Game activity “playing a fairy tale”. Shorokhova O. A. – Let’s play a fairy tale. Fairy tale therapy and classes for the development of coherent speech of preschoolers Playing a fairy tale
Playing a fairy tale with preschool children
The material is intended for preschool teachers, may also be of interest to teachers of additional education. These games can be used by parents in joint home games with children.A game with elements of dramatization: a fairy tale for the little ones (for working with a subgroup of children of primary preschool age)
Target: teach theater activities different types, develop creative abilities.Educator:
- Today I invite you to visit a fairy tale (V. Dashkevich’s melody for the program “Visiting a Fairy Tale” sounds).
There lived small animals in a forest clearing (the teacher lays out a piece of fabric with images of flowers, imitating a flower clearing).
These were a bunny, a bear cub, a fox, a wolf cub and a hedgehog (he hands out finger theater figurines to the children, they put them on their middle and index fingers).
One day they all gathered in a clearing together.
Suddenly they saw an unusual animal (puts a picture of a puppy on his fingers).
They got scared and decided to drive him away, and stamped their feet loudly. How did they do it? (children “stomp” the animals’ toes).
But their new acquaintance was not afraid. Then the forest animals decided to scare him and growled. How did they do it? (children growl).
But the new acquaintance was not afraid again. And he barked loudly: woof-woof-woof!
The animals ran in different directions, but the stranger wagged his tail so cheerfully that the animals were happy, jumped and ran towards their new friend. How happy were they? (children perform free movements with character figures).
The animals became friends and all danced together to light music.
Thus began the friendship of forest animals and a domestic puppy, and thus ended our little fairy tale.
Didactic game “Fairytale Cube” (for individual work or work with a subgroup of 3-4 people)
"Fairy Cube" It is a cube covered on all sides with images of fairy-tale characters (or objects of wildlife) with a small mirror pasted on each side instead of the character’s face.Option 1 for organizing work with the cube (junior preschool age):
Goal: the child must imagine himself as a fairy-tale character (a flower, a butterfly, etc.) and try to convey his mood or his own mood in a new appearance.
Educator:
- Look carefully at the sides of the cube: who would you like to be now? (Sunny). Look in the mirror. Sunny, what's your mood? Show me. If a cloud covers you, what mood will you be in? What is the sun's mood when she gets up? And what, when does it sit down?..
Imagine yourself as a fish. How does a fish smile at its friends? How confused will she become when she gets lost among the seaweed? How strict and serious will she be when she grows up?
Be a little hedgehog. How does he snort with his nose when he rakes dry leaves in the forest? How does he calm down and squint his eyes when he senses danger?
Do you want to be a clown for a little while? Who is this clown? (A person who makes people laugh at the circus). How does he laugh? How is he crying? What funny face can he make to make the children laugh at the circus?
(Tasks are offered by the teacher to choose from, but no more than three at a time).
II option for organizing work with the cube (senior preschool age):
Goal: the child must imagine himself as a fairy-tale character (a flower, a butterfly, etc.) and, on the instructions of the teacher, speaking on his behalf, try to convey his mood and voice.
Educator:
- Guys, look what an interesting cube I have in my hands! He's magical! With its help, you can tell fairy tales, but not simple and well-known ones, but new ones, invented by us.
To do this, you need to look in the mirror, imagine yourself as the fairy-tale character who is depicted on the side of the cube and come up with what he can say.
So let's begin our tale...
Once upon a time there was a Runaway Bunny (passes the cube to one of the children). One day he got lost in the forest. He was very scared and said in a trembling voice: ……..
Little Bear saw the frightened bunny and decided to help him (passes the cube to the next child). He asked loudly but politely: ……..
The hedgehog rustled with last year’s leaves, looked around, closed his eyes against the bright sun and said, quietly and calmly: ……..
You know, guys, that trouble can only be dealt with by everyone together and amicably.
The animals consulted and came up with this: ……..
This is how this fairy tale ended.
Date of publication: 04/10/18
Master class for parents
"Let's play a fairy tale"
Target: introduce parents to the techniques of composing fairy-tale texts, how to describe a hero, and how it is possible to develop the plot of a fairy-tale text.
Progress:
For many centuries, fairy tales have occupied an important place in the spiritual life of people - a source of joy, wisdom and fascinating miracles. Folk art allows children to be introduced to the spiritual culture of their people, of which it is a part.
“The fairy tale is sweet, the song is true,” says the proverb. Everyone loves to listen and read fairy tales; these are stories made up from beginning to end.
The fairy tale fund is very diverse. Here there are fairy tales that are extremely simple in content and form (“Ryaba the Hen,” “Turnip”), and tales with a sharp, exciting plot (“Geese and Swans,” “The Cat, the Rooster and the Fox”).
Russian teachers have always had a high opinion of the educational value of fairy tales and pointed out the need for their widespread use. Children and fairy tales are inseparable, they are created with each other.
The importance of fairy tales in the development and upbringing of children is difficult to overestimate; it is not only a storehouse of folk wisdom, but also an inexhaustible source of development of the emotional sphere and creative potential of every child.
J. Rodari used this technique in writing the series “Telephone Tales.” To work with children, you need to prepare two sets of pictures: 1) pictures depicting animals and people; 2) pictures depicting objects. From each set, they take one picture at random and, connecting designating words using prepositions or changing the case, come up with a sentence that will serve as the name future fairy tale. For example, a child chose pictures depicting a fish and some musical instrument (violin, balalaika, trumpet, etc.). Variants of the names of fairy tales can sound like this: “Fish-violin”, “Fish in a pipe”, “Fish with a balalaika”
New property
The use of this technique in relation to familiar fairy tales gives them not only an original coloristic solution. It practically changes the content of familiar fairy tale plots, that is, a new fairy tale is born. For example, Kolobok is not made of dough, but of resin. Then the fairy tale may look like this: “...Kolobok is rolling, and a hare meets him. “Kolobok, Kolobok, I will eat you.” “Don’t eat me, I’m not tasty.” “I don’t believe you,” said the hare and was just about to grab Kolobok, when suddenly he stuck to him. Kolobok rolled further, and the hare did not lag behind. A wolf meets them. He saw Kolobok with a hare and said: “What a tasty catch and it’s going straight into the paws.” “Don’t eat us, wolf, we are tasteless.” The wolf didn’t believe it and just wanted to grab them, when he immediately stuck to them. Kolobok rolled further, and behind him the stuck animals rolled and did not lag behind. A bear meets them. He also wanted to eat Kolobok, the hare and the wolf, but he couldn’t - he got stuck. Kolobok rolls along, followed by distrustful animals, and then a fox meets them. “Oh, you are my yummy ones. This kind of food will last me a hundred years,” the fox was delighted, grabbed the prey, and then it stuck. Kolobok rolled back home with his prey - to his grandparents. The old people were delighted: “Both food and clothes came to the house themselves.” The animals cried: “Let us go, we won’t offend the little ones anymore.” Grandfather and grandmother took pity on them and let them go. And in parting they said: “Next time, believe what they tell you.” This technique can also be used as a completely independent technique, that is, without applying it to familiar fairy tales. Any ordinary object, object, can become a character in a new fairy-tale plot if unusual qualities are attributed to it, for example, “glass man”, “iron kitten”, etc. The specified qualities can be very diverse: ice, snow, plasticine, chocolate, sand, wood. You can also introduce children to this technique with the help of a poem.
Tales from the inside out.
The inversion technique is quite common in the literature. With his help, the beloved works of B. Zakhoder “The Whale and the Cat” and D. Swift “The Adventures of Gulliver” were invented. You can use this technique to invent a fairy tale in the most various options.
Option 1. “Reverse properties.” They take any familiar fairy tale and assign directly opposite properties to its characters. For example, the fairy tale “Little Red Riding Hood” will sound completely different if the wolf in it is small (or kind), and Little Red Riding Hood is big (or evil), or Baba Yaga in fairy tales suddenly begins to do good deeds.
Option 2. “It’s the other way around.” Come up with rhyming words: ice - honey; gnome - thunder; fur - laughter; cat - hippopotamus; fish - violin, etc. Then everything that relates to the first word (properties, functions, etc.) is transferred to the second object and vice versa (as B. Zakhoder did in his fairy tale). Rhyming words allow you to write not only prose, but also poetry.
Option 3. “Back to front.” That is, telling a fairy tale not from the beginning, but from the end. This is a rather difficult task, so the initial use of the technique involves relying on pictures and illustrations. Gradually you can move on to storytelling without visual material.
Fairy tales in a given key.
This technique is quite easy to learn - with its help, the child only slightly modifies the plots of familiar fairy tales. There are several options for using the technique to create new fairy tale versions.
Option 1. “Introduction of a new object into the title of the fairy tale.” The rules of the game are as follows: a word denoting an object is added to the title of a fairy tale well known to the child. For example, “Kolobok and balloon"," "A wolf, seven little goats and a computer", "Teremok-locomotive", "Geese-swans and a car", "A boy - Thumb and a tractor", "Frost and a ball", etc.
Option 2. “I am the hero of a fairy tale.” A familiar fairy tale, of course, will somehow change if a child is introduced into the plot and figurative system of the work as a significant character. Invite your child to fantasize about what will happen if he himself becomes one of the heroes of the fairy tale, or if the heroes of the fairy tale come to visit him (what will they tell him about?).
Compiling fairy tales using the “Catalogue” method
The method was developed by Berlin University professor E. Kunze in 1932. Its essence is applied to the synthesis of fairy tales: the construction of a related text of fairy-tale content is carried out using randomly selected media (heroes, objects, actions, etc.), stereotypes in the invention fairy-tale heroes, their actions and descriptions of the place of what is happening.
Goal: teach the child to tie into a single storyline randomly selected objects, to develop the ability to compose a fairy-tale text according to a model in which there are two heroes (positive and negative) who have their own goals; their friends who help them achieve these goals; a certain place.
Algorithm for constructing a training
1. A small group of children is invited to compose a fairy tale (story) using a book.
2. The presenter asks the children a question, the answer to which the child “finds” by indicating the word on the open page of the selected text.
3. The answers “found” in the book are gradually collected into a single storyline.
4. When the fairy tale is compiled, the children come up with a name for it and retell it.
5. The teacher asks the children to remember what questions they answered with
using the book (derivation of the algorithm of questions).
6. Productive activities of children based on an invented plot: drawing, modeling, appliqué, construction or schematization (recording the actions of a fairy tale using diagrams).
7. Ask the children to tell an invented fairy tale at home in the evening.
8. After some time, the teacher invites the children to teach one of the children to remember the questions on which the fairy tale text is compiled.
This method can already be used with three-year-old children. Objects can be hidden in the “Wonderful Bag” (toys or pictures).
From the age of five, objects can be selected in books. Books should be unfamiliar to children.
An approximate chain of questions for 3-year-old children:
Once upon a time... Who?
Who was he friends with?
The evil one came... Who?
Who helped the friends escape?
Gradually, the chain of questions increases, and six-year-old children are asked approximately the following questions:
Once upon a time... Who? What was he like? (What kind of good could he do?)
Went for a walk (travel, look...)... Where?
Did you meet someone evil? What evil did this negative hero cause to everyone?
Our hero had a friend. Who? What was he like? How could he help the main
hero? What happened to the evil hero?
Where did our friends live?
What did you start doing?
(The questions are based on an adapted algorithm for fairy tales by V.Ya. Propp).
A question is asked to the children. For example: “Once upon a time there was someone?”
The presenter opens the book to any page and invites the child to indicate
finger on any word (for example: “Once upon a time there was... a pencil!”) This means the story will be about a pencil that got into trouble.
The next “answer” to the question is searched for on any other page.
If according to the plot there should be a noun or verb, and the child pointed to another part of speech, the teacher needs to change the word into the desired part of speech, or find another one on the same line.
While working with a book, children may lose interest in writing. To remove this effect you must:
- “Collect” the plot at a fast pace.
React emotionally to every “found” answer (surprise, joy, horror, etc.).
Use dramatization techniques.
Stop looking for “answers” in the book, and come up with the ending of the story together with the children, using elements of “brainstorming”.
As you use this method, you should strive to ensure that children independently make connections of randomly selected “answers” and restore the sequence of questions. Sometimes the child takes on the role of leader. He poses questions and “reads” the answers to them. The teacher performs the function of a controller.
I wish you success in creating your own fairy tales!
Do you know that fairy tale therapy is a wonderful way to relieve stress for a child?! By playing a fairy tale, depicting animate and inanimate objects, imitating their speech, fantasizing in the images of various heroes, the child splashes out accumulated emotions, relaxes, gets a lot of pleasure and a charge of joy. And playing a fairy tale is a great way to develop speech and broaden your horizons.
Fairytale therapy for parents. Reception 5: let's play a fairy tale
Try to really play in a fairy tale, without locking your child into the framework of a fairy tale plot or character image. After all, our task is not to stage a fairy tale, not to stage a real one or a fake one (although this is certainly interesting and educational). We just want to release the child’s feelings and emotions to freedom, encourage his imagination, and simply give him the opportunity to “go wild.”
How to play a fairy tale with your child?
With a younger child (2-3 years old), you can play well-known folk tales: “Hen Ryaba”, “Kolobok”, “Teremok”, “Turnip”, “The Wolf and the Seven Little Goats”, etc. Kids like to imitate adults, so they will be happy to join in the joint action. Pull an impromptu turnip together, build a mansion out of cubes and populate it with any characters, make a “golden” egg with a surprise inside and break it, make an obstacle course and be koloboks...
With a child over three years old, it is also interesting to play more complex, original fairy tales. Such tales do not have the usual repetitions, but they do have a fascinating plot. Make sure that the plot of the fairy tale is clear to the child and that he likes the fairy tale. And you can start playing: visit the characters, come up with a continuation of the fairy tale, sing songs on behalf of the characters, transform into heroes using ordinary things, organize home competitions “Who can best portray a hero,” etc.
Such fairy tale games are suitable for the whole family, when children, parents, and grandparents play equally, without fear of seeming funny.
And now, for example, a short fairy tale by L. Yakhnin “The Horse”. I think your child will not refuse to play with a horse: to be a cheerful horse and depict how the horse ran through the meadow, carried loads in a cart, performed in the circus, took part in horse races and even was a carousel horse.
horse
The little horse was running in a circle.
“It’s boring just running,” she thought.
“I’ll carry things in a cart,” she decided.
“Now things are carried on trucks,” my mother explained.
- I will perform in the circus! - came up with the Horse.
- Do you know how to dance? – her trainer asked.
“They carry children in carts at the zoo,” the Horse recalled.
“We have special horses - tiny ponies,” they told her.
- I will participate in the races! - and the Horse went to the stadium.
“You’re still small,” the rider shook his head.
The Horse is completely bored:
- Does anyone really need me?
And then the carousel driver came running.
- We need carousel horses! - he shouted.
Now the little horse is spinning on the carousel. The most wonderful thing is to make children happy!
Let's play a fairy tale. Fairytale therapy and classes for the development of coherent speech in preschoolers.
The book proposes the author's development program linguistic personality child. Two areas of work with preschoolers are presented: fairy tale therapy (for all age groups) and classes on the development of coherent monologue speech (for older preschool age).
This series of classes will help organize work on the development of verbal creativity in older preschoolers, starting with learning to compose reproductive and creative improvisations based on the content of familiar fairy tales and then inventing their own fairy tales and dramatizing them.
Source of the book - http://e-puzzle.ru
About the author: Olga Alekseevna Shorokhova is a recognized specialist with many years of experience, a current member of the St. Petersburg Guild of Training and Psychotherapy, a psychology teacher, and the author of books and training programs. Olga Alekseevna was born in St. Petersburg, has two higher educations, and is constantly improving... more...
Also read with the book “Playing a Fairy Tale”:
Preview of the book “Playing a Fairy Tale”
Shorokhova O.A. - Let's play a fairy tale.
Fairytale therapy and classes for the development of coherent speech in preschoolers
The book offers the author's Program for the development of a child's linguistic personality. Two areas of work with preschoolers are presented: fairy tale therapy (for all age groups) and classes on the development of coherent monologue speech (for older preschool age). This series of classes will help organize work on the development of verbal creativity in older preschoolers, starting with learning to compose reproductive and creative improvisations based on the content of familiar fairy tales and then inventing their own fairy tales and dramatizing them.
Preschool workers will be interested in recommendations for creating a favorable psychological atmosphere, determining the optimal composition of the group, ensuring rational conditions of space and time, as well as using gaming methods aimed at developing coherent speech, taking into account such personality characteristics as activity, independence, arbitrariness, emotional stability , creation.
The manual is intended for educators preschool institutions, psychologists, speech therapists.
UDC 373 BBK 74.100.5 Sh78
Reviewer: Dr. Psy. Sciences, Professor PA. Podymov
Shorokhova O.A.
Sh78 Playing a fairy tale: Fairytale therapy and classes for the development of coherent speech in preschoolers. - M.: TC Sfera, 2006. - 208 p. - (Development program). ISBN 5-89144-663-4
UDC 373 BBK 74.100.5
ISHN > K"»I"M LM-4
Introduction 3
Development of speech and personality of a preschooler in fairy tale therapy 7
General characteristics of fairy tale therapy 7
Guidelines for fairy tale therapy 8
Methodical techniques 8
Rules for fairy tale therapy 13
Psychological atmosphere of classes 13
Composition of group 14
Conditions of space and time 14
Fairy tale therapy program 15
Junior preschool age 15
Fairy tale therapy: “Cow Burenka” 15
Fairy tale therapy: “Vaska the Cat” 21
Fairy tale therapy: “Good darkness” 27
Fairytale therapy: “Chick the Braggart” 33
Fairy tale therapy: “Tender flower and angry clouds” 39
Average preschool age 45
Fairy tale therapy: “Flower-petal” 45
Fairy tale therapy: “The Greedy Giant” 52
Fairy tale therapy: “Caprice” 58
Fairy tale therapy: “Snowflake-fluff” 64
Senior preschool age 70
Fairytale therapy: “Arrogant Bunny” 70
Fairy tale therapy: “Magic words” 76
Fairy tale therapy: “Naughty Vanya” 82
Fairytale therapy: “Little Coward” 89
Fairytale therapy: “Land of the Sun” 95
Fairytale therapy: “Krivlyaki” 101
Fairy tale therapy: “The Evil Prince” 108
Fairy tale therapy: “Good transformation” 115
Development of coherent monologue speech of the elder
preschooler in class 122
Main areas of work 122
Guidelines 125
Program for the development of coherent monologue speech
older preschoolers 129
Stage 1. Introduction to genre features
fairy tales, small forms. Theme "Fox and goat" 129
Lesson 1. Telling a Russian folk tale
"The Fox and the Goat" 129
Lesson 2. Retelling the fairy tale “The Fox and the Goat” 131
Lesson 3. Telling a fairy tale to SV. Mikhalkova
"Stubborn kid" 134
Lesson 4. Coming up with riddles about literature
hero (the goat from the fairy tale “The Fox and the Goat” and the goat
from the fairy tale of St. Mikhalkov “Stubborn kid”) 137
Lesson 5. Ifa-dramatization of Russian folk
fairy tales "The Fox and the Goat" (with director's
additions to character dialogues) 141
Lesson 6. Collective storytelling
based on the series of narrative paintings “Friends” 143
Lesson 7. Composing ditties 147
Lesson 8. Inventing fables, fantasy games
based on the Russian folk tale “The Fox and the Goat” 150
Stage 2. Correlating the theme and title of literary works.
Topic “Laziness and work” 153
Lesson 9. Telling Ukrainian folk stories
fairy tales "Spikelet" 153
Lesson 10. Retelling Ukrainian folk
fairy tales "Spikelet" 155
Lesson 11. Game-dramatization of the Ukrainian folk tale “Spikelet” (with director’s additions to the figurative characteristics of the characters) 158
Lesson 12. Collective compilation of a story based on a series of plot paintings “Lazy Galina and hardworking Marina” 160
Lesson 13. Introduction to the fairy tale by V.F. Odoevsky “Moroz Ivanovich” (storytelling, watching an animated film) 165
Lesson 14. Coming up with riddles about the personal qualities of literary characters (Needlewoman, Lenivitsa), composing ditties 167
Lesson 15. Introducing a new genre - fable.
Reading a fable by I.A. Krylova “Dragonfly and Ant” 170
Lesson 16. Inventing fables, playing fantasy based on the Ukrainian folk tale “Spikelet” (a fairy tale “inside out”: hardworking mice, lazy cockerel) 172
Stage 3. Familiarization with the techniques of creating fairy tales.
Theme "Dreamers" 174
Lesson 17. Telling a Russian folk tale
“Sister Fox and Gray Wolf” 174
Lesson 18. Retelling the fairy tale “Sister Fox and the Gray Wolf” (based on an imaginary plan) 176
Lesson 19. Ifa-dramatization of the Russian folk tale “The Little Fox and the Gray Wolf” (with director’s additions about different characteristics of the characters) 179
Lesson 20. Composing stories based on the proverb “For work and nafada” (in the situation of written speech, “unraveling” fables) 181
Lesson 21. Introducing the magical Russian folk tale “At the behest of the pike” (triple technique, repetitions, magical transformations) 183
Lesson 22. Collective compilation of a humorous fairy tale based on a series of plot paintings “Wolf Fishing”, comparison with the fairy tale “Sister Fox and the Gray Wolf” 184
Lesson 23. Reading the fairy tale “The Big Carrot” by J. Rodari. Comparative analysis with the Russian folk tale “Turnip” 189
Lesson 24. Ifa-fantasizing (showing a plane theafa), inventing the fairy tale “The Sly Fox”. “Salad” from the fairy tales “Sister Fox and the Gray Wolf” and “The Fox and the Goat” 190
Lesson 25. Telling the Mordovian fairy tale “How a dog was looking for a friend” 192
Lesson 26. Retelling the fairy tale “How a dog was looking for a friend” 193
Lesson 27. Show of a plane theater based on the Mordovian fairy tale “How a dog was looking for a friend” 195
Lesson 28. Compiling the story “My puppy is missing” 196
Lesson 29. Reading fable by L.N. Tolstoy “The Dog and Its Shadow” 198
Final stage 199
Lesson 30. Inventing the fairy tale “Masha and the Puppy” 199
List of used and recommended literature 202
Introduction
The general basis of personality development is mastery of speech. Speech depends on the emotional state of a person, his interests, inclinations, and habits. As the child grows up, different character traits are expressed in the peculiarities of his speech: independence, activity, arbitrariness, emotionality, creativity (the ability to create).
For example, emotional instability of schoolchildren can lead to an increase in the frequency of pauses and a reduction in the length of the speech segment between them. Children who more often experience negative emotions tend to have a narrower circle of friends, in contrast to their peers who are prone to positive experiences.
The creativity of a teenager’s personality is manifested in creatively designed statements, rich in their own arguments, evidence, figurative expressions (metaphors, phraseological units), and expression of personal attitude to facts and events.
According to scientists, a high level speech development in an adult, it reflects the high development and balance of all personal structures. A low level, on the contrary, indicates a lack of spiritual maturity and insufficient personal potential. Underdevelopment of any aspect of language competence can hinder the development of the personality as a whole.
Preschool age is a unique period for the acquisition of personality traits. At this time, its model is laid. Therefore, a psychologist or educator should take care of the development of a student’s coherent monologue speech, taking into account the characteristics of his personality. Speech indicators and personality traits, their mutual influence should be the focus of attention of adults who care about the timely and harmonious development of the child.
The study of speech outside the individual significantly limits the possibilities of finding methodological ways to develop the communicative character traits of a preschooler.
The idea of the multidimensional manifestation of personality in speech and speech in personality has become the leitmotif of this manual, the games and activities of which are based on the method of fairy tale therapy and variable training of children in retelling, as well as inventing their own fairy tales. Such an approach seems promising, conducive to the development of a child as a linguistic personality, representing a systematicity of his qualities, objectified in speech, associated with the development of the communicative-need sphere, acquired for the purpose of communicative expediency and manifested in the process of joint activities in interpersonal communication.
Recently, there has been increasing interest in aspects of personality and speech development. Meanwhile, the problems of their mutual influence in preschool children remain unresolved. Until now, the dynamics of these processes in theory and practice have been considered separately.
Developmental education aims not at the formation of knowledge, skills and abilities, but at the development of the child’s personality. Traditional education continues to focus on the development of the communicative competence of a preschooler (a set of specific knowledge and skills) without taking into account the subjective properties of speech that determine the speech behavior (choice of speech tactics in communication) of the individual.
Observations show that traditional teaching of retelling to preschoolers is built on an imitative basis, and reproductive methods of guidance predominate. The child’s function in such a lesson is performing, not developing. Children are alienated from independent choice of ways to correct mistakes and failures of retelling, the evaluation stage of learning outcomes. This hinders the development of such child personality traits as independence, activity, and creativity.
Our timing of the traditional structure of the lesson shows that most of the lesson (2/3) is spent on reading the work and talking about the content. There is not enough time left for children to retell fairy tales.
The lack of a work system does not provide preschoolers with the opportunity to satisfy their communicative needs and demonstrate creative activity due to the limited time in class allocated to retelling fairy tales. Thus, children do not have the opportunity to improve retelling either in the main or in subsequent lessons, since the traditional method of teaching storytelling does not involve repeated reference to the work.
The lack of effectiveness and success causes a feeling of emotional dissatisfaction in children and negatively affects their attitude towards retelling, reinforces the experience of mechanical imitation of a literary model, and does not develop independence and creative activity.
As the study showed, 6-year-old children, when retelling such short and familiar fairy tales for younger preschool age as “Ryaba the Hen”, “Kolobok”, find it difficult to independently choose means of verbal expression (epithets, comparisons, figurative expressions) and grammatically correct formatting of sentences. Retelling the fairy tale “The Fox and the Rooster,” addressed to older preschoolers, causes even more serious difficulties for children.
There is unevenness in the disclosure of structural parts (beginning, middle, end): the beginning and end are often shortened, the actions of the characters are listed in the middle, and descriptions of their appearance are fragmentary. Truncating information leads to a partial disruption of the logical sequence of the content.
In the retellings, the verbatim repetition of entire phrases and sentences from the fairy tale is preserved; the same type of communication means are found: for example, the frequent use of formal composition (conjunctions “and”, “a”, the adverb “then”), which violates the coherence of the presentation.
As a rule, children replace common sentences with a series of two-layer ones. In the process of change, the number of words that violate the coherence of the presentation increases (here, well, this, there). Pauses of indecision are filled with vocal formations (“mm-mm”, “uh-uh”); the subject is skipped. So, when conveying the words of the author, the child does not indicate to whom the remark is addressed: “He says: “Come on visit us, we’re having a housewarming party there.” “And he says: “No, I would...”.”
Inaccuracies in word usage are allowed: “The dawn began to hire”, “It began to grow dark”, “Let’s go wherever (the eyes) look.” Children incorrectly describe the nature of the characters’ movements: “went into a hollow” (about a fox), “climbed a tree” (about a rooster), “threw myself into it” (about a dog). The same words are often repeated.
The tale is played in slow motion. In the presentation there are often textual repetitions, indicating difficulties in planning the statement: “They were, they were bored living there,” “You are my beautiful, you are my beautiful, you are my this...”, “Only, only, only without each other.” I can’t go.”
Thus, a violation of logic and consistency in presentation, the use of similar connections, the numerous presence of situational elements, pauses, unnecessary movements, intonation and lexical inexpressiveness negatively affect the development of such personality characteristics as creativity.
The proposed program includes two sections of work on the development of the linguistic personality of a preschooler: playful fairy tale therapy and special classes in teaching retelling and composing fairy tales.
The methodological recommendations for each section given in the manual allow specialists (psychologists, educators, moped specialists) to provide the child with the opportunity for self-realization, manifestation of his individuality in various types of creative activities (inventing his own fairy tales, their dramatization, fantasizing on a musical composition, psycho-gymnastics, pantomimic and rhythmic riddles , creating psychological portraits of heroes in problematic situations, showing different types of theaters).
Works for fairy tale therapy were written by educators and methodologists of preschool educational institutions No. 136, 162 in Tver - participants in problem-solving courses organized by the author at the Tver Regional Institute for Teacher Training.
The published program for the development of personality and speech of a preschooler is developed taking into account:
patterns of development of coherent speech and linguistic personality, formulated in numerous studies (G.I. Bogin, L.S. Vygotsky, A.N. Gvozdev, N.I. Zhinkin, Yu.N. Karaulova, A.A. Leontyev , A.R. Luria, S.L. Rubinshtein, A.M. Shakhnarovich, D.B. Elkonin);
non-traditional approaches to the methodology of teaching the native language of preschoolers: retelling on behalf of a literary character, drawing up a visual spatial model for a work, semantic grouping of text, creative tasks for the development of verbal creativity (L.M. Gurovich, - I.Ya. Bazik, N.V. Zakharyuta, N.V. Gavrish, L.V. Voroshnina, O.S. Ushakova);
practical aspects of the use of fairy tales, psycho-gymnastic studies in the development of a child’s personality traits (T.D. Zinkevich-Evstignesvoy, I.V. Vachkova, L.D. Korotkova, M.I. Chistyakova).
DEVELOPMENT OF SPEECH AND PERSONALITY OF PRESCHOOL CHILDREN IN FAIRY TALE THERAPY
GENERAL CHARACTERISTICS OF FAIRY TALE THERAPY
The peculiarity of the proposed cycle of fairy tale therapy is that the development of a preschooler’s personality occurs in harmony and consistency with the successful acquisition of literate and coherent speech. Fairytale therapy is an integrative activity in which the actions of an imaginary situation are associated with real communication aimed at activity, independence, creativity, and the child’s regulation of his own emotional states.
Any activity contributes to the emergence of personal new formations as a person becomes a member of it. In turn, mastering the position of “I” in fairy tale therapy allows the individual to respond to the proposed situation with his own negative experience and clarify the meaning of the means of linguistic expressiveness in body language, facial expressions, postures, and movements.
In the fairytale therapy program, the development of the personality and speech of preschoolers is carried out in the following areas.
Activity: from the need for emotional release - through self-expression in active action - to the activation of figurative vocabulary and positive emotional manifestations.
Independence: from orientation in the means of linguistic expressiveness, problem situations of fairy tales, in the rhythm and dynamics of musical images - through substantiating one’s own point of view in speech-proof - to the search for the best ways of self-expression in speech and movement.
Creativity: from imitation of an adult in emotional action and expressive words - through the joint compilation of verbal descriptions based on the perception of pantomimic sketches, tempo-rhythm, musical composition - to verbal fantasy of a musical composition.
Emotionality: from emotional infection with the images of a fairy tale - through an adequate emotional response to one’s own negative experience in action, rhythm and word - to decentration (understanding the emotions of others) and to the replacement of an “ineffective” style of behavior with a productive one.
Arbitrariness: from the full experience of the emotional states of fairy-tale characters in problematic situations and understanding the meanings of figurative expressions - through the assessment of one's own and others' oral messages and emotional actions - to the dynamic balance of performed movements and speech messages in a dramatization game.
Coherent speech: from: continuation of adult phrases - through verbal reasoning regarding the dynamics of musical compositions, performance of pantomimic sketches, rhythmization of fairy-tale images - to creative improvisations based on the plot.
The directions of fairy tale therapy are logically connected and are carried out in a complex.
The fairytale therapy program presented in the manual is a synthesis of modern methods for the development of speech and personality of a preschooler: verbal methods (director's play, commentary, drawing, improvisation, fantasy), pantomimic sketches, rhythmic exercises, musical sketches.
METHODOLOGICAL RECOMMENDATIONS FOR FAIRY TALE THERAPY
Methodical techniques
In the system of work on fairy tale therapy, we have identified three stages of work with preschoolers.
1. Cognitive-affective orientation.
Goals: understanding the plots of a fairy tale using linguistic means of expression, perception of musical compositions, expressive intonation of the characters’ lines, rhythmization of emotional states, expressive performance in facial expressions and movements of a fairy-tale image.
Game techniques: verbal director's game, psycho-gymnastic sketches, rhythmic exercises.
2. Verbal commentary on emotional and affective situations.
Goals: mastering the skills of managing one’s behavioral reactions by drawing up detailed verbal descriptions of the sensations obtained when perceiving the timbre, dynamics, melody of a musical composition, performing expressive movements and rhythmic patterns.
Gaming techniques: verbal commentary, pantomimic, rhythmic and musical riddles; relaxation exercises.
3. Expression of replacement needs.
Goals: bringing emotional behavior and expressive speech into balance through the transmission of emotional problems and current experiences - needs in fantasy games based on a fairy tale.
Game techniques: for younger preschool age - joint verbal improvisation, pantomime exercises to overcome bodily barriers; for older preschool age - fantasy in music, verbal drawing, pantomime exercises to overcome bodily barriers.
A special place in this program is given to speech games. They are widely used at different stages of work in close connection with other methods and techniques. In the director's verbal game speech games help children understand the emotional states and actions of characters; in verbal commentary - deepen awareness of one’s own feelings in pantomimic rhythmic sketches; in verbal drawing - they lead to the use of appropriate linguistic means to create psychological portraits of fairy tale heroes. On the one hand, this enriches the vocabulary, on the other hand, it qualitatively influences the emergence of interest in linguistic wealth and independent verbal creativity. Speech tasks help in solving the general goal of each stage of work, therefore, in some cases, they are not singled out as independent tasks.
Game methods and techniques in the program are used in a certain sequence, taking into account the increasing requirements for the development of the child in each group.
Verbal director's game. This method has three main objectives.
1. To develop the ability to guess from the mood of the music about the actions and emotional states of heroes and natural phenomena. Such alternative questions as: “What mood does the music convey: sad or cheerful?”, “Is the music fast or slow?”, “What can you do with such music: play happily in the meadow or cry?” - allow preschoolers to navigate the dynamics and melody of musical composition. Based on the nature of the musical passage, they remember what happened to the heroes of the fairy tale.
With the help of lexical means (adjectives, adverbs), children define their emotions and feelings that arose while listening to music. Gradually, by older preschool age, when a child perceives a piece of music that has a similar rhythmic organization and dynamic shades, musical-speech connections are formed. A preschooler can easily describe musical impressions using epithets.
Children of senior preschool age not only remember syuzhep from a musical composition, but also form their own attitude towards the characters with the help of phraseological units and figurative expressions.
2. To develop the ability to expressively intone the voices of fairy tale characters with different voice strengths. Leading questions encourage the child to imagine the emotional state of the hero, to choose the intonation and strength of voice that is necessary for the problem situation.
In order to develop the articulatory apparatus of preschoolers, onomatopoeic words and animal voices are used.
For older preschoolers, intonation exercises are offered to change the volume of the voice and timbre depending on the emotional state of the hero in certain situations.
Such exercises prepare the child for adequate sound design of an entire utterance. As a result, children develop a sense of intonation, voice strength, and diction. These skills further serve as a support for the development of such important qualities as emotionality, expressiveness, and liveliness.
3. To introduce figurative expressions and fairy-tale repetitions, to activate in speech the forms of the imperative mood of verbs, the semantic shades of words. Clarifying questions direct the attention of preschoolers to the content side of the word, understanding its semantic shades, and clarifying the meanings.
Games are widely used in which children continue the statements of an adult. At first, children learn to select words that have opposite meanings.
Older preschoolers can continue the adult’s phrases using figurative expressions and phraseological units from the fairy tale.
Psycho-gymnastics. Using this method allows you to solve two main problems.
1. Encourage expressive transmission of emotional states in facial expressions and movements, voluntary release of tension and relaxation of body muscles. The simplest are exercises for performing contrasting emotional states, in which children act with an adult at the same time and in the same way. The commonality of experiences strengthens the emotional mood of the children. Before showing states in facial expressions and posture, an adult helps with leading questions.
Older preschoolers are more independent in choosing movements to display fairy tale images, so at this age the scope of pantomimic sketches expands. Children can bye-1.1 and. not only the emotional states of the characters, but also to convey inanimate objects and natural phenomena through pantomime.
Musical composition is of great importance for the child’s emotional involvement in the expressive performance of the image. It is also a signal for removing emotional barriers through voluntary tension or relaxation of body muscles. The dynamics and tempo of a musical composition make it easier to understand and display the fairy-tale image in action and facial expressions.
2. Display emotional images in tempo. Performing exercises on the rhythmization of natural phenomena, feelings and actions of fairy tale heroes contributes to the normal functioning of the rhythmic processes occurring in the child’s body.
A special role in such games is assigned to adults. Together with the children, he discusses different options for how emotionally significant situations are perceived in a rhythmic form (quarrel between friends, reconciliation, joy from a meeting).
The adult preliminarily discusses the features of representing the image in a rhythmic exercise. Under the influence of joint discussion, children learn various states, learn to control them, and also master the alphabet of expressing emotions in rhythm.
Gradually, the children develop the ability to rhythmize the movements and emotions of humans, animals, the image of objects and plants, and weather phenomena. Older preschoolers are already able to more deeply comprehend the experiences of fairy-tale characters and reproduce the rhythm in which these feelings flow.
Verbal commentary. The implementation of this method allows you to solve two problems.
To convey to children the idea of a fairy tale, to evoke an appropriate “national response, to encourage statements about familiar content. Questions offered after the fairy tale help to remember and reproduce the main episodes and facts, better understand the tension of events, and express in words one’s own attitude to the actions of the heroes.
Lead to the joint compilation of verbal descriptions of the perception of pantomimic sketches, tempo-rhythm, musical composition; activate figurative expressions and fairy-tale repetitions in speech. In games to guess the emotional states of fairy tale characters by expressively performing movements, children learn to select words that expressively describe the facial expressions, postures, and movements of a character in a problem situation.
To better understand the meaning of the movements performed, the adult analyzes the shown options with the children and encourages them to make detailed statements and comments. If someone finds it difficult to write a comment, you can help with prompt questions. At first, you should not demand complete answers from preschoolers; it is advisable to limit yourself to IN SIMPLE SENTENCES. It is important to support initiative in active children, and to inspire passive children with an interest in guessing and commenting on pantomime sketches. By interpreting actions performed by a peer, children not only learn to express independent judgments, but also analyze and notice in which movements inaccuracies and mistakes were made.
Games for guessing emotional images by rhythmicity imply a certain awareness and some effort. The teacher’s leading questions serve as the basis for correct answers. In such games, children describe the displayed images of the fairy tale using verbs (ran away, grieving, scolding), adjectives (small, big, capricious, cheerful, sad), adverbs (loud, heavy, easy, fun, noisy, quiet). Such exercises activate a variety of vocabulary, focus preschoolers’ attention on the meaning of the word, and promote the development of self-control.
Collaborative verbal improvisation. The adult offers to act out individual episodes of the fairy tale, with the fly themselves becoming its main characters. Thus, new elements are introduced into the fairy tale while maintaining the storyline.
Verbal fanfare based on a musical composition. Similar creative tasks Recommended for older preschoolers. By this age, children have accumulated a significant vocabulary and developed a critical attitude towards their own and others’ grammatical errors; The imagination actively develops, stimulating creative manifestations. The children are happy to come up with fairy tales on various topics; they can dream to the music, speak out about the associative ideas that arose under its impression. Therefore, special attention in fairy tale therapy is paid to verbal fantasy based on musical composition. So, after listening to a piece of music, children come up with possible options continuations of the fairy tale that suit the character, dynamics, and melody of the musical image, and dramatize the invented story.
Word drawing. Recreating mentally imagined episodes and emotional states of characters in problematic situations requires a certain decentration (the ability to take the position of another). Therefore, this method is designed for senior group. By this age, the child accumulates life and literary experience. At the same time, the adult helps to apply existing knowledge in new conditions. By discussing how to recreate the image of a hero with the help of paints, the children penetrate into the sphere of their thoughts, feelings and states, and rise to a new level of deeper understanding of the emotional subtext of the fairy tale.
Rules for fairy tale therapy
Psychological atmosphere of classes
The central point of fairy tale therapy is the voluntary participation of children. Therefore, the motivation of the participants is important* The adult must find an adequate way to include children in fairy tale therapy. In one case, it may be figurative text, ditties, fables; in another - looking at illustrations, guessing riddles about fairy-tale characters. It is necessary that every child can feel an attentive attitude from an adult.
Not all children immediately join the game. Some of them first want to watch what is happening from the side, and only later do they have a desire to participate in the entertaining spectacle themselves. Taking into account the individual characteristics of children, fairy tale therapy should begin with those who respond more quickly to an adult’s invitation; At the same time, it is advisable to additionally motivate the rest of the guys to join the game. Their activity and depth of emotional involvement directly depend on the degree of psychological comfort of the participants.
Before fairytale therapy, children are introduced to a fairy tale. This is necessary to get a holistic impression of its text. In addition, when encountering a fairy tale again, it will be easier for preschoolers to focus on figurative vocabulary that characterizes appearance of the hero, expressively display the emotional state of the character in facial expressions and movements.
The program pays great attention to physical activity. Fatigue after repeated performance of psycho-gymnastics-i FIR etudes leads to involuntary relaxation of the body and, consequently, the removal of emotional stress. Only a small part of the time the children sit on chairs: when telling a fairy tale to adults, fantasizing about a musical composition, the role of the audience in a dramatization game based on individual episodes of a fairy tale.
Children are encouraged to make independent statements about the plot of the fairy tale, the actions of their peers, and their own experiences. Therefore, when, at the end of fairytale therapy, discussions do not start on their own, the adult should ask the children about what games and exercises they liked, remembered, and the roles of which fairy-tale characters they would like to play again. If it is difficult for a child to formulate a coherent message from memory, he is invited to watch a video recording of individual fairytale therapy games. Children's opinions are taken into account.
Between fairytale therapy sessions, you should pay attention to the behavioral reactions and emotions of preschoolers. It is advisable for introverted children to assign the roles of heroes with strong character traits (strong bear, brave Dasha, kind fellow defender). Children who are prone to stubbornness, whims, and sneaking, in fairy tale therapy, depict negative character traits in sketches, compose comments, stories about such characters (whims, braggart chicken, antics, naughty Vanya). In the future, you can notice positive effects, improved mood, development of emotional stability and coherent speech of the child.
Composition of the group
The program is designed for preschoolers with normal development. Fairytale therapy is carried out in subgroups. The composition of each of them should not exceed 12 people. The optimal number of participants is 8-10 people. As experience shows, it is in this range that the effects of group fairy tale therapy can manifest themselves especially clearly.
Participation in games of preschoolers with different character traits and levels of development of coherent speech dynamizes the course of fairy tale therapy. At the same time* the group should not have more than one hyperactive, irritable child prone to motor restlessness.
It is advisable to include in each subgroup a child who is able to compose a coherent, integral and grammatically correct message, as well as who is able to expressively convey the character of a fairy-tale hero in movement, facial expressions and rhythm. He not only captivates others with his own artistry, but also, together with an adult, helps peers who have difficulty choosing facial expressions, movements, and rhythm that are most suitable for the emotional state of a fairy-tale hero in a specific problem situation.
Conditions of space and time
The most convenient place for fairy tale therapy is a separate, small, well-lit room (fairy tale room, psychological relief).
The room should, if possible, be freed from unnecessary furniture; all you need are chairs for a group of children and a chair for the leader, a soft rug in the center of the room, a stand for a record player or music center. There should be no unnecessary objects or attributes that distract the children’s attention.
It is advisable that the room is located away from the music and physical education halls and utility and consumer services premises. A reduction in background noise, as well as the absence of the possibility of situational distraction, has a beneficial effect on the effect of fairytale therapy sessions.
It is enough to carry out fairy tale therapy once a week. In the younger and middle groups, the recommended duration of fairy tale therapy is 15-20 minutes. In senior preschool age The duration of a fairytale therapy session can reach 25-30 minutes.
Regularity helps to consolidate the positive effect in the development of the child’s personality and speech. Another thing to keep in mind is that children enjoy repetition. Therefore, it is advisable to sometimes repeat fairy tale therapy sessions, especially aimed at verbal commentary on emotional and affective situations, the expression of a replacement need. They are mostly used creative games with elements of search, choosing the most suitable solution to the problem (show the hero, wadau by movement, rhythm, music, come up with an ending). After a pause, even inactive children are happy to perform well-known tasks.
In some cases, the time frame for fairy tale therapy may change, and this should not confuse the facilitator. In cases where the game emotionally captures children, the adult must provide the opportunity to satisfy their desire for activity. You can spend more time practicing tension and relaxation while listening to music.
If preschoolers feel tired, an adult should stop fairy tale therapy and gradually switch attention to another type of activity: sculpt figures of heroes from plasticine, make sketches of the most striking episodes of a fairy tale, play with blots (see what it looks like from a fairy tale?, make a whimsy blot , good fellow, Snake Gorynych, witch, kind Nastenka, etc.).
FAIRY TALE THERAPY PROGRAM
Junior preschool age
Fairy tale therapy: “Cow Burenka” Fairy tale text
Once upon a time there lived a grandfather, a grandmother and a cow Burenka (1). Burenka gave a lot of milk and loudly mooed: “Moo-moo!” (2)
Burenka fell into a deep sleep (3). Sleeps, does not wake up (4). The grandfather is crying, the grandmother is crying (5).
The grandmother called the mouse: “Wake me up, mouse.” Burenka. I’ll give you milk” (6). The mouse squeaked: “Pi, pi, pi, wake up!” Pi, pi, pi, get up!” (7) The cow is sleeping and does not wake up (8).
The grandmother told the cat: “Wake me up, cat. Burenka. I’ll give you milk” (9). The cat meowed: “Meow, meow, wake up!” Meow, meow, get up! (10) The cow is sleeping and does not wake up (11).
The cloud saw Burenka (12). The cloud blew and blew and burst (13).
The rain is knocking on the grass, but it’s knocking green (14). The cow is sleeping and does not wake up (15).
Thunder rumbled (16). The rain is knocking on the grass, knocking on the green grass (17).
Burenka woke up and mumbled: “Moo-moo!” (18) The grandmother and grandfather began to call the guests and treat them with milk (19).
O. Shorokhova
Fairy tale therapy 1
GOALS
- develop the ability to guess the actions and emotional states of the characters based on the mood of the music;
-introduce the diminutive names of animals (mouse, cat);
introduce the forms of the imperative mood of verbs (wake up, wake up, get up);
lead to the ability to expressively imitate the voices of animals (meow-meow, pee-pee-pee, mu-mu) with different intonation (joy, request) and volume (loud, quiet, whisper).
2. Psycho-gymnastics:
learn to convey natural phenomena by rhythm (rain, thunder);
encourage expressive conveyance in facial expressions and movements of emotional states (grief, request, consolation, joy);
* * *
Teacher (tells the familiar fairy tale “Burenka the Cow” to the children; reads sentences I, 2*). Do you think Burenka is a cheerful cow? Now I will start, and you will continue. Burenka's voice is not sad, but...
Children. Funny.
Educator. Not quiet, but... Children. Loud.
Military food. Try to hum loudly, joyfully, drawlingly, like Burenka: “Moo-moo-moo!”
(Reads sentences 3-5.) How would you play grandfather and grandmother when they cry? The face of the grandfather and grandmother is not cheerful, but... Children. Sad, sad.
Educator. Show how grandfather and grandmother cry. Pantomime sketch “Grief”
Children imitate their grandparents when they cry: they wipe their eyes from tears, their eyebrows are furrowed, they shake their heads.
Teacher (reads sentences 6-11). Do you think grandma really wanted Burenka to wake up? So she wasn't just talking to the cat and the mouse, but...
Children. She asked, gently persuaded.
Educator. Who has a quieter voice, a cat or a little mouse?
Children. At the mouse.
Educator. Right. This means that the mouse asked the cow to wake up not just quietly, but...
Children. Whisper, inaudible at all.
Educator. Try to wake up Burenka, like a cat and a mouse
Children carry out the teacher's assignment.
(Reads sentences 12-15.) If you listen carefully to the music, you will remember what Burenka heard in the fairy tale.
Children listen to an excerpt from “March of Chernomor” by M.I. Glinka.
What kind of music is this: gentle or scary; quiet or loud? Children. Scary, loud.
Educator. That's right, the music is scary and harsh. Is it the rain quietly pattering on the grass or the thunder roaring? Children. Thunder rumbles.
Teacher (reads sentences 16, 17). Place your hands on the table and tap with your fingers how the drops fall, when it rains a little, when thunder rumbles.
Rhythmization exercise “Natural phenomena*
Children place their hands on the table and, together with the teacher, rhythmize the raindrops: light and slow finger movements - small i > | 1ik, loud and energetic tapping - thunder rumbles.
Teacher (reads sentences 18, 19). Let's show with music how the cloud blew our cheeks, and then burst and it began to rain.
Exercise for voluntary muscle tension and relaxation
11od Sker/o No. 1 by F. Chopin, children stand in a circle, tense the muscles of their arms and legs and puff out their cheeks. To the light, fast “Festive Overture” of D-D-Shostakovich, they blow out air, relax their body muscles, and easily jump in place like raindrops.
Fairy tale therapy 2
(verbal commentary on emotional and affective situations)
GOALS
1. Psycho-gymnastics:
learn to guess by the expressive performance of images of fairy-tale characters and their affective states (grief, invitation, sleep);
learn to convey natural phenomena by rhythm (rumble of thunder, rain);
develop the ability to voluntarily tense and relax muscles to remove bodily barriers (cloud - rain).
2. Verbal commentary:
bring the idea of a fairy tale to children (friends help in trouble);
lead children to jointly compile verbal descriptions based on the perception of pantomimic sketches, tempo rhythm, and musical composition;
activate diminutive names of animals (mouse, cat) and imperative forms of verbs (wake up, wake up) in children’s speech;
learn to pronounce simple phrases using the intonation of a whole sentence.
* * *
Teacher (first tells the fairy tale “Burenka’s Crown”, familiar to the children, then turns to the children). It’s good when there are many friends who will always come to the rescue. Guys, remember who in the fairy tale the grandmother asked to help wake up Burenka?
Children. Cat, mouse, cloud.
Educator. Try to say like a grandmother: “Wake up, CAT, Burenka” (mouse, cloud) and answer like a cat: “Meow, meow, wake up! Meow, meow, get up."
Children carry out the teacher's assignment.
Game "Guess by movement"
First, the children stand in a circle and, together with the teacher, show with the help of movements, facial expressions, and postures the role they have taken on: the grandmother and grandfather invite them to visit, the grandmother and grandfather are crying, Burenka is sleeping.
Later, when the role-playing movements are sorted out, the children sit on chairs. The teacher calls the child, tells him in his ear who and in what situation he should show. Viewers guess and describe the fabulous [“swarm” in different situations. The teacher helps the children in describing the hero with leading questions.
Educator. Look closely at Lena. Can you guess which of the fairy tale heroes she [[represents?
Children. Grandma.
Educator. Right. How did you guess? Are Lena's eyes happy or sad? Children. Cheerful.
Educator. Are Lena's arms lowered or extended forward? Children. Stretched forward.
Educator. Does Lena walk quickly or slowly? Children. Slowly.
Educator. Which grandmother does Lena show: the grandmother cries, asks the animals to wake up the cow, treats her with milk? Children. Grandmother treats her with milk.
Educator. How did you guess? What movements of your hands, body and facial expressions helped you understand that your grandmother was inviting you to visit? Children. The grandmother smiles, holds out her hands, and offers milk.
Game "Guess the Rhythm"
First, the children place their hands on the table and, together with the teacher, remember how to rhythmize a natural phenomenon (p. 17).
Later, the teacher calls in a child who wants to rhythmize the fairy-tale situation. Listeners guess it and describe it by the dynamics of the rhythm. Children, together with the teacher, make up two or three sentences describing the rhythmic pattern.
Educator. Guys, what did it look like: raindrops, the roar of thunder, or a downpour? How did you guess? Did Sveta tap her fingers hard or lightly? Fast or slow?
The children answer.
Veli Sveta knocked lightly and quickly, which means it was not thunder, but... Children. Rain.
Game "Guess the Music"
Children listen to musical excerpts and discuss which episode in the fairy tale this music suits: thunder rumbles (M.I. Glinka. “Chernomor’s March”), rain drips (F. Chopin. Skerzo No. I). Children, together with the teacher, make up two or three sentences describing the mood and dynamics of a musical passage and a fairy-tale episode.
V o s p i t a t e l. What mood does the music convey: scary, fun? Is this music fast or slow, heavy or light?
The children answer.
The music they sang was light, cheerful and fast, it wasn’t thunder roaring, but... Children. It's raining.
Fairy tale therapy 3
(expression of replacement need)
GOALS
1. Psycho-gymnastics:
teach children to adequately convey their own affective state in movement, facial expressions, words (fear, grief);
develop the ability to coordinate the dynamic balance of motor behavior and verbal reactions;
develop the ability to voluntarily tense and relax muscles to remove bodily barriers (cloud-rain).
2. Joint verbal improvisation:
- learn to continue the teacher’s suggestions, complementing the description of the emotional state of the characters in a problem situation (children wake up Burenka).
EQUIPMENT Pipes, bells.
* * *
Teacher (first tells a fairy tale familiar to the children, then addresses them). Guys, remember who in the fairy tale the grandmother asked to wake up the cow Burenka?
Children. Cat, mouse.
Educator. Imagine that the cat and mouse were not at home, so grandma asked you to wake up Burenka. Let's tell together a fairy tale about Burenka and the children from kindergarten. I will call who came to the cow, and you try to wake her up. Pipes and bells will help you: “Doo-doo-doo, wake up! Doo-doo-doo, get up! Ding-ding-ding, wake up! Ding-ding-ding, get up! What voice will you use to wake up Burenka so as not to scare her? Not rude, but...
Children. Affectionate, gentle.
Educator. Now we will show a new fairy tale about how the children from the kindergarten helped their grandmother wake up Burenka.
Improvisation game
The teacher reads the words of the author and plays the role of a grandmother. Children, at will, “wake up” Burenka, show the role they have taken on with the help of stroking movements, and also convey emotionally |and| n the speeches of the characters.
Educator. Grandmother called Sasha (addressing each of the children): “Wake up, Sashenka, Burenka. I'll give you milk." Sasha began to blow the pipe and sing a song: “Doo-doo-doo, wake up! Doo-doo-doo, get up!” But Burenka sleeps and doesn’t wake up.
Then the teacher leads the story on behalf of the author, and chooses a child with well-developed speech to play the role of grandmother. The improvisation game continues.
Exercise for voluntary tension and relaxation of muscles (p. 18)
Fairy tale therapy: “Vaska the Cat” Fairy tale text
Once upon a time there lived a cat Vaska (1). Vaska wanted to eat: “Meow, meow, I want fish.” Meow, meow, I want milk” (2). Vaska went to the river to fish (3).
I came to the river and cast my fishing rod (4). The river became muddy and hissed (5). Vaska pulls and pulls the fishing rod and pulls out the fish (o). Not a tail, but a tail; not eyes, but little eyes; not a fish, but a fishery (7). Vaska purred: “Pur-purr!” (8)
A little fox-sister ran by: “Cat, cat, give me a fish.” Give it to the children, give it to the little ones” (9). Vaska gave the fish (10). He sits further, fishing (11).
The river became more muddy than before and began to hiss (12). Vaska pulls the fishing rod and pulls out the fish (13). Not a fish, but a fish, not a tail, but a tail; not eyes, but little eyes (14). Vaska purred: “Pur-purr!” (15)
A cow passed by: “Cat, cat, give me a fish.” Give it to the little children” (16). Vaska gave the fish (17).
Returned home (18) - Sits, shedding tears (19).
The little fox-sister came running and let’s treat the cat: Take the mushrooms, cat, take the berries. Thanks for the fish. Thank you very much” (20).
The cow came and let’s treat the cat: “Take, cat, milk, 1, take sour cream. Thank you for the fish, thank you for the big one” (21).
Vaska began to live without grieving, to be friends with the fox and the cow (22).
O. Shorokhova
Fairy tale therapy 4
(cognitive-affective orientation)
GOALS
1. Verbal director's game:
to cultivate the ability to guess from the mood of the music about the actions and emotional states of characters and natural phenomena;
introduce the shading characteristics of words (tail - tail, eyes - eyes, fish - fish);
introduce the form of the imperative mood of verbs (give, take);
lead to the ability to expressively imitate the voice of an animal (meow-meow) with appropriate intonation (sadness).
2. Psycho-gymnastics:
teach to convey the image of the characters’ movements by rhythm (a fox runs, a cow walks);
encourage expressive conveyance of an emotional state (joy, surprise) in facial expressions and movements;
develop the ability to voluntarily tense and relax muscles to remove bodily barriers (the river is noisy, the river has calmed down).
* * *
Teacher (tells the familiar fairy tale “Vaska the Cat” to the children; reads sentences I, 2). When Vaska wanted to eat, he was not cheerful, but...
Children. Sad.
Educator. If Vaska was sad, what kind of voice did he have? Children. Plaintive, loud, sad, drawn-out. Educator. Try to meow pitifully, loudly, sadly, protractedly, like Vaska: “Meow-meow, I want fish! Meow-meow, I want milk!”
Children carry out the teacher's assignment.
(Reads sentences 3-7.) What kind of fish do you think Vaska caught: big or small? Children. Big one.
Educator. How did you guess? The children answer.
(Reads sentence 8.) Do you think the cat was surprised when he saw such a big fish? Were his eyes closed or wide open in surprise?
Children. Eyes wide open.
Educator. Show Vaska when he pulled out the fish.
Pantomime sketch “Surprise”
Children pretend to be a cat: eyes wide open, eyebrows raised, mouth wide open.
Teacher (reads sentences 9-17). Do you think the fox and the cow really wanted Vaska to give them the fish? Children. Yes, we really wanted to.
Educator. So, they didn’t just ask, but... Children. They asked kindly, gently persuaded. Educator. Who has a softer and thinner voice: a little fox or a big cow? Children. At the fox's.
Voe p i tate l. That's right, from the fox-sister. This means that she asked Vaska not loudly, but...
Children. Quietly, in a thin voice, tenderly.
Educator. Try asking Vaska, like the fox and the cow.
Children carry out the teacher's assignment.
i Reads sentence 18.) If you listen carefully to the music-| , then remember what Vaska did in the fairy tale.
Children listen to an excerpt from Concerto No. 2 by I.S. Bach.
What mood does the music convey: sad, happy? Is she fast or slow?
The children answer.
What can you do to it: play happily in the meadow or cry?
Children. Cry.
Educator. It was like this in the fairy tale. (Reads sentences 19-21.) Guys, the nimble little fox doesn’t run hard, but... Children. Easily.
Educator. Not slowly, but... Children. Fast.
Educator. But the big cow doesn’t walk fast, but... Children. Slowly. Educator. Not easy, but... Children. Hard.
V O s p i t a t e l. Place your hands on the table and tap your fingers lightly and quickly when the nimble fox runs; slowly and HARD when a big cow walks.
Rhythm exercise
A fairy tale you can play: The Wolf and the Seven Little Goats. Game for girls and girls! For our little friends, their sisters and brothers, an interesting game is the fairy tale “The Wolf and the Seven Little Goats.” You can not only listen and read this Russian folk tale online. You can still play it, dear children. And so, listen to the fairy tale, or read it yourself, if you know how. The events of the fairy tale will develop in such a way that in some of its scenes you will become its real participants. Great?! Of course it's great! Good luck! Play with the mouse.
A fairy tale you can play: The Wolf and Family
A fairy tale you can play: Teremok. Game for girls and girls! For our little friends, their sisters and brothers, an interesting game is the fairy tale “Teremok”. The Russian folk tale “Teremok” can not only be listened to and read. You can play with it, dear children. Do you want to know an instructive story about the life of animals in a tower? Then don't waste your time. Connect to the game and become its direct participants. Good luck! Play with the mouse.
A fairy tale you can play: The Ugly Duckling. Game for girls and girls! For our little friends, their sisters and brothers, an interesting game is the fairy tale “The Ugly Duckling”. You can not only listen and read the educational fairy tale that Hans Christian Andersen wrote for you. You can still play it, dear children. And this fairy tale is about a duckling who was born not as beautiful as other ducklings. Want to know his story? Then listen or, if you know how to read, read this story and become its direct participants. Good luck, Play with your mouse.
A Fairy Tale You Can Play: The Ugly Ute
A fairy tale you can play: Puss in Boots. Game for girls and girls! For our little girlfriends, their sisters and brothers, an interesting game is the fairy tale “Puss in Boots”. You can not only listen and read this Russian folk tale online. You can still play it. And so, follow the exciting events of the game. And they will develop like this. The old miller left his sons an inheritance - a mill, a donkey and a cat. The youngest son got a cat. Having received such an inheritance, the guy was very upset. As it turned out, in vain! The cat turned out to be special. Get ready! As the game progresses, you will become real participants in fascinating stories with this cunning cat. Interesting? And how! Use the mouse to control the game. Good luck!
A fairy tale you can play: The Cat in the Boots
A fairy tale you can play: Turnip. Game for girls and girls! For our little girlfriends, their sisters and brothers, a wonderful entertaining, educational Russian, folk tale“Turnip”, which you can not only read and listen to. You can still play it. And most importantly, by playing this fairy tale, children will learn what friendship and mutual assistance are.
A fairy tale you can play: Grandfather Safflower. Game for girls and girls! “A fairy tale that you can play: Grandfather Safflower” is a fairy tale game that will be interesting for all children to play: girls, boys, their friends and girlfriends. The hero of the fairy tale is the slacker Boris. The boy was ready to play the fool all day long. Bad things always come to an end. One day the wizard Grandfather Safflower appeared in his house, after which Boris’s mother disappeared. Only now the lazy man realized how he upset his beloved mother with his behavior. Together with other lazy people, Boris goes in search of his mother. Many dangers and difficulties await them ahead, which not everyone can overcome. But with your help, Boris will cope with them. He will become what a son should be - obedient and caring. To control the game you will need a mouse. Good luck!
A fairy tale you can play: Little Red Riding Hood. Game for girls and girls! For you, girls, the best fairy tale is the game about Little Red Riding Hood in an online version, which you can not only read, listen to, but also play. The game will give you many exciting moments. You have to help the heroine bake a pie for her grandmother. As it turns out, the path to grandma will be not only dangerous, but also educational. In this regard, a most interesting game with the sounds of birds awaits you. The game in grandma's domain will be no less interesting. There you will help her with cleaning and repairs. In the end, you will have a dangerous encounter with a wolf. Don't worry, everything will work out. Evil will be punished! Good luck! Play with the mouse.
A fairy tale you can play: Red Sha
A fairy tale you can play: Mrs. Snowstorm. Game for girls and girls! For you, girls, a wonderful fairy tale by the Brothers Grimm - “Mistress Blizzard” - which you can not only read and listen to, but you can also play it. A fairy tale about how the sorceress from the well punished her stepmother’s lazy daughter and rewarded her hardworking stepdaughter. The stepdaughter has a lot of things to do. Help her do her job. The unfortunate girl will drop the spindle into the well and her stepmother will drive her out of the house, follow her. And when you find yourself with Mistress Metelitsa, you will have to help your stepdaughter pass a series of tests. It will be necessary to help the apple tree with the harvest. To make it snow, you will need to fluff up the feather bed and pillows. The hardworking girl did not disappoint Mrs. Metelitsa and for this she will receive a rich reward. She will return home. The greedy stepmother, hoping to get more wealth from Metelitsa, sends her lazy daughter to her. And then what should be expected will happen - justice will prevail... In order to play this game, you will need a mouse.
A fairy tale you can play: Lady Me
Fairy tale "The Princess and the Pea". Game for girls and girls! For you, girls, there is a wonderful fairy tale by the great storyteller H.H. Anderson - “The Princess and the Pea” - which you can play. Children who cannot read can simply listen to a fairy tale. This tale is about a prince who wanted to marry a princess, but only a real princess. Having traveled to many countries, the saddened prince returned home with nothing. He did not find a princess who would please him! But one day... What happened one day you will find out further. However, we will let you in on a little secret. Further, as the game progresses, you will become its direct participants. You will have to call the correct melody on the bells. And you will also have to help the girl pass the pea test, proving that she is a real princess. And when you finish the game, think about what the moral of this tale is. Good luck! Play with the mouse.
Fairy tale "The Princess and the Pea"
Kids get acquainted with the online fairy tale, Geese and Swans.” Game for girls and girls! Kids get acquainted with the online fairy tale "Geese - Swans" - the best entertaining, educational, educational game for inquisitive girls, their brothers and other children, for attention and intelligence. The author of the online fairy tale, “Geese - Swans” built his game in such a way that cute children had the opportunity to simultaneously get acquainted with the content of the fairy tale, as well as stimulate their attention and intelligence. And so: first of all, you will need to assemble a picture from its individual fragments. When the task is completed, to familiarize yourself with the content of the fairy tale, click on the DONE button. Then you will again need to collect a new picture so that by clicking on the DONE button, you will again become familiar with the continuation of the fairy tale. And so on until the end of the tale. Good luck! Play with the mouse.
Kids get acquainted with the online fairy tale, Geese –
Fairy tale for children: Goat-Dereza. Game for girls and girls! “Fairy tale for children: Goat - Dereza” – educational, educational game for kids to pay attention. By putting together simple puzzles, the child in this game will simultaneously become familiar with the content of the fairy tale. If the child has not yet mastered the science of reading, he will need help from his elders. And so, the kid connects the individual fragments of the picture together and presses the DONE button. And then, having familiarized himself with the illustration of the picture, he clicks on it with the mouse. A new puzzle will appear. And then everything repeats itself. Good luck!
Fairy tale: Winter hut of animals. Game for girls and girls! Fairy tale: Winter hut of animals is a cool, educational, educational game in Russian for our little users: girls, their brothers, friends and girlfriends. Dear children, first you will have to listen to the fairy tale itself, and then you will have to study the live illustrations of the fairy tale with comments on the actions of each character. The mouse will help you do this. And then you will move on to completing the task based on the fairy tale you listened to. It consists of the following: you need to arrange the pictures from memory in order corresponding to the plot of the fairy tale. Good luck! Play with the mouse.
Fairy tale: Cat and Fox. Game for girls and girls! "Fairy Tale: Cat and Fox" is the best educational children's game in Russian, for memory and intelligence. Before you start playing this game, you, our dear children, will have the opportunity to listen and view the beautifully illustrated fairy tale, The Cat and the Fox.” After this, you will be able to begin completing tasks related to the events in the fairy tale you just watched. Good luck! Play with the mouse.
Fairy tale: Kolobok. Game for girls and girls! "Fairy Tale: Kolobok" is an entertaining, educational, educational game for intelligence, in Russian. Girls, you will be shown pictures with events from the familiar fairy tale about Kolobok, who left his grandparents. If during the game you answer the questions correctly, you will help Kolobok escape not only from the Hare, Wolf, Bear, but also from the Fox. Good luck! Play with the mouse.