; her discussion. Moreover, in the discussion, the child must be sure that he can express any of his opinions, i.e. whatever he says should not be condemned.

2) a drawing of the most significant passage for the child;

3) dramatization, i.e. playing a fairy tale in roles. The child intuitively chooses a "healing" role for himself. And here it is necessary to give the role of the screenwriter to the child himself, then the problematic moments will definitely be lost.

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

What can give such fairy tales for children?

First, the child understands that adults are interested in his problems, that his parents are on his side.

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

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

In fairy tales, the following groups of topics that they raise can be distinguished.

1. Difficulties associated with communication (with peers and parents).

2. Feelings of inferiority. Almost all aggressive behavior is the result of a sense of one's own "insignificance" and an attempt to prove the opposite in this way.

3. Fears and anxieties for a variety of reasons.

4. Problems related to the specifics of age. A preschooler is faced with the need to do without a mother, to be independent.

As a result of fairy tale therapy, the child feels the support of adults, which he needs so much. Also in a fairy tale and through the perception of the fairy-tale world, you can create the necessary conditions for the development of the emotional sphere of a preschooler, enrich with images and ideas that form the imagination.

Is fairy tale therapy useful for everyone?

Yes, fairy tale therapy is useful for everyone. There are special healing tales not only for small children, but also for teenagers and adults. The fairy tale will help to solve many psychological problems. Do not just consider it a salvation from all troubles. This is not a miracle drug that helps in one dose, but a long, hard work, the effect of which will be visible over time, but it will definitely be. Of course, fairy tale therapy has special conditions when working with children: the child must clearly understand that there is a fairy-tale reality that is different from real life. The skill of such discrimination usually appears in a child by the age of 3.5-4, although, of course, in each specific case it is important to take into account the individual characteristics of the child's mental development.

Fairy tale therapy techniques can be mastered by parents. However, you should first consult with experts.

If you notice that your child has some kind of emotional problem (for example, he is irritable, rude, capricious or aggressive), you need to come up with a fairy tale where the characters, their adventures and exploits will help your child solve this problem. First, we describe a hero who is similar to a child in age and character (the fairy tale we invented may even begin with the words: "There was a boy who looked very much like you..."). Further, we show the life of the hero in a fairy tale so that the child himself sees the resemblance to his own life (after all, fairy tale therapy is individual fairy tales for a particular person, it is necessary that the child can see himself in the main character). Then, the hero invented by us gets into a problem situation similar to the real situation of the child (he is also afraid of something, feels lonely, etc.) and we attribute to the hero all the experiences of the baby (of course, according to the plot, many opportunities and ways should appear to overcome these obstacles). Then, the fairy-tale hero (and the child with him) begins to look for a way out of this situation and, of course, finds it.

Fiction stories are also very useful. For example, a child who loves to lie about trifles should read the fairy tale "The Bouncer Hare", the frivolous and playful "Adventures of Dunno", it will be useful for a selfish and greedy kid to listen to the fairy tale "About the Fisherman and the Fish", and the timid and shy - "About the Cowardly Hare ". In this case, you should not explicitly point out the similarity of the hero with the child - the kid will draw conclusions himself. Just discuss the story together. Almost all methods of art therapy will come to the rescue here: color therapy (you can draw your impressions of a fairy tale), game therapy (invent a game based on a fairy tale or stage a favorite passage), and even music therapy (choose melodies that suit the mood of a particular plot). This will help the baby to better learn the experience learned from the fairy tale, and parents - to better understand their child.

The forms of working with fairy tales are as multicolored and varied as life itself. Absolutely everything that surrounds us can be described in the language of fairy tales. If parents can correctly use all the possibilities of fairy tale therapy, they will provide their children with invaluable help.
The child will know that his parents are not indifferent to his problems, he will be able to learn such a life rule: "you need to look for strength to overcome difficulties in yourself." Fairy tales show that there are no hopeless situations, there is always a way out - you just need to look for it.

Fairy tales will develop the child's imagination, teach him to improvise freely, without fear of danger, give him a wonderful ability to use the magical power of creativity to solve problems!

Preschool education, as the first link in the general education system, plays an important role in the life of society, therefore it is at this stage of development that it is important to give children not only a high level of acquiring a wide range of knowledge, skills and abilities, but also moral values and rules.

The modern world is characterized by the fact that homemade toys are being replaced by electronic games, robots, computers. Traditional forms of play and toys are being replaced or relegated to the background. Together with them, such extremely important components of childhood as fairy tales faded into the background. As you know, the fairy tale is filled with information about the history of the people, spiritual and moral values, behavior in different life situations. Accordingly, fairy tale therapy can be used as a means of targeted pedagogical influence on a personality in order to harmonize the emotional state of a preschool child. Since fairy tale therapy is one of the modern technologies of correctional work, it is widely used by practicing teachers in their activities.

The method of working with a fairy tale has a long history. The word "fairy tale" is first encountered in the seventeenth century. However, before the studies of B. Bettelheim, R. Gardner, K. Jung, V. Propp appeared in fairy tales, they saw “one fun” worthy of the lower strata of society. Later, on the basis of research, a modern concept of working with a fairy tale was built.

The literature has repeatedly discussed the question of useful work with a fairy tale. The end of the century put everything in its place and today the method of working with a fairy tale is being actively developed in our country by many well-known teachers and psychologists. Many Your wonderful fairy tales for children with developmental problems and deficiencies were written by V. Bekhtereva, A. Gnezdilov, T. Sergeeva.

The significance of fairy tale therapy as a pedagogical technology lies on the surface. And the direct result of its influence on the child's consciousness is the assimilation of moral attitudes and knowledge about the surrounding world inspired by it. The fairy tale gives the child an idea of the world at the intellectual and subconscious levels, opening up new horizons for him, both in the surrounding reality and in the inner space. In a word, a fairy tale gives a person the same thing as literature of other genres. With the difference that most often it does not require from the child great knowledge and rich moral experience. In other words, the requirements for the existing base in a children's fairy tale are feasible for a child. That is why fairy tale therapy is one of the most effective psychological and pedagogical technologies in working with preschoolers.

The attractiveness of fairy tale therapy for teachers can be explained primarily by its universality. Through the analysis of a fairy tale made up by a child, one can obtain information about his life, the current state, and a way to overcome difficulties. Using a fairy tale, the educator has the opportunity to convey to the child and his parents new ways and algorithms for getting out of a problem situation. Taking part in fairy tale therapy sessions, the child accumulates a positive emotional charge, strengthening his social immunity.

It is also important that the use of techniques does not form children's dependence on external assistance. An adult gives only general guidelines, the main work is carried out by the child himself. The child compares himself with the character, analyzes his behavior (thus resorting to self-analysis) and, using his example, learns to overcome difficulties of a different nature in real life.

The fairy tale develops the child's imagination, expands his horizons. Listening to and analyzing fairy tales in childhood, a person accumulates a bank of life situations in the subconscious, which, if necessary, can be activated. A fairy tale creates a special bond between a child and an adult, based on trust and confidence. In the process of fairy tale therapy, negative characters (which are the embodiment of children's fears and complexes) turn into positive ones.

There are various storytelling methods. It would be appropriate to use such a type of work as drawing based on a fairy tale. Each child chooses and draws a fragment of a fairy tale that he wants to portray, a hero that he liked the most.
Discussing the behavior and motives of the character's actions with children, identifying fears in a child is also one of the most effective methods of using a fairy tale.

The staging of episodes of a fairy tale, in addition to the psychological and pedagogical effect, will contribute to the development of the child's creative abilities. Roles are distributed between children (animal characters and fear characters), taking into account the emotional state of the children and previous drawings. If the child is afraid and refuses, there is no need to force him, let him be a spectator.

Also, a fairy tale can be used as a parable. In this case, the fairy tale should become a model of behavior. The fairy tale effect is consolidated when the teacher asks the children what fairy tale they heard, which of the characters they liked and why.

Fairy tale therapy can be used in work with children both at the preventive, diagnostic, and corrective stages.

Attention should also be paid to those functions, which, according to modern psychologists of fairy tale therapists (G. Ozhiganov, E. Tsopa, E. Zaika, D. Aranovsky-Dubovis, D. Sokolov), inherent in a fairy tale at the present stage of its use:

diagnostic function (using a fairy tale as a projective technique, an experienced teacher can determine with a high degree of accuracy the cause of the problem faced by the child;
a therapeutic function that allows, firstly, psychologically preparing a child for intense emotional situations, secondly, symbolically reflecting physiological and emotional stresses, thirdly, accepting in a symbolic form one's physical activity and ability to act in crisis situations, fourthly , abandon intellectual interpretations and fully accept the whole gamut of emotional experiences, etc.;
educational function. A fairy tale is an unsurpassed instrument of educational influence precisely because it is devoid of directiveness. It allows you to gently explain to the child how to act, and what can be harmful.

To implement these functions, both existing folk and author's tales, as well as modern ones created for a specific purpose, can be used. Specialists of the Fairy Tale Therapy Institute talk about the use of such kinds of fairy tales for psychotherapeutic, diagnostic and educational work:

artistic fairy tales (they carry both didactic, and psycho-correctional, and even meditative aspects). Fairy tales were not created for the process of therapy at all, but they serve it no less successfully. As a kind of fiction, folk tales have been created and are being created for centuries and do not have specific authors. Folk tales carry ideas that are extremely important for psychological work.Author's artistic tales are more figurative, emotional than folk ones. They are more suitable for those cases when, in the process of fairy tale therapy, the child needs to understand inner experiences;
didactic fairy tales are created by teachers to "package" educational material. At the same time, abstract symbols (numbers, letters, arithmetic signs) are spiritualized, a fabulous image of the world in which they live is created. Didactic tales can reveal the meaning and importance of relevant knowledge;
psycho-corrective fairy tales are created to delicately influence the behavior of the child. Correction here means replacing an ineffective style of behavior with a more productive one, as well as explaining to the child the meaning of what is happening. It is worth noting that the use of a psycho-correctional fairy tale is limited by age (up to about 11-13 years old) and problems (inadequate, ineffective behavior);
psychotherapeutic fairy tales - fairy tales that reveal the meaning of ongoing events. They are not always unambiguous and do not always have a happy ending, but they are always deep and penetrating. Psychotherapeutic tales often leave the child with a question, which in turn stimulates the process of personal growth. Most psychotherapeutic fairy tales are devoted to the problems of life and death, attitudes towards gains and losses, love, one's own path. These fairy tales help where other psychological techniques are powerless. Psychotherapeutic fairy tales can also include fairy tales of the preschooler himself, fairy tales composed together with the child, parables, stories of the Old Testament, some fairy tales of G.-Kh. Andersen;
meditative fairy tales are created to accumulate positive figurative experience, relieve psycho-emotional stress, create better models of relationships, and develop a personal resource. The main task of meditative fairy tales is the creation in our unconscious of positive "ideal" models of relationships with the outside world and other people. Therefore, a distinctive feature of meditative tales is the absence of conflicts and evil heroes. This kind of fairy tales is addressed to the ideal "I" of the child in order to support and strengthen it. In addition, these tales reflect the bright side of events, contributing to the acceptance of the situation.

The process of creating new fairy tales continues today. A feature of this process is a certain expansion of the functional load of a fairy tale, which is increasingly being created and sent for use in a particular case. For the success of pedagogical activity, educators can use their own fairy tales, but when compiling them, it is also necessary to observe certain recommendations:

First, you need to choose a hero close to the child by gender, age, character.
Secondly, to describe the life of the hero in a fairy tale so that the child finds similarities with his own life. After that, it is necessary to introduce the hero into a problem situation corresponding to the real one that the child is experiencing.
The hero's search for ways to solve the problem must be accompanied by comments, demonstrating the situation from different points of view. You can introduce an assistant - a wise mentor. At the end, we draw a conclusion, involving the child in this. When creating psycho-correctional fairy tales, it is important to know the hidden causes of certain behavior, fears and complexes of the child.

At first glance, it may seem that fairy tale therapy is suitable only for working with children, but this is not so. At the present stage, the method of fairy tale therapy is successfully used in work with severe cancer patients (the experience of A. Gnezdilov), adolescents with difficulties in education, adults who, for one reason or another, found themselves in a crisis in life (the experience of D. Sokolov). This area of fairy tale therapy has not yet been sufficiently developed and requires further development and improvement.

Promising is the development of fairy tale therapy in the direction of its application in work with adults, as well as the education of new specialists in this field.

So, fairy tale therapy is the observation and disclosure of the inner and surrounding world, comprehension of the experienced, modeling of the future, the process of selecting for each child his “personal” fairy tale. Fairy tales reflect all aspects of human life: models of relationships are designed, values and ideals are determined that contribute to the formation of a spiritually healthy, competent personality. And the obligatory “happy ending” becomes the main means of this type of therapy, which helps children get rid of fears and complexes.

Fairy tale therapy is a method that allows using the experience acquired in the course of the historical development of mankind for the integration of the individual, for expanding and improving the interaction of a person with the outside world. The basic principle of this pedagogical technology is the holistic, spiritual development of a person (child, teenager, adult), this is the possibility of creating a favorable ground for the formation of a holistic, creative personality.

Some people think that fairy tale therapy is a “childish” method. In the sense that it is addressed to the living creative creative open “childhood” in a person. “Childish” 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.

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A fantastic fairy-tale world filled with miracles, secrets and magic always attracts children. The child happily plunges into an imaginary unreal world, actively acts in it, creatively transforms it. But this world seems unreal only to us adults. The child perceives everything that happens in a fairy tale as a reality. This is required by his inner world. Reincarnating as fairy-tale heroes, princes and princesses, sorcerers and fairies, birds and animals, children perform tasks with much greater enthusiasm and pleasure than just being Petya, Misha, Galya, Tanya.

Children are very fond of fairy tales, 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, the child receives knowledge about the world, about the relationship of people, about the problems and obstacles that a person has in life. Through fairy tales, a child learns to overcome barriers, find a way out of difficult situations, and believe in the power of kindness, love and justice.

What is fairy tale therapy? This is the treatment of fairy tales. From time immemorial, knowledge has been transmitted through parables, stories, fairy tales, legends, myths. Secret, deep knowledge, not only about yourself, but also about the world around you, of course, heals. And today, at the end of the millennium, people are intuitively drawn to it. They reread and interpret the Bible, looking for hidden meanings in fairy tales, legends and myths.

When you start to consider a fairy tale from different points, at different levels, it turns out that fairy tale stories contain information about the dynamics of life processes. In fairy tales you can find a complete list of human problems and figurative 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 the child. So it is with his fabulous “bank of life situations”. Often this allows you to find the right solution. If a child from an early age begins to realize the “fabulous lessons”, to answer the question: “What does a fairy tale teach us?”, to correlate the answers with his behavior, then he will become an active user of his “bank of life situations”.

Fairy tale therapy is a process of activationresources, the potential of the individual.

For many, fairy tales are associated with magic. What is magic? This question was asked by Paracelsus. The magical world is an invisible spiritual analogue of the 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 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 world of plants was created for loving person. Plants gladly give him their fruits, and invisible elves can fly to another plant. If the child knows what is in every stream, lake. The river has its own undine, will he want to pollute the water? After all, spirits cannot live in dirty water and it will become dead. If the child knows That even a salamander lives in a small fire, will he want to play with matches, madly scattering frightened salamanders around the house? If the child knows That little sylphs and sylphs live in the air, bringing good dreams and smiles, will it really pollute the air with suffocating gases in the future?

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

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

Fairy tale therapy is a process of improving the inner nature and the world around. It's also therapy.an environment, a special fabulous setting in which potential parts of the personality can appear, something unrealized, a dream can materialize; and most importantly, a sense of security and the aroma of Mystery appear in it.

Types of fairy tales:

Didactic (in the form of a learning task, i.e.the child is told about new concepts (home, nature, family, rules of behavior in society)
Meditative ( to relieve psycho-emotional stress), children draw, compose, play, listen to the sounds of nature, lie on the carpet and dream - imagine - “conjure”.
Psychotherapeutic(for the treatment of the soul, with the image of the main character "I", a kind wizard), children draw illustrations, make dolls and put on performances.
Psychocorrective(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.
Artistic (author's stories, wise ancient tales, i.e.acquaintance of the child with the aesthetic principles, traditions of mankind)
Diagnostic (if the child chose 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 in terms of attitude, because he has an emotional and sensory perception of the world. He still does not understand the logic of adult reasoning. A fairy tale does not teach directly. There are only magical images in it, which the child enjoys, determining his sympathies..

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

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

Fairy tale features:

Significant processing of information received from the emotional environment;
A clear composition with a characteristic symmetry of individual elements, with their repetition;
Schematic and brevity of the presentation of the material, facilitating storytelling and listening.
Active development of the action, expressed in a rapid transition from one moment to another and to the denouement; learn certain terminology.

Use of stereotypical expressions that help the child

Telling a new or well-known fairy tale in the third person. An adult speaks. 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 narration in front of your mind's eye. “Get used” to the heroes of the fairy tale and convey their intonations; make timely pauses and semantic accents.
Group storytelling. In this case, the narrator is a group of children (or adults, or teenagers).
Telling a fairy tale known to the whole group. Each member of the group takes turns telling a small piece of the story. The narrative is broken into fragments arbitrarily, depending on which part of the story the previous narrator takes on. If the storytelling is carried out in a children's group, the facilitator can participate in the storytelling.
Telling a famous fairy tale and inventing a sequel to it. After the tale is told, the group members come up with a continuation for it, and the last narrator must finish the tale.
Group storytelling. Someone starts saying the first phrase, and the next member of the group joins in a fairy phrase one or two.
Telling a fairy tale in the first person and on behalf of various characters in the fairy tale. The group members choose the fairy tale they are going to tell and distribute the characters of the fairy tale among themselves.

Listening or reading a fairy tale, a child or an adult plays it in his imagination. He imagines the place of action and the characters of the fairy tale. Thus, in his imagination he sees the whole performance. Therefore, it is quite natural to use the staging of a fairy tale with the help of puppets for psychological purposes. "Reviving" the doll, the child feels and sees how each of his actions is immediately reflected in the behavior of the doll. 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 their emotions and feelings.

Usually, in fairy tale 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 conduct disorder with physical manifestations: eating problems, bladder problems, etc.;

5. Fairy tales for children who are faced with problems in family relationships. In case of divorce of parents. When a new family member arrives. When children think that in another family they will be better off.

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

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

There are three relaxation techniques for this:

a) relaxation in contrast to tension;

b) relaxation with fixation of attention on breathing;

c) relaxation - meditation.

Relaxation versus tension.When teaching children to relax in contrast to tension, we draw children's attention to certain muscle groups (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 is good.

The followingexercise options:

Children are invited to strain as much as possible, make their fingers (“tiger claws”) firm and hold them in this position. The host goes around the children, checks whether the fingers and hands have become hard enough. Then the children are invited to relax their fingers, hang their hands, make them soft and weak (instead of "claws" - "soft paws"). The facilitator checks whether the fingers have become relaxed enough.

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

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

When teaching children to relax, the facilitator must check the degree of tension and relaxation of children by touch. Children who are enslaved, nervous, the host more often than others, gently and affectionately strokes, helping them to relax.

Relaxation with focus on the breath.Almost all dynamic exercises, games and dances are recommended to end with relaxation with attention fixed on the breath. Rhythmic slow breathing calms the excited 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 fixation of attention on the breath can be performed while sitting or standing, but it is better if this happens in the “lying” position.

The host “leads” the children in his own voice: in-o-o-o-x ... you-s-to-o-x ... softer ... easier ... The body does not move ... the arms lie calmly. .. relaxed... We breathe with the tummy... softer... easier... Well done! You are doing great ... Watching the air go out ... the tummy rises ... falls ... The face relaxes ... becomes calm ... soft ... 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 leader's voice.

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

Children are encouraged to peer, listen, immerse themselves in one state or another as carefully as possible. The facilitator tries to help the children immerse themselves as deeply as possible in sound, color, light or sensations... If meditation involves reincarnation as heroes of fairy tales, then children are invited to convey the given image as brightly and expressively as possible.

How to build preparatory classes?

Three or four exercises are enough for this, for example:

Exercise for auditory or visual attention, various types of walking.

Relaxation exercise in contrast to tension.

An outdoor 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 the psychological state of the group and on the age of the children. For some it will take two or three weeks, for others a month and a half.

CONDUCTING LESSONS

Lessons on fairy tales are enough to be carried out once or twice a week. Their duration can be different: 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 unforeseen fatigue of children, the lesson can be gently stopped, explaining that the “magic power” has dried up and there is no way to continue the journey through the fairy tale today, 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 enough space for classes. The floor needs a large carpet. In the classroom, children most often sit in the so-called relaxation position: sitting on their heels, freely lowering their arms along the body or placing them on their hips. The back must be kept straight. At first, this position may seem unusual, the legs may ache a little, but the 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 easily get used to it.

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

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

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

Everything that children hear inside is normal, even if sometimes it seems unpleasant. If the 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 offered to simply silently “listen to themselves”.

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

To exit a fairy tale, it is not necessary to use the same tricks as for entry. The exit is carried out by itself, easily and simply: it does not require super efforts. 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, "living" a fairy tale, the child acquires some new qualities, knowledge, and in some way transforms. It would be illogical to cross the "fiery river" again (see the fairy tale "The Snow Maiden") or to be saturated with the power of the "magic flower" (see the fairy tale "Seven-flowered Flower") in order to cross the line from a fairy tale to reality.

5. The text of the fairy tale is the 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 they are fairy tales by Andersen, Pushkin, Kipling, Charles Perrault, it is better to read them in order to preserve the style and subtle authorial atmosphere.

Of course, when compiling classes, the texts of fairy tales have to be significantly reduced, often to change something.

6. Tales can be repeated at certain intervals. Children love repetition, and besides, familiar exercises are perceived more easily, and sometimes with great interest. Indeed, in a familiar exercise, you don’t have to spend energy and effort on recognition, memorization, assimilation, but you can simply enjoy the process itself, plunging into it, as they say, with your head.

Any, even the simplest, movement or action has depth. Depth is understood as accuracy, expressiveness, quality ... The same exercise will be performed differently by a child of five and seven years of age. The same exercise will be performed differently by the child at the beginning of the year and at the end, at the first acquaintance with the fairy tale and at repeated acquaintances with it. The acquired skills of relaxation and conscious perception of the world increase the sensitivity of children, and what was first carried out superficially will later be performed with greater dedication, at a deeper level.

8. All the attributes of fairy tales, any visualization, musical works can be varied and replaced by others, simplified or complicated. You can learn about the use and manufacture of "puppet puppets" from the book "The Way to Magic. Theory and practice of fairy tale therapy.

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

Dushy must subtly feel in what rhythm and pace to conduct classes, when to reduce or increase the number and intensity of exercises. Some psychological abilities are required from the leader in order to determine in time and accurately which child to assign to a particular role.

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

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

“Childhood is like soil into which seeds fall. They are tiny, you can't see them, but they are there. Then they start to grow. The biography of the human soul, the human heart is the germination of seeds, their development into strong, large, at any rate, plants. Some become pure and bright flowers, some become ears of corn, some become evil thistles” (Vladimir Soloukhin).

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

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

Artistic tales Artistic tales are divided into folk and author's. Folk tales contribute to the education of moral and aesthetic feelings: mutual assistance, support, empathy, sympathy, duty, responsibility, etc. Thus, the fairy tale "Turnip" clearly reflects the fact that the help and support of other people make it possible to achieve a goal that is beyond the power of one person . The main idea of the fairy tale “Masha and the Bear - you can always find a way out of any difficult situation, the main thing is not strength, but ingenuity.

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

Diagnostic fairy tales Diagnostic fairy tales allow you to determine the presence of a problem in a child, as well as to determine his character and attitude to what surrounds him. For example, if a child prefers fairy tales where the main character is a cowardly bunny, then it can be assumed that he himself is quite shy, with an increased level of anxiety. A diagnostic fairy tale can help reveal the child's condition, about which he does not want or cannot speak aloud.

Psycho-corrective fairy tales Psycho-corrective fairy tales Psycho-corrective fairy tales help an adult to gently influence the child's behavior, "replacing" an ineffective behavior style with a more productive one and explaining to the child the meaning of what is happening, that is, a positive example of behavior is unobtrusively offered to the child in a fabulously magical form, and there is nothing surprising that the child will behave in the same way as a fairy-tale hero. He will seek to use the example of a good hero in the fight against his fears and problems.

Meditative fairy tales Meditative fairy tales activate the positive emotions of children, teach a positive attitude. A feature of these fairy tales is the absence of negative characters and conflict situations. Meditative tales are told with special music that promotes relaxation. Such fairy tales soothe, evoke positive emotions, tune in to harmony with oneself and others, inspire self-confidence, create an atmosphere of positive, calmness, comfort, relaxation, relieve stress and excitement. The nature of these tales is a journey. The principle of constructing a fairy tale is simple: calm music sounds for seconds. The child takes a deep breath and exhale. The teacher says: “Now we are going on a journey to a beautiful fairy-tale land ...” or “to a magical forest ...”

Each group of fairy tales has its own age children's audience. Children of 35 years old are most understandable and close to fairy tales about animals and fairy tales about the interaction of people and animals. At this age, children often identify themselves with animals, easily transform into them, copying their behavior. Starting from the age of 5, the child identifies himself mainly with human characters: princes, princesses, soldiers, and he likes fairy tales about people, because these stories contain a story about how a person learns the world. The method of fairy tale therapy can work with kids from 3 years old. Zinkevich-Evstigneeva reads that a fairy tale, like a medicine, can be used from the age of 4, because fairy tale therapy becomes an effective means of influence only when a person is clearly aware of the difference between a fairy tale and fiction from life and reality. And in a child, this awareness begins just at the turn of 4 years.

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

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

Playing episodes of a fairy tale, dramatization Playing episodes allows the child to feel some emotionally significant situations and play emotions, playing a fairy tale in roles. The child intuitively chooses a "healing" role for himself. And here it is necessary to give the role of the screenwriter to the child himself, then the problematic moments will definitely be lost. Staging fairy tales with the help of puppets When working with a puppet, the child sees that his every action is immediately reflected in the behavior of the puppet. This helps him independently adjust his movements and make the doll's behavior as expressive as possible. Working with dolls allows you to improve and show through the doll those emotions that usually a child for some reason cannot afford to show. Drawing based on a fairy tale - drawing the most significant passage for the child; - a favorite fairy-tale hero, - a fairy-tale land - By drawing or working with various materials, the child embodies everything that worries him, feelings and thoughts, freeing himself from anxiety or other feelings that bothered him. How to work with a fairy tale:

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

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

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

Health-saving technologies» is a complex of various forms and activities aimed at preserving and strengthening the health of pupils.

Health-saving pedagogical technologies are used in various activities and are presented as:

1.Technologies for maintaining and stimulating health(rhythmoplasty, dynamic pauses, outdoor and sports games, relaxation, finger gymnastics, eye gymnastics, respiratory gymnastics, recreational game gymnastics);

2.Technologies for teaching a healthy lifestyle(morning exercises, physical education, self-massage, active recreation - health day, sports holiday, acupressure);

3.Technologies corrective ( articulatory gymnastics, psychogymnastics, color therapy, phonetic rhythm, fairy tale therapy ).

Fairy tale therapy - as one of the types of correctional technology allows you to gently and unobtrusively influence the child with the help of a fairy tale. Fairy tale therapy is aimed at developing the child's self-awareness and provides contact both with himself and with others, contributing to the building of mutual understanding between people and the assimilation of the necessary patterns of behavior and response, new knowledge about oneself and the world. The principles of fairy tale therapy are to introduce the child to his strengths, to “expand” his field of consciousness and behavior, to search for non-standard, optimal conclusions from various situations, and to share life experience.

Consider the typology of fairy tales offered by Tatyana Dmitrievna Zinkevich-Evstegneeva:

1. Artistic fairy tales. These include fairy tales created by the centuries-old wisdom of the people and author's stories. It is these stories that are usually called fairy tales, myths, 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;

- Household tales. They often talk about the vicissitudes of family life, showing ways to resolve conflict situations. These tales tell about little family tricks.

- Tales of transformation. For example, the tale of G.Kh. Andersen "The Ugly Duckling".

- Scary stories. Tales of evil spirits. Also fairy tales are horror stories. By repeatedly modeling and experiencing an alarming situation in a fairy tale, children are freed from tension and acquire new ways of responding. Telling horror stories to children of seven years old, it must be borne in mind that the end must be unexpected and funny.

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

3.Author's artistic fairy tales. To help children realize their inner experiences, it is advisable to choose an author's fairy tale to work with them. In working with special children, the author's fairy tale Mamin-Sibiryak D. "The Gray Neck" is suitable. 4. Didactic fairy tales are created to provide educational material. For example, in direct educational activities, children can be taught to write down mathematical examples in the form of didactic fairy tales. 5. Psycho-corrective fairy tales are created to gently influence the child's behavior. You can simply read a psycho-correctional 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, then you can discuss a fairy tale with him, play it with the help of dolls, drawings, sandboxes. 6. Psychotherapeutic fairy tales that reveal the deep meaning of current events. Such tales are not always unambiguous and do not always have a happy ending, but they are always deep and heartfelt.

The main methods used in fairy tale therapy:

- Telling a story.

- Drawing a fairy tale.

- Fairy tale therapy diagnostics.

- Writing a story.

- Making dolls.

- Storytelling.

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

1. The fairy tale should be in some way identical to the child's problem, but in no case not have a direct resemblance to it. 2. The fairy tale should offer a substitute experience, using which the child can make a new choice in solving his problem. unfold in a certain sequence: Once upon a time. The beginning of a fairy tale, meeting with its heroes. For children 3-4 years old, it is recommended to make toys, little men and animals the main characters of fairy tales. From about 5-6 years old, the 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 become liberated, become more open to the perception of reality, and show great interest in performing various tasks. Through the use of a fairy tale, its storylines, we can solve many correctional tasks, such as: reducing excessive motor activity, normalizing the emotional and speech state of the child, getting rid of our own fears. Teachers in their work with preschoolers need to use fairy tale therapy, because even those children who do not initially join the game, do not accept a fairy tale, still experience its favorable 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. Getting into a fairy tale, children easily perceive "fairytale laws" - norms and rules of behavior. Thus, fairy tale therapy is the process of forming a connection between fairy-tale events and behavior in real life, the process of transferring fairy-tale meanings into reality. This method allows you to solve a number of problems that arise in preschool children. In particular, through fairy tale therapy, one can work with aggressive feelings, anxious experiences, as well as with various kinds of psychosomatic diseases. The process of fairy tale therapy allows the child to fully establish healthy interpersonal interactions with peers and adults.

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