Open lesson with elements of fairy tale therapy in the middle group “Visiting fairy-tale characters”

Fairytale therapy - how does this method work?

Fairytale therapy is a method that helps a child (or adult) concentrate on their problem. When used skillfully, fairytale therapy can provide the psychologist with clear routes for correcting behavior and treating depressive conditions in patients.

Each fairy-tale story plays out a specific situation that happened in the patient’s life. The characters are endowed with the characters of real people, and a conflict situation always has a logical solution. This therapy makes a connection between the events that occur in a fairy tale and reality, and transfers magic into everyday life.

The main goal of fairy tale therapy is the development of personality and care for the soul. The kid meets the best version of himself in a fairy tale, learns from the hero to do good deeds, to be happy and fair.

DEFINITION

Fairytale therapy is a method of psychological correction that helps develop a harmonious personality and solve individual problems. The instrument of this therapy is a fairy tale, which allows, using the example of heroes, to trace the characteristics of behavior and actions, and to analyze a specific life situation.

Fairytale therapy began to be used in isolation relatively recently, but quickly found a large number of fans among professional psychotherapists and parents. It was identified as a separate branch of psychotherapy thanks to Tatyana Zinkevich-Evstigneeva, and was later successfully used in working with both children and adults.

The essence of the method is this: the experience of conflict occurs with the help of a system of substitutes - fairy-tale characters, in whose place the child (or adult) begins to imagine himself. The plot is also important. Due to its metaphorical nature, a fairy tale becomes a powerful developmental and psychotherapeutic tool. By living certain events with the characters, the baby learns to understand their meaning and significance.

The goal of therapy is to help the child overcome anxiety and fears, correct negative character traits, and reveal abilities and inner world.

The following tasks can be distinguished:

• formation of emotional experience;
• overcoming internal contradictions;
• obtaining a sample of behavior in various situations.

Often a fairy tale becomes a means of developing personality, imagination, memory

BEST AGE

Experts advise starting to use fairy tales from the age of 2, since younger children are not yet able to carry out the simplest analysis and understand cause-and-effect relationships, that is, the work will be ineffective. And from the age of 2, it is quite possible to use simple therapeutic fairy tales to help calm the child, prevent hysteria, and provide an example of positive behavior.

At the age of 3, fairy tale therapy can be used more actively, including in combination with other art therapy methods.

DIRECTIONS

It is customary to distinguish several areas of fairy tale therapy:

• Help in difficult life situations. Using the characters as an example, you can consider alternative behavior options and reflect on what consequences each of them leads to.
• Identifying the problem the child is facing in a simple and accessible form.
• Transfer of experience. The parent does not teach the child, but shares with him his life experience and knowledge through a fairy tale.
• Development of thinking, imagination, memory. The form of work is used with children from 3 years old; parents offer not just to listen to the text, but to answer a series of questions, speculate on something, and explain the actions and characters of the characters.
• Behavior correction. With the help of heroes, the child looks at himself from the outside, sees his own negative qualities, as well as an example of how to correct them.
• Psychoprophylaxis. It is always better to avoid a problem than to fix it, and a fairy tale is a very convenient way to do this.

The advantage of fairy tale therapy is that it helps solve a wide range of problems in both children and adults.

FUNCTIONS

It is customary to distinguish the following functions of fairy tale therapy:

• The ability to quickly establish contact between the therapist and the client, regardless of the latter’s age.
• Many mental problems are hidden deep in the subconscious. A short text from a fairy tale helps to bring them to the surface and analyze them.
• Heroes will help you find a way out of difficult situations and consider alternatives.
• Fairy tales allow you to better understand yourself and get rid of internal contradictions.
• This text allows the therapist to receive all the information, even if the client (usually an adult) is trying to hide something.

Fairy tales are an excellent way to overcome phobias; they will also help to instill the skills necessary for a full life, provide an opportunity to understand what is good and what is evil, to reveal the individuality of one’s own personality, and to overcome life’s difficulties. And, what’s most convenient, parents can use this method even without professional education.

What problems can fairy tale therapy help you cope with?

Collective writing of fairy tales will help preschoolers get comfortable in a group, learn to make friends with their peers, and teenagers - understand themselves and their classmates. A jointly created fairy tale will reveal which of the children plays what roles in life, and will provide an opportunity to look at their character and behavior from the outside.

If parents compose a fairy tale together with their child, this makes it possible to speak the same language, to find out the child’s hidden thoughts, dreams and aspirations. A fairy tale will develop creativity and a sense of humor in both adults and children.

If you ask your child to draw or mold magical characters from plasticine, you can effectively practice the skills of writing, modeling, drawing, and help the young storyteller develop motor skills, perseverance and attentiveness.

Fairytale therapy copes with such children's problems as difficulties in communication and learning, as well as loneliness, low self-esteem, laziness, fears, aggression, excessive activity, psychosomatic diseases, and will help determine the reason why a child refuses to go to kindergarten or school.

Using the language of fairy tales, adults comprehend the nuances of interpersonal relationships and get to know themselves better. A magical story helps you take a fresh look at the world around you and improve your quality of life.

Fairy tales in psychotherapy are divided into 4 main groups according to the problems they address:

1. For difficulties in communication

   The fairy tale tells about the conflicts, quarrels, and grievances that a child has in kindergarten, at school, in the family, and on a walk.

2. During age crises

   the child seems to get used to his new role, to a new position (for example, to independence in kindergarten); all these moments can be played out in a fairy tale.

3. With internal experiences

   in the fairy tale, the hero is shown - the baby himself, his inner world is examined, complexes and contradictions are revealed, so that the child can answer the question: “What’s wrong with me?”

4. For worries and fears

   It is necessary, with the help of a fairy tale, to determine what the baby is afraid of, what prevents him from developing, what takes energy.

Types of psychotherapeutic tales

There are five main types of fairy tales:

1. Didactic fairy tales

   They set themselves the task of sharing new knowledge and skills, suggesting possible options for behavior in a certain situation, and giving answers to questions. Psychologists use them when counseling preschool and primary school children, adolescents and adults. Usually, after reading a fairy tale, you are asked to complete a simple task.

2. Psychological tales

   – these are the author’s fictional stories that can influence the development of the listeners’ personality through the presentation of vivid metaphors.

3. Psychotherapeutic tales

   have the greatest effectiveness; these are wise and beautiful stories with deep meaning on the theme of a person’s relationship to himself, to others, to the whole world. Such fairy tales have the task of correcting fears and phobias, eliminating suffering, and helping patients overcome trauma.

4. Psychocorrectional fairy tales

   are composed with the goal of carefully adjusting the behavior and character traits of an adult or child. Typically, such stories may echo everyday reality or contain many abstract metaphors, and therefore require clarification and discussion. Psychocorrectional fairy tales are used when working with aggressive adults and hyperactive children and are necessarily tailored to a specific individual.

5. Meditative tales

   they have neither a bright plot nor a negative character, they do not talk about an obvious conflict, their task is to set the patient up for a psychotherapeutic session, activate the unconscious thinking process, motivate a decision or action, and help calm down before going to bed.

MAGAZINE Preschooler.RF

Goal: increasing your theoretical level of knowledge, professional skills and competence on the topic of self-education. Study and analysis of the effectiveness of using the fairy tale therapy method for the comprehensive development of preschool children.

Tasks:

• study and analyze psychological, pedagogical and methodological literature on the problem of speech development in particular and the comprehensive development of preschool children in general through fairy tale therapy
• develop a long-term plan for working with children and parents in this area.
• arrange the center of the book in the group
• interact with parents and teachers on the topic of self-education, involve groups in enriching RPES
• contribute to the accumulation of aesthetic experience in children by reading and discussing fairy tales; cultivate a culture of speech, teach reasoning, develop the ability to apply one’s knowledge in conversation, achieve coherent statements, enrich and expand children’s vocabulary; encourage children to turn to adults with questions, judgments, and verbal communication with each other.
• cultivate feelings of friendship and collectivism; reduce levels of anxiety and aggression in children
• develop memory, attention, imagination in students; develop the individual creative abilities of preschool children through the use of the fairy tale therapy method.

Relevance

“Fairy tales can help educate the mind, give the keys to

to enter reality in new ways, maybe

help a child discover the world and inspire his imagination.”

D. Rodari.

At the present stage, the search for new forms and methods of teaching, development and upbringing of children is one of the pressing issues of preschool pedagogy: the development of a child’s comprehensive personality.

Speech indicators and personality traits are interrelated, and they should be the focus of attention of adults who care about the timely and harmonious development of the child.

The fairy tale as a genre of fiction finds application in various areas of work with preschool children with speech impairments. Numerous studies by scientists and teachers in the field of preschool pedagogy (Zinkevich-Evstigneeva T.D., Anikin V.P., Bolshunova N.Ya., Kabachek O.A., etc.) have shown that the problem of speech development in preschool children can be solved through the use of the method of fairy tale therapy, because preschool age is a sensitive period for the speech development and creativity of children.

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

A set of various methods and techniques, the subject environment, and communication are the internal driving forces of the speech and mental development of preschool children. But at the same time, it is necessary to rely on a fairy tale, which excludes moralizing and includes playful communication.

When using fairy tale therapy, the communicative orientation of each word and statement of the child is created, the lexical and grammatical means of language, the sound side of speech in the sphere of pronunciation, perception and expressiveness are improved, the development of dialogic and monologue speech occurs, and the relationship between the visual, auditory and motor analyzers arises. At the same time, the classes create a favorable psychological atmosphere, enrichment of the child’s emotional and sensory sphere, as well as introducing children to folk art.

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

Forms of working with children:

• joint activities of the teacher with children:
• individual work with children
• free independent activity of children.
• teacher reading fairy tales to children; answers to the teacher’s questions, additional explanations from the teacher, analysis of situations; conversations with elements of dialogue, summarizing the teacher’s stories;
• dramatizing excerpts from the text with children;
• asking riddles; working with proverbs and sayings;
• children's stories based on diagrams, illustrations, modeling fairy tales;
• coloring black and white illustrations for fairy tales;
• imitation of the reading process in egocentric speech - these can be any variations on the theme of the text you listened to, you can “read” to your toys;
• reproduction of texts read by adults in staged dialogues;
• writing your own fairy tales based on texts read by adults;
• drawing and modeling based on fairy tales read to adults;
• coming up with the end of the text or introducing your characters (as you would like);
• coming up with questions for the characters in the text;
• playing out the fictitious ending of a fairy tale.

Forms of work with parents:

• consultations, master class
• individual and group conversations
• design of visual information (stands, sliding folders)
• involvement in enriching the developmental subject-development environment of the group.
• holding meetings and discussions on the topic of self-education.

Expected results:

• children’s assimilation of norms of moral and spiritual education, children’s positive attitude towards the world around them, towards other people and themselves
• children's awareness of basic moral qualities: conscientiousness and decency, selflessness and kindness, empathy and sympathy, patriotism
• understanding the need to develop such volitional qualities as obedience, respect for parents and adults
• knowledge of certain fairy tales that make up the spiritual experience of humanity.
• the formation of ideas about honesty, justice, kindness; negative attitude towards cruelty, cunning, cowardice
• developing a sense of self-respect, self-esteem and the desire to be responsive to adults and children; the ability to show attention to their state of mind, rejoice in the successes of their peers, and strive to come to the rescue in difficult times.
• Speech in general becomes cleaner and more distinct. The speech activity of children increases. Children begin to master monologue speech.

With the help of fairy tales we teach children:

Will is a complex and multifaceted personality quality.

Self-confidence is the ability to withstand failures.

Courage is self-control, fearlessness, the ability to behave with dignity in critical situations.

Hard work is the reluctance to sit idle, the desire for useful work.

Persistence - patience and endurance in achieving a goal.

Commitment is the ability to keep one's word.

Optimism - belief in success, passion, elation.

Determination is the ability to define a goal and persistently strive to achieve it.

Kindness and honesty.

The fairy tale teaches a moral lesson, teaches good human qualities, but does it without boring instructions, it simply shows what can happen if a person acts badly, not according to his conscience. With the help of a fairy tale, we develop in a child: the ability to listen; ability to know; ability to compare, contrast; ability to think in words; coherent speech; interest in learning; thinking; attention; memory; imagination; facial expressions and gestures; aesthetic feelings; sense of humor.

Expected results for the teacher and parents of students:

• increasing pedagogical competence on the topic of self-education
• replenishment of the developing subject-spatial environment of the group
• increasing active interaction with parents of students in the context of working on the topic of self-education during the school year by including innovative forms of work with children’s families in cooperation.

Products of pedagogical activity within the framework of self-education on the topic:

• Booklets, memos, brochures, consultations and recommendations for parents:
• Presentation at parent meeting
• Presentation by a teacher on the topic of self-education.

Types of fairy tales:

1. Didactic (in the form of an educational task).
2. Meditative (to relieve psycho-emotional stress), children draw, write, play, lie on the rug and dream and imagine ( “conjure” ).
3. Psychotherapeutic (to treat the soul, with the image of the main character “I” , a good wizard), children draw illustrations and stage plays.
4. Psychocorrectional (for a gentle influence on the child’s behavior), we read a problematic fairy tale without discussing it, we give the child the opportunity to be alone with himself and think.
5. Fiction (author's stories, wise ancient tales).
6. Folk (with ideas of good and evil, patience, striving for the best).
7. Tales about animals.
8. Everyday tales.
9. Fairy tales.

To make it interesting for children, I use the fantasy method and techniques:

• Finding affectionate, fabulous, beautiful, sad words in a fairy tale
• Coming up with different words (long, funny)
• Pronunciation of words.

Methods for introducing preschoolers to fairy tales

The most common method of becoming familiar with a fairy tale is reading by the teacher, i.e., verbatim transmission of the text. I tell the children by heart fairy tales that are small in volume, because this achieves the best contact with the children. I read most of my works from books. Handling a book with care while reading is an example for children.

The next method is storytelling, i.e. more free transmission of text. When telling, shortening the text, rearranging words, including explanations, and so on are allowed. The main thing in a storyteller’s presentation is to tell the story expressively so that the children listen. To consolidate knowledge, methods such as didactic games based on familiar fairy tales and literary quizzes are useful. Examples of didactic games include the games “Guess my fairy tale”, “One starts - the other continues”, “Where am I from?” (description of heroes) and others.

Techniques for forming the perception of a fairy tale

Expressiveness of reading. The main thing is to read it expressively so that the children listen. Expressiveness is achieved by a variety of intonations, facial expressions, sometimes gestures, a hint of movement. All these techniques are aimed at ensuring that children imagine a living image.

The next technique is repeated reading. It is advisable to repeat a short fairy tale that aroused the interest of children. From the big fairy tale, you can read the most significant and vivid passages again. Repeated reading and storytelling can be combined with drawing and modeling. The artistic word helps the child create visual images, which the children then recreate.

One of the techniques that contributes to better assimilation of the text is selective reading (excerpts, songs, endings). You can ask a number of questions (What fairy tale is this excerpt from? From a story or fairy tale is this excerpt? How did this fairy tale end? If after the first reading the fairy tale is already understood by the children, the teacher can use a number of additional techniques that will enhance the emotional impact - showing toys, illustrations, pictures , elements of staging, movements with fingers and hands.

Dramatization is one of the forms of active perception of a fairy tale. In it, the child plays the role of a fairy-tale character. Involving children in dramatization. Dramatization helps to develop such character traits as courage, self-confidence, independence, and artistry.

Stages of working with a fairy tale

1. Introducing children to fairy tales - reading, telling stories, talking about the content, looking at illustrations - in order to develop an emotional attitude towards the actions and characters of the fairy tale.
2. Emotional perception of a fairy tale by children - children's retelling of the content of the fairy tale, table theater, outdoor games with characters from fairy tales - in order to consolidate the content of fairy tales. These forms of working on a fairy tale allow you to find out how children understood the essence of the fairy tale.
3. Artistic activities - attitude towards the hero of a fairy tale in modeling, drawing, appliqué, design - allow children to express their attitude towards the heroes of a fairy tale, embody their experiences, develop skills of empathy, sympathy for the fate and actions of the heroes of a fairy tale.
4. Preparation for independent activities - acting out scenes from fairy tales, theatrical games, dramatization of fairy tales, creative play using characters, plots from fairy tales - the method of turning children into heroes of fairy tales contributes not only to the development of sympathy, but also to understanding the moral lessons of fairy tales, the ability to evaluate actions not only fairy tale heroes, but also the people around them.

The process of fairy tale therapy should not be limited to reading fairy tales. Simply reading a fairy tale does not carry a therapeutic load. It should be played, carefully analyzed, assessments and conclusions made on its content.

The content of the fairy tale must correspond to the age, needs and capabilities of the child.

After reading, it should be accompanied by a detailed discussion of its plot. When you read or tell stories to a child, a so-called bank of life situations is formed in his mind; the child can understand the laws of the world in which he was born and lives.

Life lessons and the search for parallels with real phenomena occur at the moment when an adult discusses fairy tales with a child. It is then that the bank of knowledge about the world is activated and developed. The child reflects on his purpose, exploring his own abilities and capabilities, and naturally develops the ability to see cause-and-effect relationships and act consciously.

The next stage of work may include therapeutic tasks, games, and relaxation exercises. Since, for example, drawings can reflect the real problems of a child, where the conflict is resolved in an adequate form of expression and playback of traumatic events in various versions (shade in the characters that cause fear in the child).

The final stage may include playing out difficult situations and ways to resolve them, as well as listening to fairy tales with a positive outlook for the future.

Which books to choose for fairy tale therapy?

It all depends on the age of the child. Children under three years old need the simplest fairy tales with a repeating plot; it is better to illustrate them or act out a play.

After 3 years, children develop imaginative thinking and can already fantasize. They can be offered more complex fairy tales.

Types of Fairy Tales Used as Therapy Materials

• Developmental and educational fairy tales that allow the child to gain experience about surrounding objects and phenomena, rules of behavior in various situations (public places and in relation to people of different ages), and master writing and reading. For example, this group includes fairy tales in which letters and numbers can be animated.
• Folk artistic tales that contribute to the education of moral and aesthetic feelings: mutual assistance, support, empathy, sympathy, duty, responsibility, etc. Thus, the fairy tale “Turnip” clearly reflects the fact that the help and support of other people allows you to achieve a goal that is beyond the power of one person.
• Diagnostic fairy tales that help determine the child’s character and his attitude to what surrounds him. For example, if a child prefers fairy tales where the main character is a cowardly bunny. Then we can assume that the child is quite shy, calm and, possibly, fearful.
• Psychological fairy tales create specific conditions for the child, which help them overcome common fears together with the hero, adequately experience the feeling of failure and victory, and gain self-confidence.
• Meditation fairy tales The absence of evil heroes, conflict situations, and the struggle between good and evil allows this group of fairy tales to create an atmosphere of positivity, calm, comfort, relaxation, stress relief and excitement.

By combining various techniques of fairy tale therapy, you can help each child live through many situations, the analogues of which he will encounter in adulthood. And significantly expand his worldview and ways of interacting with the world and other people.

Thus, fairy tale therapy is the most child-friendly method, because it appeals to the pure childish nature of every person. Through the perception of fairy tales, we raise a child, develop his inner world, heal his soul, give him knowledge about the laws of life and ways to demonstrate creative power and ingenuity, and also help him to better know and understand himself. (According to A. Berdnikova).

Bibliography:

1. The practice of fairy tale therapy / Ed. N. A. Sakovich. – St. Petersburg: Rech, 2013. – 224 p.
2. Ognenko, N. The magical power of a fairy tale: the fulfillment of a dream and half a kingdom to boot / N. Ognenko. – St. Petersburg: Rech, 2008 – 207 p.
3. Lomakina, G. R. Fairytale therapy: educating, developing, freeing the child from psychological problems / G. R. Lomakina. – M., 2010. – 158 p.
4. Korotkova, L. D. Fairytale therapy for preschoolers and children of primary school age: methodological recommendations for pedagogical and psychological work / L. D. Korotkova: “RON” , 2013 - 350 p.
5. Isaeva, E. N. A fairy tale as a means of optimizing the psycho-emotional sphere of older preschoolers / E. N. Isaeva // Preschool education. – 2012. – No. 7. – P. 19–24.

Fairytale therapy in the practice of a psychologist

The effectiveness of fairy tale therapy depends on the correctly chosen genre (and the metaphor included in the story). When making a choice, the therapist relies on the age of the listeners, their interests and beliefs, and the nature of the existing difficulties.

Fairy tales are used in psychotherapy:

• in diagnostics, the task of which will be to determine the main life scenarios of the patient, his behavioral characteristics, abilities and attitude;
• in psychotherapy, the task of which will be to solve existing psychological problems and consolidate a new model of behavior;
• in prognostication, the task of which will be to help the patient understand the influence of his current behavior on future events.

The following actions are used during therapy:

• reading or retelling a fairy tale;
• discussion of an existing fairy tale;
• inventing your own story/fairy tale;
• drawing, modeling, appliqué of fairy-tale events or characters;
• a dramatization or theatrical production based on a fairy tale.

Principles and methods of work of a fairytale therapist

The fairytale therapist builds his work with children in accordance with the principles:

• the story must be emotional;
• the child, while listening, should see the narrator’s facial expression, his emotions and gestures;
• you need to tell a fairy tale in an even, melodious voice, using repetitions;
• the tale should not contain too long pauses;
• the story should imply the likelihood of several possible solutions and answers to questions;
• current problems are encrypted in the text using images and metaphors;
• heroes must be clearly positive and clearly negative;
• While reading, it is necessary to monitor the behavior and emotions of the listener and be able to correctly interpret them.

You can fully study all the effective methods and techniques of fairy tale therapy on our distance professional retraining course. You will not only acquire useful knowledge, but also gain the right to apply it in the practical work of a psychologist.

Results of using fairy tale therapy

We draw our first ideas about good and evil, justice and deception from fairy tales. Good stories and beloved fairy-tale characters help young children become brave and resilient. Fairy tale treatment provides its patients with an alternative behavioral strategy that they can accept or reject.

We are all different, one child is inclined to fantasize, another loves to run and jump, another sits for hours sculpting animals or constructing a dollhouse. By combining various techniques, an experienced fairytale therapist can help each child experience and understand many situations that he has already encountered or will inevitably encounter in adulthood.

We are accustomed to viewing a fairy tale as entertainment, as a way to broaden our horizons, but in psychology a fairy tale is given a much greater role and significance, because it:

• can solve many life problems and answer internal questions;
• develops thought processes, improves memory, logic, attention;
• is able to convey from generation to generation the concepts of justice, kindness, love, fidelity;
• makes it possible to identify forgotten childhood psychological traumas;
• saturates the personality emotionally, causes sincere feelings;
• capable of changing human behavior.

VARIOUS FAIRY TALE THERAPY METHODS

Working with fairy tales can be combined with other forms and methods of art therapy, which will help not only correct the child’s behavior, but also arouse his keen interest and improve his mood.

So, first of all, sand therapy is harmoniously combined with a fairy tale. Sand can become a kind of environment for recreating a magical world. While playing with sand, the child creates his own reality, in which he feels comfortable and happy; during the game, thanks to the so-called “fairy-tale intuition”, the child manages to find a way out of a difficult situation.

Drawing a fairy tale is one of the methods of fairy tale therapy. Using pencils, paints, even plasticine or clay, the child expresses his own emotions about the text he heard. Another form of work is independent writing (composing) of a fairy tale, in which the child can completely come up with the text, propose an alternative scenario for the development of events in a ready-made fairy tale, and figure out what happened after the conclusion - for example, how the fates of the heroes of “Teremka” turned out or what they began to do the old man and the old woman from “The Tale of the Goldfish”, once again finding themselves “at the bottom.” This will be interesting for preschoolers aged 5-6 years and older children.

The next option is dramatization, staging of fairy tales, their staging, which helps children more deeply get used to the character’s image and enrich their emotional and behavioral experience. At the same time, you should avoid tedious memorization of the role and strict adherence to the text - in such classes, improvisation is much more important. It is this form of work that will help you realize your own shortcomings using the example of the character being portrayed, find out how you can overcome them, and do it.

Staging puppet shows is also useful, allowing you to develop your child’s speech, imagination, communication skills and fine motor skills. In order to “revive” the doll, the child observes certain forms of behavior from the outside, sees what they lead to, and draws his own conclusions. Also, in the process of doll therapy, he gets the opportunity to express those feelings and emotions that are inaccessible to him in real life or are suppressed. Older children (6 or 7 years old) can be encouraged to make dolls themselves, a process that helps them relax.

Another technique is the “master of fairy tales” proposed by Zinkevich-Evstigneeva. According to the author, there are 10 main archetypes (for example, a road, a state, a crossroads), using which you can create 50 fairy-tale plots, which is what the child is asked to do. “Master of Tales” is a deck of 50 cards, each of which has its own meaning. Using them, you can create your own oral works.

These methods are easy to use in homework; in this case, mothers and fathers and other relatives become spectators of “theatrical” productions or puppet theaters.