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

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

(methodological development)
Contents. 1. Introduction 2. Fairy tale as a genre of fiction 3. Perception of a fairy tale by a preschool child 4. Methods for developing coherent speech of preschoolers through fairy tales 5. Conclusion 6. List of references 7. Appendix Introduction In order to prepare a person spiritually for independent life, it is necessary to introduce him to the world books.
V.A. Sukhomlinsky Currently, a large number of research works by psychologists and teachers are devoted to the study of the problem of speech creativity of preschool children.
Researchers note that the development of creative abilities in the preschool period, the improvement of speech skills, and mastery of the literary language are necessary components of education and intelligence in the future, therefore the formation of coherent speech, the development of the ability to construct meaningful and coherent statements are one of the main tasks of speech education of preschoolers. This is due to its social significance and role in the formation of personality. It is in coherent speech that the main, communicative function of language and speech is realized. Only special speech education leads a child to mastering coherent speech, which is a detailed statement consisting of many or several sentences, divided according to the functional-semantic type into description, narration, and reasoning. To develop a child’s coherent speech, it is necessary to use various didactic games and activities, including fairy tales. Children draw a lot of knowledge from fairy tales: the first ideas about time and space, about the connection of man with nature, with the objective world; fairy tales allow the child to see good and evil. Many people are characterized by states of joyful awe, anticipation of a miracle, and amazement at daily miracles. Isn’t it a miracle that the sun rises and sets, that the seasons change, that children are born?.. True, we are accustomed to miracles. And some of us want something new, unexpected... And a miracle is very close. However, only a person with an open heart can know its beauty. A fairy tale teaches us to open our hearts to goodness. Working according to the fairytale therapy method, we tried to make this idea the main one in our work. The method has a centuries-old history, but received its name quite recently. There is probably no psychological, psychotherapeutic or pedagogical direction that could do without the use of fairy tales. Fairy tales are not fully used to develop children's imagination, thinking, coherent speech and the cultivation of good feelings. The main possibilities of fairy tale therapy are as follows: development of coherent speech, personality integration, development of creative abilities and adoptive skills, improvement of ways of interacting with the outside world, as well as training, diagnosis and correction. People tend to exchange stories. In order to tell and listen to them, we gather together. Sharing stories, like sharing life experiences, is a natural form of interaction between people. Therefore, fairy tale therapy is a natural form of communication and transfer of experience. Having learned to tell, retell, and think creatively, the child will make a huge leap in development, which will contribute to the development of his personality. According to many psychologists, it is in preschool age that a person’s personality structure is formed and the foundation of self-esteem is laid. These parameters are greatly influenced by children's speech. The relevance of this topic lies in the fact that fairy tales are a natural component of children’s everyday life. What is fairy tale therapy? The first thing that comes to mind is treatment with fairy tales. From time immemorial, knowledge has been transmitted through parables, stories, fairy tales, legends, and myths. What does treatment have to do with it? Intimate, deep knowledge, not only about oneself, but also about the world around us, certainly heals. When they say that fairy tale therapy is treatment with fairy tales, they mean the joint discovery with the child of the knowledge that lives in the soul and is psychotherapeutic. Fairytale therapy is a process of searching for meaning, deciphering knowledge about the world and the system of relationships in it. In fairy tales you can find a complete list of human problems and imaginative ways to solve them. Often this allows you to find the right solution in life. A child, being in a fairy tale, interacts with many fairy-tale characters and, as in life, looks for ways to solve the problems that confront him. For children, fairy tales are associated with magic, and magic is also transformation. In a fairy tale it is real, but in life it is not noticeable to everyone. Magic happens within us, gradually improving the world around us. Of course, fairytale therapy is also environmental therapy, a special fairy-tale setting in which potential parts of the personality, something unrealized, can manifest themselves. So what is fairy tale therapy? Contemplation of the internal and external world, comprehension of the past, modeling of the future, the process of selecting each child his own special fairy tale. Thus, we believe that the perception of a fairy tale is a special type of activity for a child, therefore fairy tales have a huge impact on the development of coherent speech and therefore the purpose of this work is to study the role of fairy tale therapy in the development of coherent speech of preschoolers. Fairy tale as a genre of fiction The definition given by Nikiforov reads: “Fairy tales are oral stories that exist among the people for the purpose of entertainment, containing events that are unusual in the everyday sense (fantastic, miraculous or everyday) and are distinguished by a special compositional and stylistic structure.” This definition is the result of a scientific understanding of a fairy tale, expressed in the shortest formula. All the main features characterizing the fairy tale are given here. Another sign established by Nikiforov is that the tale is told for the purpose of entertainment. It belongs to the entertainment genre. The sign of entertainment stands in connection with another sign of a fairy tale put forward by Nikiforov, namely the extraordinary nature of the event that makes up the content of the fairy tale. The last feature put forward by Nikiforov is a special compositional and stylistic structure. We can unite style and composition under the general concept of poetics and say that a fairy tale is distinguished by its specific poetics. But fairy tales are not only folk, but also literary. A folk tale is the creativity of the people, and a literary fairy tale is the fruit of the author's genius. The combination of the fabulous and the magical, the real and the ordinary in a literary fairy tale makes it two-dimensional: equally interesting to both children and adults. The child is attracted by the improbability of fairy-tale events, the charm of fiction, the victory of good over evil, and the rapid change of events. A literary fairy tale is a whole direction in fiction. It was based on a folk tale. “One of the main genres of oral folk poetry, an epic, predominantly prosaic work of art of a magical, adventurous or everyday nature with a focus on fiction” (Literary Encyclopedic Dictionary. M., 1988). “A short instructive, often optimistic story, including truth and fiction” (S.K. Nartova-Bochaver. Reader. Tales of the Peoples of the World. M., 1996). And this is not a complete list of definitions of L.S.’s fairy tale. Vygodsky writes that a fairy tale helps to understand complex everyday relationships; her images seem to illuminate a life problem, which cold prosaic speech could not do, but a fairy tale will do with its figurative and emotional language. V. Oaklander believes that fairy tales are unique not only as a literary genre, but also as a work that is completely understandable to a child, like no other form of art. Fairy tales have the deepest knowledge, meaning, and truly hit the nail on the head when it comes to the basic universal emotions of love, hate, anger, loneliness, isolation, and loss. Perception of a fairy tale by a child of preschool age Childhood, childhood is a period of a person’s life in which a child goes through the greatest path in his individual development from a helpless being, incapable of independent life, to a child’s personality fully adapted to nature and society, already capable of taking responsibility for himself , their loved ones and peers. Bruno Bettelheim writes: “Fairy tales in various forms tell the child that the struggle with life’s adversities is inevitable, it is an organic part of human existence. The language of a fairy tale is accessible to a child. The tale is simple and at the same time mysterious. L.F. Obukhova notes that a fairy tale promotes the development of imagination, and this is necessary for a child to solve his own problems. Through a fairy tale, a child gets acquainted with new phenomena of life, with some abstract objects (volume values, numbers, etc.), and new concepts. A good fairy tale, thought S.Ya. Marshak is characterized by “a large coverage of events at a fast, even rapid pace, with high ascents and steep descents, with a lively, genuine sense of storytelling, with bold generalizations and conclusions.” The lively and expressive language of folk tales is replete with apt, witty epithets and semantic poetics. Naro is an unrivaled children's speech teacher. In no other works, except folk ones, will you find such an ideal arrangement of difficult-to-pronounce sounds, which, thanks to the figurative interpretation, are reproduced without difficulty by young listeners. The fairy tale reveals to the child the accuracy and expressiveness of the language, shows how rich native speech is in humor, lively and figurative expressions, and comparisons. A fairy tale allows children, in a special metaphorical form, to formulate for themselves specific children's theoretical questions about the structure of the World and solve the problem of uncertainty (i.e., predict events). The images of fairy tales and the relationships of characters act as a means for children to interpret the phenomena of reality, substantiate judgments, demands, and argue for certain actions. Indeed, the concepts of good, evil, cunning, time, space, measure, etc. are inaccessible to a preschool child in the dimensions of logical thinking, but these concepts are quite meaningful and functional when they have figurative and symbolic designations within the space of a fairy tale. Methods for developing coherent speech in preschoolers through fairy tales. A child is an active creature by nature; he loves not only to listen to fairy tales, but also to act and create, relying on them. This ability was noticed by the Italian children's writer Gianni Rodari and formed the basis of his famous textbook for children, “The Grammar of Fantasy.” Using fairy tale themes, J. Rodari developed a series of games, game exercises and techniques for the development of speech, thinking, and imagination. A fairy tale enriches the social and subject experience of children and serves as a source of combinatorial ability of the mind. We owe a fairy tale, especially a fairy tale composed by children, the opportunity to resolve global moral contradictions, where good always wins. There are various techniques, for example the universal technique of L.B. Fesyukova, developing the child’s imaginative and logical thinking, his creative abilities, speech, introduces children to the natural world and helps prepare them for school. Since fairy tales, as well as many works of fiction, are not fully used in the family and in the system of public preschool education for the development of children, L.B. Fesyukova has developed a special universal scheme that helps fill this gap. The title of the tale is a moral lesson. Cultivating good feelings. Speech exercises. Development of thinking and imagination. Fairy tale and mathematics. Fairy tale and ecology. A fairy tale develops hands. It is quite clear that the proposed seven sections included in this scheme are chosen conditionally and do not pretend to be a complete use of fairy-tale and artistic works. For the most part, we are accustomed to the traditional, fairy-tale material. Over many decades, stereotypes have arisen in this regard: the fox is always cunning, it’s a pity for the bun, but what can you do, it serves Pushkin’s old woman right, it doesn’t hurt our hearts that the fox and the crane have become friends. One of the main tasks facing adults is to introduce the child to the content of a fairy tale, at best, talk about what lies on the surface of the text, play it out, dramatize, stage... This is the so-called traditional direction of working with a fairy tale. Non-traditional means teaching children to not only perceive the content in an original, unusual way, in their own way, but also to creatively transform the course of the story, come up with different endings, introduce unforeseen situations, mix several plots into one, etc. The non-traditional approach gives both the teacher and the child has the opportunity to understand what is good and what is bad in a fairy tale or a hero, to create a new situation where the hero would improve, good would triumph, evil would be punished, but not cruelly and inhumanly. A fundamentally healthy, constructive idea: everything can be improved, perfected, changed for the benefit of people - should become a creative motto for a child. It is difficult to deny the role of fairy tales and works of art in the development of correct oral speech. Traditionally speaking, texts expand vocabulary, help construct dialogues correctly, and influence the development of coherent speech. But in addition to all these, albeit key, tasks, it is no less important to make our oral and written speech emotional, imaginative, and beautiful. L.B. Fesyukova offers several methods and techniques that promote the development of coherent speech. The ability to ask questions, since, according to authoritative domestic and foreign psychologists (A. Zaporozhets, L. Wenger, A. Fromm, etc.), the ability to reasonably formulate a question in the context is one of the indicators of the successful development of preschool children. Of course, during the day the child situationally asks a lot of questions. But it will be much more difficult for him to pose a humorous question to the heroes of the fairy tale. In addition to the spontaneous formation of the basics of oral speech, special training is required. In this regard, the construction of words, phrases and sentences is of great importance. L.B. Fesyukova suggests using the following techniques: • Rhyme two words (blacksmith-daring), and then you can and should move on to a rhyming chain and couplets as harbingers of word creation; • Make up a fairly long, common sentence in the game “A word from each.” It is also well known that elements of linguistic education are laid down from a very early age. In this regard, it is extremely important not only to teach a child to compose orally, but also to show him the new opportunities that open up in the genre of written communication with each other. The simplest types of such communication, according to L.B. Fesyukova, these are notes, telegrams, short letters. And favorite heroes of fairy tales and works of art are the first objects of such communication. Take, for example, the fairy tale “Little Red Riding Hood” and decide with the children who it is better to send a note, to whom a letter, and to whom a telegram, and even an urgent one. And together we begin to compose (the child speaks, and the adult writes it down, then together we read and discuss what has been written, correcting and improving it in content and style). The child sensitively grasps the features of oral and written speech, especially with such constant personal participation. To help children understand the idea of a fairy tale and the figurative meaning of forms of small folklore, L.B. Fesyukova suggests selecting phraseological units and proverbs for the work and discussing the meaning of each of them with the children, thereby helping the child remember the sayings, learn to apply them to the place, and more clearly understand the inner content of the fairy tale. Important, according to L.B. Fesyukova, is to cultivate sensitivity to words. techniques in working with fairy tales will contribute to the formation of such a sense : • Find affectionate, beautiful, fabulous, sad words; • Compose a long and at the same time funny word; • Parse words with the same spelling, but with different meanings. This is facilitated by the correct stress (flour - flour), and sometimes a different context (dog's tail - dog's character); • Explain the etymology of the word; • Say the word without vowels and invite the child to recognize it. The next method in the general system of development of thinking, speech and imagination is “Putting a problematic question.” Children are traditionally asked a lot of questions about the text of fairy tales. They are often formulated at the level of statement (Where did Little Red Riding Hood go?). But much more useful are questions of a search nature (why, why, how). Also L.B. Fesyukova suggests using games, for example: “What if..”, “Good - bad”, coming up with new names for fairy tales without distorting the idea of the work. A fairy tale plays a big role in the development of a child’s cognitive processes. With its help, you can correct unfavorable developmental options for a preschooler. With the help of a fairy tale, you can increase the level of coherent speech, which is very important for further preparation for school. The conclusion in this way, different forms of storytelling allow you to enrich the speech of children: the development of the language, its grammatical system enables children to reason freely, ask, draw conclusions, reflect various connections between objects and phenomena. It can be noted that the development of coherent speech of preschool children occurs in a close relationship with the development of other aspects of speech: phonetic, lexical, grammatical, memory improves, attention becomes more stable, children develop the ability to listen to another, monitor the course of his thoughts and the ability to embed their own Own thoughts and fantasies in the context of the narrative. The work carried out showed that the use of a fairy tale in the development of coherent speech should occupy one of the central places. Bright images are emotionally perceived by children, wake up their imagination, imagination, develop observation and interest in everything around, are an inexhaustible source of development of children's speech. Recommendations were developed for educators and parents a child - a creature active by nature, he loves not only to listen to fairy tales, but to act and create, relying on them. From fairy tales, children draw many knowledge: ideas about time and space, about the connection of man with nature, with the subject world. From the fairy tale you can take out many lessons: moral, education of good feelings, speech exercises, development of thinking and imagination, etc. With the help of a fairy tale, a child can explain many phenomena. But, unfortunately, at the present time, not the entire potential of the fairy tale is used. The child often sits at the TV, because watching fairy tales is easier and more interesting than reading and listening. When viewing a fairy tale, the child does not have a need to present some kind of image, there is no association. Therefore, children need to read and disassemble what they read more often. We recommend going to work with a fairy tale not traditionally. Because The development of all mental processes in a child is interconnected, that is, teaching children to think in an original, not correct, in their own way not only to perceive the content, but also to creatively transform the narrative, invent various ends, introduce unforeseen situations, mix several plots into one, etc. d., we have a purposeful effect on the development of the child. When the child learns to work with a fairy tale, it will be well navigated in it, to disassemble the actions of the heroes, he will be able to evaluate them this model to transfer to real life, to correct some situation. Tales develop the figurative and logical thinking of the child, his creative abilities, speech, introduce children to the world of nature and help to prepare them for school. Used Books. 1. Vadchenko N.L., Khatkina N.V. Alphabet and fairy tales, riddles and tips. -M.: Labyrinth-K, 1998. 2. Vartanyan N. Seminar-practical for parents “Learning from the book”: a child’s journal in kindergarten, No. 1,2011. C47-51 3. Gritsenko Z. Child and book: Preschool Education Journal, No. 3, 2000. C49-64 4. Grishina G.N. Favorite children's games. M., 1999 5. Zaporozhets A.V. Psychology of the perception of a tale by a child with a preschooler. // Psychology of a preschooler. Reader/Comp. G.A. Uruntaeva - M .: ed. "Pedagogy", 1998-138s. 6. Zinkevich - Evstigneeva T.D., the path to magic. Theory and practice of fairy tale therapy. St. Petersburg: AOZT Zlatoust, 1998. 7. Zinkevich - Evstigneeva T.D., developing fairy tale therapy. SPb.: Speech, 2000. 8. Zinkevich - Evstigneeva T.D., Grabenko T.M. Miracles in the sand. Workshop on sand therapy. SPb.: Speech, 2004. 9. Kabachkova Zh.V. A fairy tale as a means of developing speech and raising children: Speech therapist magazine No. 6, 2009 s64-71 10. Propp V.Ya. Russian fairy tale. –M .: ed. Labyrinth, 2000-416s. 11. Tell me a fairy tale./Comp. E.I. Ivanova. –M: ed. "Education", 1993.-464s. 12. Sinitsyna E.I. Smart fingers. M.: Liszt, 1998. 13. Sokolov D. Tales and fairy tale therapy. M.: Exmo - press, 2001. 14. Fesyukov.b. Education fairy tale: for working with preschool children.-M.: LLC Publishing House, 2000.-464s. 15. Tsvyntarsky V. We play with fingers and develop speech. SPB: Publishing House - in “Lan”, 1998. Appendix plan program for the development of coherent speech using fairy tales Topic of lesson Objectives: Methods, techniques: Block 1 (4 Classes) The fairy tale "Turnip" to form a grammatical structure of speech, the ability to make different phrases, use pronouns in speech, select definitions for the subject, phenomena ;
To coordinate adjectives with nouns in kind, number, case. Activate the dictionary. Develop fine motor skills. Activate creative imagination and thinking. Exercise in solving creative problems. To educate the ability to listen to each other, not to interrupt 1. The story of a fairy tale. 2. Guessing riddles. 3. Didactic games: “What are the animals to do”, “What, what, what?”, “Who will be able to praise”, “From each according to the word”. 4. Developing game “And if ...” 5. Inventing a new name for a fairy tale. 6. Inventing a new end of the fairy tale. Block 2 (4 classes) The fairy tale "Kolobok" systematize the ideas about the meaning of words. Activate the dictionary. To form a grammatical structure of speech, the ability to select words - the names of qualities, actions, parts of objects; The ability to select antonyms, synonyms, use pronouns in speech, coordinate adjectives with nouns. Exercise in solving creative problems. To develop the ability to make a coherent statement. Activate creative imagination and thinking. 1. Reading a fairy tale. 2. Conversation. 3. Didactic games: “We will write a letter to the hero”, “Finish the sentence”, “who knows another word”. 7. Developing games: “And if ...”, “Good-bad” 4. Composition of riddles. 5. Retelling the episode of a fairy tale on behalf of the hero. 6. Changing the plot of a fairy tale by entering a new hero. Block 3 (4 classes) the fairy tale “Masha and the Bear” to continue to form the ability to select antonyms, to coordinate adjectives with nouns in kind, number, case; Make phrases, select words - the names of qualities, actions, parts of objects. Activate the dictionary. Continue to develop the ability to make a coherent statement. Activate creative imagination and thinking. Exercise in solving creative problems. 1. Reading a fairy tale. 2. retelling with the help of illustration. 3. Inventing the new name of the fairy tale. 4. Composition of riddles. 5. Didactic games: “Additional sentence”, “Which, what, what?”, “Ask a question to the hero” 8. Developing games: “And if ...”, “Good-bad” 6. Completing a new end of the fairy tale. 7. Changing the plot of a fairy tale. Block 4 (4 classes) The fairy tale "Geese - Swans" systematize ideas about the meaning of words. Activate the dictionary. To form a grammatical structure of speech, the ability to select words - the names of qualities, actions, parts of objects, verbs, adjectives; ability to use suffixes; The ability to continue and end a statement, select a suitable word and coordinate it with other words in a sentence. Activate creative imagination and thinking. Exercise in solving creative problems. 1. Reading a fairy tale. 2. Conversation. 3. Didactic games: “Who will be able to praise”, “Nazi strap”, “Think of a word”, “from each according to a word”. 4. Developing games: “And if ...”, “Good-bad” 5. Retelling along the chain supported by illustration. 6. Inventing the new name of the fairy tale. 7. Inventing a new end of the fairy tale. 8. Changing the plot of a fairy tale. Block 5 (4 classes) the fairy tale “Bubble, straw and bast shoe” to form the ability to take conditional deputies to designate the characters of the fairy tale; the ability to distinguish parts of objects, quality, actions; The ability to compare, select antonyms, synonyms. To develop the ability to use deputies in the retelling of a specific episode of a fairy tale. Activate the dictionary, creative imagination and thinking. To develop the ability to make a coherent statement. Exercise in solving creative problems. 1. Reading a fairy tale. 2. Conversation. 3. The image of heroes with geometric shapes. 4. Tale of a fairy tale according to the scheme. 5. Didactic game: “Tell me the other way around” 6. Inventing history. 7. Inventing a new name for a fairy tale. 8. Composition of riddles. 9. Inventing the other end of the fairy tale. 10. Developing games: “And if ...”, “Good-bad” 11. Changing the plot of a fairy tale by adding a new hero. Block 6 (4 classes) is final. 1 lesson. Final for the fairy tales. To form a grammatical structure of speech, the ability to select a word for a given, to explain the semantic connection between words, to enrich the dictionary at the expense of words related to different parts of speech; the ability to make a coherent statement based on the illustration; The ability to argue. Activate and develop thinking and memory. 1. The story of the episode of the fairy tale on the illustration. 2. Didactic game: "different words." 3. Self -drawing up a story about a beloved hero. 2 lesson. Inventing a new fairy tale. Activate knowledge and ideas. To form the ability to select the right word, to clarify the meanings of words. Develop creative imagination and thinking. Continue the formation of the ability to make a coherent statement. 1. Drawing blot on paper. 2. Didactic games: “It doesn’t happen”, “speech situations”. 3. Inventing a fairy tale story about a blot. 3 lesson. Inventing a fairy tale story on the toy. To form the ability to finish the statement started by adults, to select a suitable word, to coordinate it with other words in the sentence; The ability to select adjectives and coordinate them with nouns in kind, number, case. To develop creative imagination and thinking, fine motor skills. Continue to form the ability to independently make a coherent statement. 1. Didactic games: “What, what, what?”, “Finish the proposal”. 2. Inventing a fairy tale story about the toy. 3. Drawing history. 4 Lesson. Inventing a fairy tale in the plot picture. To form the ability to classify objectly with color, shape, quality, material; compare objects, compare; select as many names as possible, suitable for a given definition; Make a variety of phrases, coherent statements. Develop creative imagination and thinking. Exercise in solving creative problems. 1. Didactic games: “What is what happens?”, “What can the animals do?” 2. Considering the picture. 3. Inventing a fairy -tale story in the plot picture. Block 4 (4 classes) The fairy tale "Geese Swans" Lesson No. 1 Purpose: to form a grammatical structure of speech. Activate the dictionary. To develop the ability to make a coherent statement. Develop thinking, memory. To educate the ability to listen to each other, not to interrupt. Material: illustrations for a fairy tale. Progress of the lesson. , The teacher reads a fairy tale. Conversation on the fairy tale: - Did you like the fairy tale? What did you like? Why? - But I did not like everything. What could I not like? - Who helped Alyonushka save Brother Ivanushka? - And what would you do in the place of Alyonushki if your parents punished you to take care of your younger brother? - .... If the stove told you that it would help to find a brother, just need to eat a pie? - And what would you do in the place of the stove, apple and river? Would you help Alyonushka hide with your brother from the Jose-Labels? Lesson No. 2 Purpose: to systematize ideas about the meaning of words. To form the ability to select words-calls of qualities, objects, actions, parts of objects, verbs, adjectives; The ability to use suffixes. Activate the dictionary. To develop the ability to make a coherent statement. Develop thinking, memory. To educate the ability to listen to each other, not to interrupt. Material: illustrations for a fairy tale. Progress of the lesson. - Guess what fairy tale an illustration? Retelling a fairy tale on a chain based on illustration. -Why is the fairy tale called geese-swans? - Let's come up with another name for a fairy tale. Game "Name Lazasovo" - Do you like the heroes of a fairy tale? And when we like someone or something, we call them affectionately. Let's call it affectionately: sister, brother, apple tree, mouse, stove, tree, river, house, jelly, milk. The game “Think of the Word” will play such a game. Now (the child) will think of the word that is in a fairy tale, but it will not call it, but simply tells what this word means, and we will guess what word he conceived (child). For example: it is small, gray and squeaks. Lesson No. 3 Purpose: to form a grammatical structure of speech, the ability to continue and end a statement, select a suitable word and coordinate it with other words in a sentence .. activate the dictionary, creative imagination, thinking, memory. Exercise in solving creative problems. To develop the ability to make a coherent statement. To educate the ability to listen to each other, not to interrupt. Material: drawn train cars, illustrations for a fairy tale. The course of curtains. - Guess the fairy tale according to: “They carried her brother”, “Apple tree, beauty, hide us.” - Let's remember all the heroes of this fairy tale. The game "from each according to the word." - And now we will make a train. The train is a proposal, and each of you will call one word - it will be wagons. We will take hands, so we will clarify the won-words. And if the train is drawn up correctly, he will be able to go (each child who called the word is given a drawn car). Inventing the proposals about Alyonushka, geese-lobes, a woman-yaga, stove, apple tree. The game “And if ...” - and if the stove, the apple tree and the river refused to help the girl, what would she have to do to save herself and save her brother? The game is “good and bad”-the mouse helped the girl run away from Baba Yaga. What is good in this and what is bad? - Molochnaya River. What is good in this and what is bad? - The stove knows how to talk. What is good and what is bad. Lesson No. 4, Purpose: to form a grammatical structure of speech. To activate the dictionary, creative imagination, thinking, memory. Exercise in solving creative problems. To develop the ability to make a coherent statement. To educate the ability to listen to each other, not to interrupt. Material: illustrations for a fairy tale. Progress of the lesson. Find out what fairy tale illustration. Tell the episode of the fairy tale shown in the illustration. -What heroes in this fairy tale are good and which are bad? -What geese-swans? Why? -And if the geese, the Swans served a good wizard, what would they be then? -What Baba Yaga? Why? -And if Baba Yaga turned out to be kind, how would the fairy tale end then? “But if Baba Yaga is kind, why did the geese-swans take Ivanushka?” -Let's come up with a fairy tale where Alyonushka became angry, and Baba Yaga is good. Block 5 (4 classes) The fairy tale “Bubble, straw and bastard” Lesson No. 1 Purpose: to form a grammatical structure of speech, the ability to take conditional deputies to designate the characters of the fairy tale; the ability to distinguish parts of objects, quality, actions; ability to compare. To develop the ability to use deputies in the retelling of a specific episode of a fairy tale. Develop the ability to build a coherent statement. Continue to educate the ability to listen to each other, not to interrupt. Material: flannelograph, stripes of different lengths and widths, illustrations for a fairy tale. Progress of the lesson. • Reading the tale teacher. Conversation on the content of the fairy tale: - Can you call bubbles, straw and bast shoes with friends? - Why? - Why do you love your friends? Drawing up a fairy tale scheme. - Let's encrypt a fairy tale on the flannelographer. - Which strip is better to choose to indicate the bubble, straw, bast shoes, rivers? Retelling by children fairy tales according to the scheme. - Let's come up with riddles about the heroes of the fairy tale, and then you will make them to your parents. - What bubble? (Round, light) - And what else? (balloon) - The mystery turned out: a round and light, but not a balloon. Inventing mysteries about the rest of the heroes. Download fairy tale therapy as the development of coherent speech of children 4-5 years old

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Parents are the main educators of children. Therefore, it is important to stimulate their pedagogical self-education. A parent meeting is one of the most effective forms of family education, which dramatically increases the efficiency of working with children.

An example of a methodology for holding a parent meeting

Thus, the significance of the fairy tale as a small form of folklore is important for the education and upbringing of children. The fairytale therapy method gives the teacher a wide range of opportunities and is a way to comprehensively use the role of the native language in the formation of mental developmental disorders and the development of the personality of a preschool child.