What is fairy tale therapy in kindergarten. Means and methods of fairy tale therapy in work with children

Recently, the alarmed voices of teachers, public figures, just people who are not indifferent to the fate of our children have been heard more and more often, that it is necessary in modern socio-economic conditions to look for new components in the system educational work with preschoolers.

We, teachers, need to use both innovative approaches to education and domestic, time-tested educational traditions, for example, the fairy tale therapy method.

Fairy tale therapy, like any other psychotherapy, is a form of cognition and treatment of the soul.

Fairy tale therapy explores a fairy tale as a form of existence and manifestation of mental processes and creates a fairy tale that has a beneficial effect on the psyche; focuses on the plot of psychological processes that are universal for people regardless of culture and time.

The main goal of education is the formation of a harmoniously developed personality, ready for an independent path through life. The tale contains moral values: good always triumphs over evil; laziness, greed, slovenliness are condemned and ridiculed; teaches respect for good, skilled workers; appreciates the mind, resourcefulness, kindness. A fairy tale, especially a fairy tale, is a source that restores spiritual strength. The ability to use magical power is a reminder that to solve any problems, you can find additional features. The story has the power of suggestion. Most often, we tell a story before bedtime, when the child is relaxed, and this is a favorable state for suggestion. Therefore, at night it is desirable to tell positive fairy tales with a happy ending.

Each fairy tale has its own uniqueness.

Fairy tale therapy is a process of searching for meaning, deciphering knowledge about the world and the system of relationships in it. It has a multifaceted impact on the personality of a preschooler. In fairy tale therapy classes, children learn to compose verbal images. In the process of this lesson, children's vocabulary increases, the inner world of the child becomes more interesting, richer. In the process of fairy tale therapy, children expand their ideas about the same image, which in turn contributes to the development of mental abilities.

Empathy for a fairy-tale hero gives the child a sense of his own strength and significance. Since while listening to fairy tales, children are born not only positive, but also negative emotions, one of the most important goals of these activities is to teach the child to cope with their fears.

An important specific feature of education by fairy tale therapy methods is the possibility of using the emotional impact of works of art (which, in fact, are fairy tales) and creative activity on the child's personality to enhance the educational effect. This efficiency is enhanced by organizing a comprehensive approach to perception: reading a work of art with musical accompaniment, viewing illustrations, reading fairy tales about nature in a picturesque place, etc.

The formation of the moral qualities of a person under the influence of a fairy tale is enhanced by the impact on various sense organs - hearing, vision, which ensures that children achieve a highly emotional state, which contributes to the implementation of educational tasks and the transition to self-education.

Joint listening to fairy tales, empathy helps to establish a moral climate in children's team. The guys, sharing their emotions, become more attentive to each other, more friendly, open, empathetic. They start helping each other.

After reading the fairy tale, it is useful to talk with the child, asking the following questions:

What is this tale about?

What qualities do the characters have, who do they look like?

Why does the hero do such things? Why is this needed?

How does the hero get out of a difficult situation? Does he manage on his own or does he use someone else's help?

What do the actions of the hero bring to others - joy, grief? What are the relationships between the characters?

What feelings does the fairy tale, its separate episodes, evoke?

Artistic creativity of the child (own fairy tales, drawings, crafts based on fairy tales, etc.) in the process of education with a fairy tale can be considered as one of the varieties of modeling reality, and the result of children's creativity - as a complex model of two objects - the phenomenon of reality and the personality of the author. At the same time, creative activity itself can be considered in two ways: the child's activity directed outward (expression of his own emotions, feelings, ideas), and activity directed inward (self-knowledge, self-esteem, self-improvement). We can single out the following major activities integrated into fairy tale therapy:

Creative - consists in the fact that the child creates something new to express the author's intention;

Evaluative - manifested in the fact that the child in his work expresses his own value attitude to the world, reflecting his own ideals, interests, needs, tastes;

Communicative - is expressed in direct and indirect communication of the author with the recipient.

In practice, there are several ways to work with fairy tales:

The use of fairy tales as a metaphor. The text and images of the fairy tale evoke free associations that relate to the personal psychological life of a person. These metaphors and associations are then discussed.
Drawing based on a fairy tale. free associations appear in the drawing, further work goes with graphic material.
Why did the hero do this? Active work on the actions of the characters.

It has been established that fairy tales of one's own composition give a much more significant therapeutic effect. A fairy tale, as a rule, begins with a saying, the children of the older preschool age compose them themselves, younger preschoolers are offered ready-made options. When the saying is ready, we begin to invent a hero. Children of middle preschool age are very fond of making toys, small animals or little men the heroes of their fairy tales.

With older preschoolers, you can take more complex images of the heroes of old fairy tales: a prince, a princess, a fairy, Ivanushka the Fool, Marya-beauty. In addition, children aged 6-7 love to compose characters similar to them.

At any age, children dress the heroes according to their taste, settle in a house that they would like to have themselves, feed them with their favorite treats.

In fairy tales, it is desirable to supply the hero magic power. She comes to him in the form of a wizard or is inherited, or can be acquired with a magical thing. The hero needs magical power to cope with another character in the fairy tale - an evil hero. Using magic power, good in humane ways transforms the evil hero, and he becomes pleasant, kind and loved by everyone.

Along with the magical change in the image that caused fear, the author or authors of this image also change. The happy ending of the fairy tale is guaranteed, and with it the life of children becomes fuller. It is happier that it has a beneficial effect on the health of children. Of course, this process is not fast, but it is one of the original ways to health.

In addition, fairy tales composed by children do not leave them. They stay with the children, continue to please them and certainly help them in life.

Thus, the use of various ways of working with a fairy tale, taking into account the age and individual characteristics of preschoolers can enhance the therapeutic effect of this technique.

So, the tasks of fairy tale therapy are to:

Develop children's speech
Reveal and support creativity
Reduce anxiety and aggression
Develop natural communication skills
Develop the ability to overcome difficulties and fears
Develop constructive expression skills

Used Books:

Vaskova O.F. Politykina A.A. Fairy tale therapy as a means of developing speech of preschool age. - St. Petersburg, "Childhood-press", 2011
Karpov A. Wise hares, or how to talk with children and compose fairy tales for them. - St. Petersburg "Rech", 2008
Sertakova N.M. The method of fairy tale therapy in social and pedagogical work with children of preschool age. - St. Petersburg, "Childhood-press", 2012

educational psychologist

MBDOU No. 24 "Asterisk"

Guseva A.S.

The evening fell outside the window,

Blurred the colors of the day

Wrapped the city in gentle sleep,

The realm of fairy tales has come again ...

And mom, putting aside worries,

For a fairy tale, time forgets

And for her, as in childhood,

The magical world suddenly comes to life.

Sleep lulled the baby

His brave soul

Merged with a hero in a glorious realm

Magical, wonderful state.

The baby fell asleep. But also in a dream

He tries on himself

The role of Cinderella, Cat, Ruslan,

Life of elves and Tsar Saltan.

He will grow wiser in the Tale

And the spirit is firmer and kinder.

After all, one who loves a fairy tale since childhood,

He will no longer be evil in life!

fairy tale therapy- exposure to a fairy tale for the purpose of treatment (therapy), correction and development, therapy with an environment, a special fairy-tale setting in which potential parts of the personality can manifest themselves.

Fairy tale therapy correction excludes the directive change of negative forms of behavior. Instead, the principle of "expanding the spectrum of alternative reactions" is proposed. That is, a person in a fabulous form is offered many models of behavior in various situations and is given the opportunity to lose, "live" as many of these models as possible. Experience shows that the more a person has an arsenal possible reactions, patterns of behavior, the better it is adapted to the conditions of the surrounding world.

The sources of the concept of fairy tale therapy were the works of L. S. Vygotsky, D. B. Elkonin, B. Bettelheim, R. Gardner, E. Fromm, E. Bern, K.-G. Jung, M.-L. von Franz, N. Pezeshkian, T. D. Zinkevich-Evstigneeva, M. Osorina, V. Propp, E. Romanova, A. Gnezdilov, A. Zakharov and others.

Fairy tale therapy is closely related to art therapy, play therapy, gestalt therapy, psychosynthesis, body-oriented therapy, Jungian sand psychotherapy, psychoanalysis and TRIZ.

Fairy tale therapy in preschool associated with the implementation of three functions: diagnostic, therapeutic and prognostic.

Diagnostic function fairy tales helps to determine the main scenarios and strategies used by the child when building a model of his behavior in a given situation. This is manifested in the way a child chooses a few favorites from a variety of fairy tales. Thus, he, as it were, chooses a certain life model for himself. An analysis of fairy-tale works that have interested the child will help an adult to identify the abilities and talents of the baby, character traits and individuality of perception of the surrounding reality. The image of a fox played by a child indicates the presence of a flexible mind, cunning and the ability to use one's charm; addiction to pirate games and images of robbers shows a tendency to fight and aggression.

Therapeutic Function fairy tale lies in the fact that it helps the child to form an image of himself in the future, to build a model of behavior to achieve the desired future, taking an active position and realizing his own responsibility.

predictive function fairy tale is that it helps to realize the influence of "today's" behavior on "tomorrow's" state of human life.

and I Fairy tale therapy is perhaps the most child method psychology, and 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. Fairy tales can be roughly divided into − didactic or educational fairy tales, psycho-corrective fairy tales, meditative fairy tales.

Didactic or educational a fairy tale through plot and imagery helps the baby to better assimilate information. Educational and cognitive material presented in the context of a fairy tale, when various objects and symbols are animated, is easier for a child to perceive, which means that the learning process becomes more effective.

Psychocorrective fairy tales can be viewed from two perspectives. On the one hand, they help an adult to gently influence the child's behavior, "replacing" an ineffective style of behavior with a more productive one and explaining to the child the meaning of what is happening. On the other hand, this type of fairy tales implies such an influence on the solution of psychological problems by children, which will result in changes in the child's behavior due to the formation of their own active position and self-control.

Meditative tales activate positive emotions positive attitude. A feature of these fairy tales is the absence of negative characters and conflict situations. Perceiving meditative fairy tales, the child can not only once again immerse himself in the pleasant events of his life, relive them, but also take a fresh look at negative life experience, get rid of unpleasant experiences and disturbing thoughts.

Fairy tales are a direct reflection of the mental processes of the collective unconscious. In myths, legends or other more detailed mythological material, we come to understand the basic structural formations (patterns) of the human psyche, comprehending them through cultural layers.

Any characters of fairy tales - good fairies, evil sorceresses, dragons, witches and dwarfs - are archetypal images presented at deep mental levels. Whether we realize it or not, it does not matter, since they still affect us, being psychological realities. Events in fairy tales do not reflect some kind of abstraction, but the current psychic reality of life. Based on the foregoing, it can be assumed that any fairy tale is a relatively closed system, expressing some essential psychological meaning contained in a series of symbolic pictures and events replacing each other, through which it can be revealed.

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. But this is especially true for preschool children.

Classes in kindergarten fairy tale therapy help to quickly adapt to the preschool educational institution, reveal and develop the inner potential 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.

As the sphere of communication expands, children experience the action of a variety of social factors that significantly activate their emotional world. The child must learn to overcome situational emotions, culturally manage feelings. A fairy tale and a game allow you to learn this. For example, deal with fears. For a child who is afraid of something, a ready-made fairy tale is selected or compiled, in which information about his fear and ways to overcome it is metaphorically encrypted. At the lesson, the child not only listens to this fairy tale, but also plays out ways to overcome fear, identifying with the main fairy tale character. You can also invite him to draw illustrations for a fairy tale, rewrite the fairy tale in his own way, come up with a new one with the same main character, etc. In the process of such work, the child not only “gets acquainted” with his fear, but also learns to cope with it.

The tale to a certain extent satisfies three natural psychological needs of the child preschool (primary school) age:

the need for autonomy. In each fairy tale, the hero acts independently throughout the entire journey, makes choices, makes decisions, relying only on himself, on his own strengths;
the need for competence. The hero turns out to be able to overcome the most incredible obstacles and, as a rule, turns out to be a winner, achieves success, although he may suffer temporary setbacks;
need for activity. The hero is always active, in action: he goes somewhere, meets someone, helps someone, gets something, fights with someone, runs away from someone, etc. Sometimes at first the hero’s behavior is not active, the impetus to activity is provoked from the outside by other characters.

The result of meeting these needs is the formation of such personality traits , how:

autonomy which is expressed in the desire to express one's personal opinion, position or views;
activity which involves the ability to take initiative in communication, the ability to organize the attention of partners, stimulate their communication, manage the process of communication, emotionally respond to the state of partners;
social competence , which consists of several components:
motivational, including the attitude towards another person (showing kindness, attention, sympathy, empathy and assistance);
cognitive, associated with the knowledge of another person, the ability to understand his characteristics, interests, needs, notice changes in mood, emotional state, etc .;
behavioral, which is associated with the choice of adequate situations, ways of communication.

The fairy tale makes the child empathize with the characters, as a result of which he has new ideas about people, objects and phenomena of the world around him, a new emotional experience.

What is fairy tale therapy? According to T. Zinkevich-Evstigneeva, this is “secret, deep knowledge about the world and the system of relationships in it!” So, touching the origins of a fairy tale, children discover in themselves and in the world around them what, perhaps, in the depths of their souls has long been known, and what a fairy tale helps them intuitively understand!

How can you organize and conduct classes using the method of fairy tale therapy? I would like to give some advice based on my own experience.

Of course, first of all, first of all, it is necessary to identify those children with whom it is necessary to work. For this, it is recommended to use special techniques and method of observation (see Appendix 1).

Then groups of children from 5 to 7 years old are formed. The optimal number of children in each group is 6-8 people. Classes are held twice a week for two months.

The purpose of classes using the method of fairy tale therapy is: harmonization of the emotional and personal development of each child, the formation of his volitional qualities and creativity.

Main tasks:

- Development of fantasy and imagination.

- Development of the ability to express one's thoughts.

- The development of the ability to listen to another, follow the course of his thoughts and the ability to attach your own thoughts and fantasies to the context of the story.

- Development of the ability to decenter, the ability to take the place of another, to look at the world from different sides

- The development of empathy.

— Expansion of the repertoire of emotions and emotional states. Developing the ability to recognize them.

— Expansion of knowledge about the phenomena of the surrounding physical and social world.

In working with preschool children, the most commonly used technique is Grabenko T., Zinkevich-Evstigneeva T., Frolov D. “The Magic Country is within us!”, As well as the author's program “Intersection Point”.

Children love these kinds of activities. They unite the group, allow children to learn ways to relieve stress, new effective behaviors, etc.

Appendix 2 lists several options for "fabulous" games for preschool children, which are recommended for use.

List of used literature

Gianni Rodari. Grammar of Fantasy. Progress. - M., 1990.
Ermolaeva M.E. Practical psychology of children's creativity / Moscow Psychological and Social Institute. - M., 2001.
Efimkina R.P. Child psychology. Method. instructions / NGU. - Novosibirsk, 1995.
Zinkevich-Evstigneeva T. D. The path to magic. - St. Petersburg, 1998.
Kon I.S. Psychology of early youth. - M., 1989.
Mendell Muriel. Fairy-tale puzzles, or tricks of an insidious genie. - M .: Ast-press, 1998.
Propp V. Morphology of a fairy tale. - M., 1969.
Sokolov D. Fairy tales and fairy tale therapy.- M.: Klass, 1999.
Fopel K. How to teach children to cooperate? - M .: Genesis, 1998.
Khjell L., Ziegler D. Personality Theories. - St. Petersburg, 1997.
Chernihovich E. Winnie the Pooh decides aloud. - Gomel: IPP "SOZH", 1995.
Schwanzer J. and team. Diagnostics mental development. - Prague, 1978.
Jung KG Phenomenology of the spirit in a fairy tale. - M., 1996.

Rimma Karimova
fairy tale therapy

Introduction

Currently, one of the areas of art therapy "Fairytale Therapy" is practiced in psychological counseling. Every day fairy tale therapy becomes more and more popular.

This is due to the fact that the meaning of a fairy tale is perceived at once on two levels, conscious and subconscious.

fairy tale therapy

This is a way to correct children's psychological problems. The meaning is that a fairy tale is told for the child, the hero of which is himself. At the same time, in the very narration of the tale, certain difficulties are thought out for the protagonist, with which he must certainly cope.

Fairy tale therapy can be used when working with preschool children, adolescents and adults. Moreover, this method is suitable for people with higher education and for those who do not have it. For men and women. Using a therapeutic fairy tale allows you to bypass the psychological resistance of the client and even work with a problem that, for one reason or another, the client is not yet ready to voice.

Fairy tale therapy as a method of psychological work with children

Fairy tale therapy is a method that uses a form to integrate a personality, develop creative abilities, expand consciousness, and improve interaction with the outside world.

Fairy tale therapy - means "treatment with a fairy tale." The fairy tale is used by doctors, psychologists, and teachers, and each specialist finds in the fairy tale the resource that helps him solve his professional problems.

A well-timed fairy tale means as much to a child as psychological consultation for an adult. The only difference is that the child is not required to draw conclusions aloud and analyze what is happening to him: the work goes on at the internal, subconscious level.

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: problems with food; problems with bladder etc;

5. Fairy tales for children who are in trouble family relations. 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.

Fairy tales are divided into children's, women's and men's.

A fairy tale plot should unfold in a certain sequence:

Once upon a time, there were.

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

From the age of 5 - fairies, wizards, princesses, princes, soldiers, etc.

From about 5-6 years old, the child prefers fairy tales.

And suddenly one day...

The hero is faced with some kind of problem, a conflict that coincides with the problem 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.

Interchange.

The denouement of the therapeutic tale should be positive.

Fairy tale

"Agreement"

In one fabulous country, on the banks of a beautiful and fast river, there was a palace. Even in ancient times, the former rulers of this country brought all the wise books to the palace, equipped the halls so that they would be comfortable for the little residents. And in this palace a real fairy-tale kindergarten was arranged. Here, the little inhabitants of the country began to learn the laws of life, comprehended ancient knowledge, learned what they were capable of. Many teachers have changed in it. And so Mowgli, the Mole and the Dragonfly came to work in the kindergarten.

It will seem to you that they are all heroes of different fairy tales and therefore cannot be together, let alone work in a kindergarten. But this is a fairy tale, everything is possible in it. Believe me, everything you hear about was just that.

Of course, you guessed that Mowgli played a lot with his guys. He taught himself and allowed himself to be taught. Everything was interesting to him, and he never conducted classes in the same way. He was a great inventor and visionary.

Mole did not always like Mowgli's manner of teaching. After all, the Mole himself was very smart and knew how to read “correctly”, as many generations of educators did. Mole could not stand the bright light of new ideas. The guys in his classes learned a lot of new things, but there was so much of this new that often their head could not cope with it.

As for the Dragonfly, she was perhaps the most unusual teacher. In her group stood a large mirror in a gilded frame. Leading the lesson, Dragonfly kept looking at him. She liked her exquisite bearing, iridescent overflow of wings. And her big eyes. Of course they were wonderful. Dragonfly liked herself very much when she was teaching. True, it seemed to her that in the palace of the kindergarten she realized little of herself. Well, what can be worth the opinions of children and teachers for such a charmer as the Dragonfly. Needless to say, the beautiful Dragonfly felt unclaimed.

Often after school, when the palace of the kindergarten was empty, Dragonfly told Mole and Mowgli that she would soon fly away from here. After all, it was so important for her to know that she was only here temporarily. The Mole grinned, and Mowgli was surprised at this.

And now the time has come when the Dragonfly said: “That's it, I've had enough! I'm tired of these stupid kids and their pompous parents! And the palace itself is so nasty! I will fly here only when I feel like it!”

Having announced this, she waved her iridescent transparent wings and flew away.

From that day on, the peace and habitual rhythm of the kindergarten palace was disturbed. The mole became grouchy, Mowgli restless. Often, the Mole tried to convict Mowgli that he did not conduct classes well enough. And Mowgli called the Mole boring and not interesting. The dragonfly appeared when she pleased, and sometimes took the side of one or the other.

Yes, an unpleasant situation arose in the palace of the kindergarten. But the strangest thing was that it dragged on for quite a long time and everyone got used to it.

And then one day the bear Baloo came to the palace of the kindergarten. He was kind and cheerful, knew a lot different stories and had special knowledge.

Everyone reacted to the arrival of Baloo in their own way. The children looked with interest, the Mole grinned, the Dragonfly coquettishly spread its wings, and Mowgli immediately became friends with Baloo. Still tell you, because they are from the same fairy tale! Yes, they were not just from the same fairy tale, they were like-minded people. If someone saw Mowgli now, they would think that he took her iridescent wings from the Dragonfly. It seemed that Mowgli had been waiting for the knowledge that Baloo gave him for so long. Now, what Maugi used to do on a whim, was reinforced in the books that Baloo brought with him. Life boiled, because all the kids fell in love with him too.

True, the Dragonfly soon became disillusioned with Baloo. After all, he was not going to admire her wings and eyes. The mole, on the other hand, felt a little left out and grinned skeptically.

And that's when Baloo gathered a big council.

My friends! he began. – When I came here, I didn’t think that I would see such wonderful and different teachers. Indeed, in addition to the fact that you know how to teach well, each of you has a special gift. The dragonfly can fly, the Mole is underground, and Mowgli deftly moves along it. And your gifts combined together make a powerful force. Just think: we can learn and tell what is happening underground, on its surface and above it, in the air.

So what! - Mole and Dragonfly drawled disappointedly. But Mowgli was silent with interest.

Like what! As the earth keeps the roots of trees reaching for the light, so the Mole keeps the knowledge left to us by our predecessors. The mole not only keeps them, but also accurately passes on his students. As the air carries everything new, so the Dragonfly, flying everywhere, being everywhere, brings us a lot of news, knows how to beautifully show your work and arouse interest in it even in the most distant corners of our fabulous state. Well, Mowgli knows how to apply the new, transform what is already known - after all, he so cleverly adapts to the constantly changing fairy-tale world!

Mole, Dragonfly and Mowgli looked at each other and smiled. Their smile lit up the halls of the palace in the gathering dusk. And this time the Mole did not close his eyes against the light.

Wow, Baloo, but I thought you would not understand us and condemn us! And you saw something that we have long forgotten ...

Since then, the Mole, Dragonfly, Mowgli and Baloo often gathered for Big Councils. They shared their observations, ideas and knowledge with each other. Each of them felt useful and in demand.

And the palace of the kindergarten shone and acquired an amazing and attractive power: it attracted to itself everything good, creative and bright, for Consent reigned in it.

The use of fairy tale therapy in kindergarten
“A fairy tale heals, a fairy tale warms, a fairy tale teaches to live…”
Pastukhova I.V. teacher-psychologist MBDOU d / s "Masterok" Abakan
Fairy tale therapy is a psychotherapeutic direction where, by analyzing and using the images of heroes, a person can overcome his fears, negative personality traits. Fairy tale therapy is most actively used in work with preschoolers. A fairy tale for a child represents a special reality. And by working through a fairy tale, the game can correct his manifestations of negative behavior. The fairy tale to a certain extent satisfies the three natural psychological needs of a child of preschool and primary school age. 1 The need for autonomy. In each fairy tale, the hero acts independently throughout the journey, makes choices, makes decisions, relying only on himself, on his own strengths. 2 The need for competence. The hero is able to overcome the most incredible obstacles and, as a rule, becomes a winner, achieves success, although he may suffer temporary setbacks. 3 The need for activity. The hero is always active, in action: he goes somewhere, meets someone, helps someone, fights with someone. The result of meeting these needs is the formation of a number of personality traits.
There are the following types of fairy tales:
- didactic: the child is told about new concepts (home, nature, family, rules of behavior in society);
- artistic: acquaintance of the child with the aesthetic principles, traditions of mankind;
- 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;
-preventive: fairy tales for reading, serving the accumulation of knowledge by the child;
- meditative: forms a positive state of the baby (for example, before going to bed).
Fairy tale therapy for hyperactive children
Using the method of fairy tale therapy in working with children with attention deficit hyperactivity disorder makes it possible to normalize the emotional and speech state of the child, reduce excessive motor activity. Having worked through a fairy tale together with a teacher-psychologist, a hyperactive child learns to behave differently in various life situations: control his aggressiveness, become more calm, and avoid conflicts where possible.
Fairy tale therapy in speech therapy work with children
If a child has severe speech disorders that require additional work with a speech therapist, then it will be effective to include the method of fairy tale therapy in working with such a baby, since fairy tale therapy allows you to solve the following tasks:
- develop cognitive abilities;
- to form causal relationships;
- learn the social norms accepted in society;
- develop speech function in an unobtrusive, simple and accessible form of play for the child.
At the same time, it is important to take into account the speech status of the child, the severity of speech impairment, the features of the formation of mental functions and the age of the child.
Fairy tale therapy of children's fears
Reading a fairy tale, playing stories together with the main characters who successfully defeat the villains and their fears, the child is immersed in the atmosphere of a fairy tale, correlates himself and his behavior with the main character and thus works out his own fears.
When a child listens to a fairy tale, he is immersed in the events that take place in it and feels more strongly the experiences of the heroes of the fairy tale. This creates an opportunity for the child to look at himself from the outside. Returning to real world, he begins to feel more secure and confident.
Diagram of a Therapeutic Fairytale
selection of a hero (similar to a child);
description of the hero's life;
placing the hero in a problem situation (by analogy with the problem of a child);
the hero seeks and finds a way out.
With a fairy tale, you can continue to work after reading. There can be a lot of methods of joint exciting work in fairy tale therapy.
Options for working with a fairy tale
draw, mold or express a fairy tale in the form of an application;
make a doll based on a fairy tale with your own hands;
stage a fairy tale in the form of a table theater.
Tips for organizing children's fairy tale therapy
simple reading of a fairy tale is not yet therapy, one should beat the fairy tale, draw conclusions, etc.;
do not explain the moral of the tale;
more humor;
The content of the story should be clear to the child.
Fairy tale therapy in kindergarten occupies a special place, since it is the children who most easily and simply learn the norms of behavior that the main characters of fairy tales show.
Fairy tale therapy is a wonderful, fascinating way that will help your children solve age-related problems. Good luck on your fabulous journey!

Bibliography
1. Berezhnaya N.F. The use of fairy tale therapy in the correction of the emotional-volitional and social spheres of children of early and primary school age // Preschool Pedagogy /January February/ 2007.
2. Vologodina N.V. Fairy tale therapy, or how to become a winner. - Rostov n / D., 2006.
3. Golanov A.S. I'm going to kindergarten. - M., 2002.
4. Zinkevich-Evstigneeva T.D. Fundamentals of fairy tale therapy. - St. Petersburg, 2006.
5. Zinkevich-Evstigneeva T.D. Workshop on fairy tale therapy. - St. Petersburg, 2005.
6. Zinkevich-Evstigneeva T.D. Forms and methods of working with a fairy tale. SPb., 2006.
.

Fairy tale therapy is closely related to art therapy, play therapy, gestalt therapy, psychosynthesis, body-oriented therapy, Jungian sand psychotherapy, psychoanalysis and TRIZ.

Fairy tale therapy in preschool educational institutions is associated with the implementation of three functions: diagnostic, therapeutic and prognostic.

Diagnostic function

The diagnostic function of a fairy tale helps to determine the main scenarios and strategies used by the child when building a model of his behavior in a given situation. This is manifested in the way a child chooses a few favorites from a variety of fairy tales.

Thus, he, as it were, chooses a certain life model for himself. An analysis of fairy-tale works that have interested the child will help an adult to identify the abilities and talents of the baby, character traits and individuality of perception of the surrounding reality.

The image of a fox played by a child indicates the presence of a flexible mind, cunning and the ability to use one's charm; addiction to pirate games and images of robbers shows a tendency to fight and aggression.

The therapeutic function of the fairy tale

The therapeutic function of a fairy tale is that it helps the child to form an image of himself in the future, to build a model of behavior to achieve the desired future, taking an active position and realizing his own responsibility.

predictive function

The predictive function of a fairy tale is that it helps to realize the influence of "today's" behavior on "tomorrow's" state of human life.

Fairy tale therapy in preschool educational institutions is perhaps the most childish method of psychology, and 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.

Fairy tales can be conditionally divided into - didactic or educational fairy tales, psycho-corrective fairy tales, meditative fairy tales.

Didactic tales

A didactic or educational fairy tale through the plot and imagery helps the baby to better absorb the information.

Educational and cognitive material presented in the context of a fairy tale, when various objects and symbols are animated, is easier for a child to perceive, which means that the learning process becomes more effective.

Psychocorrective fairy tales

Psychocorrective fairy tales can be viewed from two positions. On the one hand, they help an adult to gently influence the child's behavior, "replacing" an ineffective style of behavior with a more productive one and explaining to the child the meaning of what is happening.

On the other hand, this type of fairy tales implies such an influence on the solution of psychological problems by children, which will result in changes in the child's behavior due to the formation of their own active position and self-control.

Meditative tales

Meditative fairy tales activate positive emotions, teach a positive attitude.

A feature of these fairy tales is the absence of negative characters and conflict situations.

Perceiving meditative fairy tales, the child can not only once again immerse himself in the pleasant events of his life, relive them, but also take a fresh look at negative life experience, get rid of unpleasant experiences and disturbing thoughts.

Fairy tales

fairy tale characters

Any characters of fairy tales - good fairies, evil sorceresses, dragons, witches and dwarfs - are archetypal images presented at deep mental levels.

Whether we realize it or not, it does not matter, since they still affect us, being psychological realities. Events in fairy tales reflect not some kind of abstraction, but the current psychic reality of life.

Based on the foregoing, it can be assumed that any fairy tale is a relatively closed system, expressing some essential psychological meaning contained in a series of symbolic pictures and events replacing each other, through which it can be revealed.

The benefits of fairy tale therapy

Classes in kindergarten with fairy tale therapy help to quickly adapt to the preschool educational institution, reveal and develop the inner potential of the child.

For a child who is afraid of something, a ready-made fairy tale is selected or compiled, in which information about his fear and ways to overcome it is metaphorically encrypted. At the lesson, the child not only listens to this fairy tale, but also plays out ways to overcome fear, identifying with the main fairy tale character.

You can also invite him to draw illustrations for a fairy tale, rewrite the fairy tale in his own way, come up with a new one with the same main character, etc. In the process of such work, the child not only “gets acquainted” with his fear, but also learns to cope with it.

A fairy tale in solving psychological needs

The fairy tale to a certain extent satisfies three natural psychological needs of a child of preschool (primary school) age:

the need for autonomy. In each fairy tale, the hero acts independently throughout the entire journey, makes choices, makes decisions, relying only on himself, on his own strengths;
the need for competence. The hero turns out to be able to overcome the most incredible obstacles and, as a rule, turns out to be a winner, achieves success, although he may suffer temporary setbacks;
need for activity. The hero is always active, in action: he goes somewhere, meets someone, helps someone, gets something, fights with someone, runs away from someone, etc. Sometimes at first the hero’s behavior is not active, the impetus to activity is provoked from the outside by other characters.

The result of meeting these needs is the formation of personality traits such as:

autonomy, which is expressed in the desire to express one's personal opinion, position or views;
activity, which involves the ability to take initiative in communication, the ability to organize the attention of partners, stimulate their communication, manage the communication process, emotionally respond to the state of partners;
social competence, which consists of several components:

motivational, including the attitude towards another person (showing kindness, attention, sympathy, empathy and assistance);
cognitive, associated with the knowledge of another person, the ability to understand his characteristics, interests, needs, notice changes in mood, emotional state, etc .;
behavioral, which is associated with the choice of adequate situations, ways of communication.

The fairy tale makes the child empathize with the characters, as a result of which he has new ideas about people, objects and phenomena of the world around him, a new emotional experience.

What is fairy tale therapy? According to T. Zinkevich-Evstigneeva, this is “secret, deep knowledge about the world and the system of relationships in it!” This means that by touching the origins of a fairy tale, children discover in themselves and in the world around them what, perhaps, has long been known in the depths of their souls, and what a fairy tale helps them intuitively understand.

How can you organize and conduct classes using the method of fairy tale therapy? I would like to give some advice based on my own experience.

Of course, first of all, first of all, it is necessary to identify those children with whom it is necessary to work. For this, it is recommended to use special techniques and method of observation.

Then groups of children from 5 to 7 years old are formed. The optimal number of children in each group is 6-8 people. Classes are held twice a week for two months.

The purpose of classes using the method of fairy tale therapy

harmonization of the emotional and personal development of each child, the formation of his volitional qualities and creative abilities.

Main tasks:

The development of fantasy and imagination.
Developing the ability to express your thoughts.
The development of the ability to listen to another, to follow the course of his thoughts and the ability to fit his own thoughts and fantasies into the context of the story.
Development of the ability to decenter, the ability to take the place of another, to look at the world from different angles
The development of empathy.
Expanding the repertoire of emotions and emotional states. Developing the ability to recognize them.
Expansion of knowledge about the phenomena of the surrounding physical and social world.

Children love these kinds of activities. They unite the group, allow children to learn ways to relieve stress, new effective behaviors, etc.

Fairy tale therapy in a preschool educational institution - an interview with a therapist

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

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

What kind of fairy tales is better to tell a child - your own, folk or author's?

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

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

A sick example of fairy tale therapy

For example, such a fairy tale therapy in a preschool educational institution - my doll - a toy crow - flew to the oncology hospital. She flies in there, and sees no one touched food. The kids don't eat there at all. The crow began to croak: “Oh, I’m going to eat now, such a cool soup and pasta! Oh, and this, and this, I’ll eat everything, everything. ”

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

And the baby starts to eat. Therefore, plots are ready, preparations can be, but it is better when they are born in the head every minute.

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

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

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

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

If the child himself comes up with a fairy tale, or does he need help?

If it is possible not to interfere, then it is better not to interfere. If a child has difficulties in compiling a fairy tale, some kind of stupor, then you need to help, but very gently, in the form of a question: “Maybe like this?”

Bad motives of fairy tales

Today, children very often find such motives in fairy tales - everyone was killed, vampires are all around, blood is everywhere. They seem to go in cycles in the images that they saw on TV, and transfer them to their stories and fairy tales. In this case, parents need to intervene, replay the plot, offer new version development of events. But, I repeat, this should be done in the form of a proposal, not an authoritative statement.

How to tell fairy tales in a non-banal way?

You can take a fairy tale well known to your child and make a game out of it. Can you tell it to new way, swap all characters. With the help of a fairy tale, it is easier to teach a child to count and compare.

Fairy tale therapy in preschool educational institution - work with a folk tale

The only important condition is that the kids should know the original version of the folk tale. Then you can experiment further. But the child must know that this is an experiment so that the very essence of the tale is not distorted.

You can try to visualize your favorite characters. For example, often parents use already known images for educational purposes. For example, Santa Claus is exploited to get good behavior from a child.

But you can create your own image with your own story. You can draw, sculpt, make a doll, and this character will be your assistant in education, he can participate in the life of a child, help him do his homework. And turn education into an interesting game.

Fairy tale therapy is used by teachers of the preschool educational institution during the game, intellectual, labor activity children, entertainment, quizzes, walks, theatrical activities.

Fairy tale therapy in preschool educational institution - Forms and methods

fiction;
conversation;
a game;
folklore;
inventing fairy tales;
visual activity;
psychological games;
relaxation exercises;
creative tasks;
emotion training;
modeling and playing situations;
minutes of reflection;
psycho-gymnastics;
retelling the tale according to the basic scheme;
TRIZ;
confusing fairy tales and characters;
introduction of a new hero into a fairy tale;
change of place, time, event;
drawing up a fairy tale in a circle;
staging.

Fairy tale therapy in preschool educational institution - Methodology "Association for Drudles"

The development and use of drudles with preschoolers helps to develop associativity of thinking, divergency and creativity in them, forms their memory, children learn to come up with non-standard approaches to various tasks. The opinion that has developed in the child is necessarily justified by him. And thus the speech activity of the baby develops.

Drudles with younger preschoolers

You can start using drudles in working with children from junior group(4th year of life).

On the early stages When working with drudles, it is worth using subject images in which you can see a fragment of the proposed drudle. For example: the teacher shows a drudle in the form of a bracket and says: “Look at this picture. What did you think? Be sure to draw the attention of children to the details of the subject, emphasizing their resemblance to a drudle.

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

Drudles in middle groups

Working with children middle group(5th year of life) auxiliary object images are no longer needed, the children are shown a drudle and the question is posed: “What did you think when you saw this picture?”.

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