Fairytale therapy in correctional work with children with disabilities. Using fairytale therapy as a method of working with children with disabilities in inclusive education Fairytale therapy as a method of working with children with disabilities

Using fairy tale therapy as a method of working with children with disabilities in inclusive education

A fairy tale is the great spiritual culture of a people, which we collect bit by bit, and through a fairy tale the thousand-year history of the people is revealed to us. (Alexey Nikolaevich Tolstoy)

Children with “disabilities” are a complex, unique population that has physical and (or) mental disabilities that cause learning difficulties. This category includes children with various developmental disorders: hearing, vision, musculoskeletal, and intellectual impairments, children with delayed and complex developmental disorders.

One of the effective methods of working with children with disabilities who experience emotional, physical and behavioral difficulties is fairy tale therapy. This method is one of the most universal and accessible for children's perception. During the classes, it is possible to solve not only emotional and behavioral problems in children (neuroses, shyness, fears, aggression), but also to introduce them to books and get acquainted with the work of fairy tale writers. Fairytale therapy classes provide motivation for literary creativity (through the writing of fairy tales), thereby promoting the development of speech.

Fairytale therapy is the process of forming a connection between fairy-tale events and behavior in real life. This is the process of transferring fairy-tale meanings into reality. Inclusive education is about recognizing the differences of all children and their ability to learn in a way that best suits that child. Let us dwell on one of the methods of working with children with disabilities - fairy tale therapy combined with play.

The main goal of fairy tale therapy is:

Relieving emotional stress;

Formation in children of adequate self-esteem, the ability to accept their negative sides, the formation of a desire to please themselves and other people;

Developing a child's sense of self-confidence and self-confidence.

Reading folk tales about animals helps to choose a positive hero and follow his decisions, regulate the relationship between people and “our little brothers.”

Everyday fairy tales contain instructive stories about how to painlessly resolve the current conflict situation and teach little family tricks.

With repeated reading of scary fairy tales, in which one of the main characters are old witches, ghouls, werewolves, the child learns to model and experience a stressful situation in different ways.

And finally, purely specific fairy tales that are best suited for solving the problems of children with disabilities are psychocorrectional and psychotherapeutic fairy tales.

Psychocorrectional fairy tales are created by teachers themselves to solve specific problems of the child.

In order to create such a fairy tale, you need:

Identify the child’s problem (know his diagnosis);

Offer a substitute choice for the child to solve his problem (a hero similar to him, living in a fairy-tale land, finding himself in a certain situation, similar to the problems of a particular ward);

Suggest the development of a fairy tale plot in a certain sequence.

Fairytale therapy is one of the least “traumatic” and painless methods of psychotherapy.

Psychotherapeutic fairy tales are not always clear-cut and do not always have a happy ending. The purpose of such fairy tales is to make a child think about the problems of life and death, good and evil, truth and lies.

Fairy tales help a child adapt to life: by resolving fairy-tale conflicts, the child softens his internal psychological stress, acquires self-confidence and a sense of security. Children do not like instructions, and the fairy tale does not teach him directly, offering images that are interesting, and vital information is absorbed on its own, imperceptibly. Through a fairy tale, it is easy to explain to a child the first moral concepts - what is good and what is bad. Vividly presented in the images of heroes, they are consolidated in real life and in relationships with loved ones.

Any fairy tale is focused on a social and pedagogical effect: it teaches, educates, encourages activity and even heals. Fairy-tale images are emotionally rich, colorful and unusual, and at the same time simple and accessible to children's understanding. Thanks to fairy tale therapy, children's means of expression improve, such as facial expressions, gestures, intonation, and speech breathing. Personal qualities develop, vocabulary is systematized, correct pronunciation is formed, figurative speech, skills of description, narration, writing fairy tales and stories (including unreal and invented ones) are developed.

CONCLUSION: Thus, we can conclude that fairy tale therapy is an effective method of working with special children. Fairytale therapy develops the child’s personality through multifaceted influence, develops speech, imagination, thinking, and also helps eliminate such unfavorable qualities as: indecision, fears, aggression. We can say that fairy tale therapy promotes the mental development of children. And the most important thing for us, teachers, is to see a happy smile on the children’s faces.

Literature.

1. Kryazheva N.L. Development of the emotional world of children. – M., 1997.

2. Smirnova E.O. Child – adult – peer. – M., 2004.

3. Bartashnikova I.A. Learn by playing. – Kharkov, 1997.

4. Kryazheva N.L. Development of the emotional world of children. – Yaroslavl, 1996.

5. Lyutova E.K. Communication training with a child. – St. Petersburg, 2000.

5. Inclusive education. Issue, 4. – M., 2010.

6. Leontyeva I.G. Program for a series of classes on fairy tale therapy for children with developmental disabilities // Psychologist in kindergarten. – 2006. - No. 2. – P. 83 – 98.

Teacher-defectologist

A.V.Mishagina

Children with “disabilities” are a complex, unique contingent. They have underdevelopment of cognitive activity as the main symptom,

a symptom of mental retardation and some features of the emotional-volitional sphere.

The emotions of “special children” are unstable and changeable. They can react differently to the same recurring phenomenon. Therefore, before telling a fairy tale, it is necessary to create a positive emotional mood, calm the child, put him in a state of magic, interest in seeing and hearing something unusual.

Fairy tales play a big role in correcting the emotional sphere of “special children.” The emotional background that the psychologist creates when reading a fairy tale, the change in the voices of the characters, the reflection on the psychologist’s face of the emotional states of the characters in the fairy tale - all this contributes to the fact that the child unconsciously begins to “reflect” on his face the feelings that he experiences when listening to the fairy tale.

This work uses the terminology of the international classification, according to which severely mentally retarded children are characterized as “children with severe mental retardation”, children with “special needs”, children with “disabilities”, “special” children.

Work experience and analysis of long-term observations led me to the conclusion that fairy tales have a corrective effect on the emotional sphere of children.

Fairytale therapy is one of the least traumatic and painless methods of psychotherapy. A fairy tale not only teaches children to worry, rejoice, and sympathize, but also encourages them to make verbal contact. Its meaning expands to the concept of “social adaptation,” which means that the fairy tale plays an important role in the correction and compensation of gross developmental anomalies, preparing children with “special” needs for life and work. The program was compiled, tested and applied at the municipal educational institution Severskaya (special) correctional boarding school by psychologist of the 1st qualification category R.G. Deryabina.

Goal: Development of the emotional sphere in children with “disabilities.”

Tasks.

• Learn to identify objects in a group (fairy tale), based on a visual image.
• Understand the emotional states of fairy-tale characters, transfer knowledge about emotional states to specific images
• Develop verbal communication skills.

Organization of classes

Fairytale therapy classes are held individually. The duration of the classes is 15–20 minutes, however, with strong positive motivation, the lesson can last up to 30 minutes.

After completing the program, you can stage a fairy tale with the children. In preparation for the performance, children can use their acquired knowledge and skills and demonstrate their achievements to the audience.

To achieve the assigned tasks, the following methodological techniques were used:

Conversations aimed at getting to know different emotions and feelings. Verbal, board-printed and outdoor games. Drawing a fairy tale. Playback.

The main stages of working on a fairy tale

1. Introducing the characters of the fairy tale.

2. Meet the main character of the fairy tale.

3. Primary telling of the tale.

4. Secondary telling of the tale.

5. Analysis of the tale.

6. Encouraging “hints” from children. Repeated telling of a fairy tale by a psychologist.

7. Joint telling of a fairy tale by a psychologist and a child.

8. Holding games

Program effectiveness criteria

Children's performance of diagnostic tasks.

Program“Fairy tale therapy”, in addition to an explanatory note, contains a thematic plan, a summary of the content of the lesson, and a list of literature.

Thematic plan

Joint storytelling: psychologist and child in the classroom. Tabletop theater.

Game “Let's tell a fairy tale together”

Target. Continue to develop children’s verbal communication skills, strive to ensure that children engage in genuine communication, that is, act emotionally. Equipment.

Pictures depicting successive episodes of the fairy tale “Turnip”.

Progress of the game. The psychologist slowly tells the fairy tale “Turnip”. The child sequentially displays the episodes of the fairy tale on the flanellegraph. Then, when all the episodes of the fairy tale are laid out correctly, the psychologist tells the fairy tale again, while pointing out each episode of the fairy tale, supporting it with the text of the fairy tale.

1. Literature
2. Chernyaeva S.A. Psychotherapeutic tales and games. Saint Petersburg. Speech 2004.
3. Introduction to the psychology of fairy tales. School psychologist No. 12/2001.
4. Psychocorrectional and developmental work with children of different ages. Textbook Under. ed.I.

V. Dubrovina. Ed. Center “Academy”, 1997.
http://www.umnyedetki.ru/skazki.html

Olga Balotnikova Fairytale therapy as a modern technology for correction and education of children with disabilities In recent years, various art therapeutic technologies: music therapy, isotherapy, sand therapy, fairytale therapy, etc. . etc. are increasingly attracting attention with significant prospects"social healing"

Having studied many innovative Fairytale therapy as a modern technology for correction and education of children with disabilities, came to the conclusion that fairytale therapy is an effective remedy correction and education of children with disabilities. V.Z

Fairy tale therapy is the process of forming a connection between fabulous events and behavior in real life, the process of transference fabulous meanings into reality. It allows you to solve a number of problems that arise in . etc. are increasingly attracting attention with significant prospects preschool age. In particular, through fairytale therapy You can work with aggressive feelings, anxious experiences, as well as with various kinds of psychosomatic diseases. In addition, the process fairytale therapy allows the child to fully establish healthy interpersonal interactions with peers and adults.

Distinctive and positive property fairytale therapy is to establish a partnership between the teacher and pupils that help create trust between participants educational process.

Fairy tale therapy is an exciting educational game with other children and adults. Today fairytale therapy can solve several tasks:

Speech development and adjustment of emotional, mental, volitional indicators, development of large and fine motor skills;

Ability to solve problems and find ways out of various situations;

Determination of the required behavior model;

Development of the spiritual world.

There are certain requirements when organizing fairytale therapy:

1. Correct dosage (let the child first get acquainted with fairy tale, look at the pictures).

2. Unobtrusiveness (when analyzing the hero’s behavior, children say, teacher controls and directs the analysis in the right direction).

3. Read the text (it must be appropriate for the assigned task and age . etc. are increasingly attracting attention with significant prospects).

4. Read and play (do not forget to dramatize what you read, make assessments, using intonation to express your opinion).

As a therapeutic educational material for preschoolers we chose:

1. Mediational fairy tales, characterized by the absence of evil heroes and conflicts.

2. Training, providing opportunities for development. Such fairy tales can teach writing, read, behave correctly.

3. Diagnostic. These stories will allow you to appreciate the characteristics of the child, thanks to what he prefers fairy tales.

4. Folk fairy tales responsible for the formation of aesthetics and moral feelings in the child.

5. Psychological. This type fairy tales allows the preschooler, along with the main character, to overcome common fears and intelligently embrace failure.

In working with children we used the following methods:

1. A story about fairy-tale characters.

A box (a box containing images) is added to the group fairy-tale heroes, and children are encouraged to choose their favorites. Children they tell, why they chose this or that character, describe his character, they tell, what they like about him and what they have in common.

2. Retelling a fairy tale.

Particular attention is paid to how child retells a fairy tale.

3. Telling a fairy tale in a circle.

Each of tells children a short excerpt from a well-known fairy tales.

4. Telling a fairy tale from the perspective of various characters.

Here you need to pay attention children's feelings that the heroes experience in a given situation.

5. Tracing – rewriting the old one fairy tales in a new way in a completely different genre.

Thanks to this fairytale therapy method, the child has the opportunity to complete any a fairy tale like this as he himself wishes.

6. Fairy tale"inside out" – giving fabulous heroes of opposite character traits.

7. Dramatization fairy tales - dramatization. Dramatization can be the most diverse: puppet theater, shadow or finger theater, life-size puppets, etc.

8. Illustration fairy tales, when, drawing and making crafts based on fairy tales unites in joint activities children and adults.

9. Create your own fairy tales.

Construction example fairy tales:

Start. "Lived once…", "In some kingdom...", - (in this phase the child gets acquainted with the characters, the area, and so on.

The climax. "And suddenly…", "One day…" - (a problem arises, obstacles in front of the hero).

Denouement (the main character copes with the task, showing the necessary qualities). Fairy tale ends on a positive note.

Morality (the character learns a lesson from what happened and his life gets better).

In conclusion, I would like to note that in the classroom fairytale therapy children experience emotional states, verbalize their own experiences, become familiar with words denoting various emotional states, thanks to which they develop the ability to better understand themselves and other people, and the ability to navigate emotional reality.

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At the end of the 20th century, in many developed countries of the world (USA, UK, Sweden, Germany, Scandinavian countries), inclusive education became the leading strategy in the development of education for children with special needs, in which additional special education is created for children with disabilities included in the general educational process. conditions, help and support that facilitate learning. Inclusive education involves the creation of correctional classes in public schools and groups in kindergartens. This is the first step from the classical system of special education (which implies complete segregation of “special” and “normal” children) towards an education that recognizes differences between people as a value and understands each person as a full participant in the educational process. Inclusive education is about recognizing the differences of all children and their ability to learn in a way that best suits that child. In the process of working with children, various methods were used. One of these methods is fairy tale therapy combined with play.

A fairy tale serves as a mediator for a child between reality and the inner world. A fairy tale, being perceived and understood (usually on an unconscious level), solves or, more precisely, helps solve some psychological problems, ensuring a person’s entry into social relations. Any fairy tale is focused on a social and pedagogical effect: it teaches, educates, encourages activity and even heals. Fairy-tale images are emotionally rich, colorful and unusual, and at the same time simple and accessible to children's understanding. That is why fairy tales and their characters are one of the main sources of knowledge of reality (events, behavior, character of people) for a child. It is in a fairy-tale form that a child encounters complex phenomena and feelings: love and hatred, anger and compassion, betrayal and deceit.

Children with disabilities are a complex, unique contingent. They have underdevelopment of cognitive activity - as the main sign, a symptom of mental retardation - and some features of the emotional-volitional sphere.

The emotions of “special” children are unstable and changeable. They can react differently to the same recurring phenomenon. Therefore, before telling a fairy tale, it is necessary to create a positive emotional mood, calm the child, put him into a “state of magic”, interest in seeing and hearing something unusual.

Fairy tales play a big role in correcting the emotional sphere of “special” children. The emotional background that a psychologist creates when reading a fairy tale, the change in the voices of the characters, the reflection on the psychologist’s face of the emotional states of the characters in the fairy tale - all this contributes to the fact that the child unconsciously begins to “reflect” on his face the feelings that he experiences when listening to a fairy tale.

Experience and analysis of long-term observations have led me to the conclusion that fairy tales have a coordinating effect on the emotional sphere of children. Fairytale therapy is one of the least “traumatic” and painless methods of psychotherapy. A fairy tale not only teaches children to worry, rejoice, and sympathize, but also encourages them to make verbal contact. Its meaning expands to the concept of “social adaptation,” which means that the fairy tale plays an important role in the correction and compensation of gross developmental anomalies, preparing children with special needs for life and work.

Fairy tales help a child adapt to life: by resolving fairy-tale conflicts, the child softens his internal psychological stress, acquires self-confidence and a sense of security. The child does not like instructions, and the fairy tale does not teach him directly, offering images that are interesting, and vital information is absorbed on its own, imperceptibly. Through a fairy tale, it is easy to explain to a child the first moral concepts - what is good and what is bad. Vividly presented in the images of heroes, they are consolidated in real life and in relationships with loved ones.

“Travel” through fairy tales, children awaken imagination and imaginative thinking, free themselves from stereotypes and templates. Constantly used sketches for the expression and manifestation of various emotions improve and activate expressive means - plasticity, facial expressions and speech. For the full development of a child, it is important to nourish his emotional sphere and develop feelings, and a fairy tale is one of the most accessible means for the development of a child’s emotions.

The main goals that we set in working with children with disabilities are the development of the emotional sphere, the education of social and aesthetic attitudes, a sense of collectivism, the development of thinking, attention, speech, memory, and fine motor skills. Through fairy tales, we try to instill in children a love of nature, modesty, kindness, responsibility and many other qualities that have universal human values.

Main goals

To evoke in children the need for emotional communication through fairy tales. Learn to recognize objects by verbal description without relying on visual perception of objects. Develop spatial orientation based on visual perception of objects. Learn to identify objects in a group (fairy tale), based on a visual image. Understand the emotional states of fairy-tale characters, transfer knowledge about emotional states to specific images. Develop verbal communication skills.

To implement the assigned tasks, such methodological techniques as conversations aimed at getting to know various emotions and feelings were used: verbal, board-printed and outdoor games: drawing a fairy tale, playing. We consider the main principle of achieving efficiency in our work to be an individual approach to each child, taking into account age, psychophysical and speech capabilities. We tried to use fairy tales in psychocorrectional work with children in combination with play and play therapy, when the need arose to help children with disabilities adapt among peers with intact intelligence.

In our work we try to use well-known plots and themes. The work is based on a comprehensive thematic method combined with visual and gaming techniques, which helps maintain interest and attention, as well as a positive emotional background for classes. When preparing for a lesson, various forms of presenting the material are thought through. This allows you to achieve sustained attention and maintain interest throughout the lesson. For the purpose of psychological correction, a psychodiagnostic examination was carried out - a cycle of nine sessions combining fairy tale therapy and play therapy.

First lesson. The purpose of this lesson is to unite the group for better knowledge of themselves and others. Children were offered exercises for the first time "Compliments" which they really liked. Then the children were asked to remember what fairy tales they had read or listened to before. Why did we retell the fairy tale “Teremok” together with the children? It was proposed to show it. The roles were assigned randomly. It should be noted that not a single performance was prepared. The general mood was bright and pleasant.

Second lesson. At this lesson, the fairy tale “Under the Mushroom” was proposed. The roles were distributed according to the children's wishes. After dramatizing the fairy tale, a conclusion was drawn in the conversation and the moral lesson of the fairy tale was defined: “In cramped conditions, but do not be offended.” The mood of the group after this lesson can be described as bright and pleasant.

Third lesson. After the “entry” ritual, the children acted out the fairy tale “Kolobok”, independently assigning roles. Then they were asked to switch roles and act out the fairy tale again. Peer relationships can change many times throughout the day. Relationships are limited by the current interaction situation.

Fourth lesson. After the “entrance” ritual, the children were invited to listen to the fairy tale “Zayushkina’s Hut”, and then independently make tabletop theater characters to act out the fairy tale. No instructions were given for organizing this creative activity. In this lesson, we tried to develop in children interest, goodwill, the ability to build trusting relationships with each other, emotionally empathize with peers, cooperate and act together.

As a result of this creative activity, signs of development and cohesion of the children's team appeared. But, taking into account that children communicate with each other not only in “fairytale” classes, but also during self-care work, walks, and various events, we can say that groups arise among them, communication in which is still short-lived.

Fifth lesson. It was suggested to listen to the fairy tale “Geese and Swans”. Then the children, having chosen roles for themselves and their comrades, acted out the fairy tale. However, after the mood diagnosis, it became clear that some participants were dissatisfied with the activity. They did not like the roles for which their comrades chose them: their choice is most often spontaneous, and children usually cannot explain it. The attitude of an authoritative adult plays an important role in shaping children’s attitudes towards others. Therefore, thoughtless remarks about any child are perceived by other children as an indisputable characteristic of someone or something. It is under the influence of such characteristics that children most often change their opinion about their play partners.

Sixth lesson. To play out the following fairy tale, we divided the children into groups, and roles were assigned to each. After acting out, the children moved to other groups at will, and the fairy tale was acted out again. This structure of the lesson showed that the group of children had already formed relatively stable small groups, each group had its own leader. It should be noted that when free groups are formed, they include children with different levels of mental development.

Seventh lesson. At this lesson, the fairy tale “The Wolf and the Seven Little Goats” was proposed. The children watched a filmstrip, and then each child was asked to distribute roles among the students in the group and explain their choice.

Eighth lesson. It was dedicated to tales of friendship. After playing them, the children were asked to answer questions.

The mood in the group throughout all classes was calm, bright, and peaceful.

Ninth lesson. At this lesson, the roles of the fairy tale “Turnip” were distributed by lot. The main meaning of the fairy tale is that friendship is most valuable. The guys wanted to give roles to those children who were currently in a closer relationship with them.

A psychodiagnostic examination showed good results: all children were in group relationships. Of course, these results cannot be attributed only to “fairytale” activities, since all this time the children came into contact with each other during various routine moments, work and play activities.

After each session, the mood of each group member and the group as a whole was revealed. Repeated psychodiagnostic examination was carried out to determine the effectiveness of the classes.

Structure of correctional and developmental

fairytale therapy lesson.

1. Ritual of “entry” into a fairy tale (the mood for teamwork, any “unifying” exercise).

2. Repetition (remember past experience, past lesson).

3. Expansion (expand the child’s ideas about something, tell or show a fairy tale).

4. Consolidation (gaining new gaming experience, symbolic travel).

5. Integration (link new experiences with real life).

6. Summarizing (summarizing the experience gained, connecting it with existing experience).

7. Ritual of “exiting” from a fairy tale (to consolidate a new experience, prepare the child for interaction in a familiar social environment, determining an emotional attitude (color painting)).

The entire methodology for teaching preschoolers with disabilities involves individual work both with children who are lagging behind in mastering program material, and with children who are ahead of their peers. Material for working with weaker children is given in the form of didactic games and play exercises. Classes conducted in an interesting, exciting form contribute to the formation of the necessary ideas and help to “catch up” with friends, instill in the child confidence in their abilities, and develop cognitive interest. In parallel with the children, work was carried out to relieve aggression, to develop speech and mental functions.

Thus, the use of various types of inclusion of children with disabilities among their peers can achieve the main goal of inclusive education - creating conditions for the equal participation of all children in academic and social life. During fairytale therapy sessions, fine and general motor skills, mood background, self-care skills, drawing, modeling, and writing improve. Thanks to fairy tale therapy, children's means of expression improve (facial expressions, movements, gestures, intonation, tempo, rhythm, speech breathing), personal qualities, motivational-volitional processes develop, vocabulary is enriched and systematized, correct pronunciation is formed, figurative speech, description skills are developed, narratives, writing fairy tales and stories (including unreal and invented ones).

In mixed groups (children and their parents), normal family relationships are formed (restored), empathy appears among parents towards their children, and among children towards their parents, and acceptance of the child for who he is. This allows the technique to be used in groups consisting of parents of children with various disorders. The game brings children together, develops a sense of collectivism, liberates, children become more sociable, imagination, thinking, attention, memory, and speech develop.

Fairy-tale scenarios and their playing out are indispensable for the development of play activities, for the formation of functional-role relationships in the group. We can say that fairy tale therapy promotes the mental development of children. And the most important thing for us, teachers, is to see the happy eyes of children.

Literature.

1. Kryazheva N.L. Development of the emotional world of children. - M., 1997.

2. Panfilova M.A. Game therapy of communication. - M., 2001.

3. Smirnova E.O. Child - adult - peer. - M., 2004.

4. Bartashnikova I.A. Learn by playing. - Kharkov, 1997.

5. Kryazheva N.L. Development of the emotional world of children. - Yaroslavl, 1996.

6. Lyutova E.K. Communication training with a child. - St. Petersburg, 2000.

7. Inclusive education. Issue, 4. - M., 2010.

8. Leontyeva I.G. Program for a series of classes on fairy tale therapy for children with developmental disabilities // Psychologist in kindergarten. - 2006. - No. 2. - P. 83 - 98.

Topic: “FAIRY TALE THERAPY AS ONE OF THE METHODS OF CORRECTIONAL WORK WITH CHILDREN WITH DISABILITIES”

A fairy tale is a lie, but there is a hint in it, a lesson for good fellows!

This expression is familiar to every person since childhood. A fairy tale is one of the first types of artistic creativity that a child is introduced to. There is probably not a single child who would be indifferent to a fairy tale. And adults will enjoy plunging into its miraculous and bewitching world. Any fairy tale, even the simplest one, carries with it a certain experience of generations, the wisdom of ancestors, deep meaning and developmental potential. A fairy tale not only helps a child to look at complex relationships, behavior, and actions of fairy-tale characters from the outside, but also to make correct assessments and conclusions based on this and, most importantly, to implement them in everyday life.

The ancestors were in no hurry to punish the child, but told him a fairy tale, from which the meaning of the action was clear. Fairy tales served as a moral and moral law, protected children from misfortunes, and taught life.

Any fairy tale is focused on a social and pedagogical effect: it teaches, educates, encourages activity and even heals. Fairy-tale images are emotionally rich, colorful and unusual, and at the same time simple and accessible to children's understanding. That is why fairy tales and their characters are one of the main sources of knowledge of reality (events, behavior, character of people) for a child. It is in a fairy-tale form that a child encounters complex phenomena and feelings: love and hatred, anger and compassion, betrayal and deceit.

Relevance of the topic

IN In the modern world, the most effective and proven methods and means of raising and educating children have undeservedly begun to be forgotten.

WITH Kazki represent one of the most ancient means of moral and ethical education, forming behavioral stereotypes of future members

adult society. Fairy tale therapy:

the most favorable, accessible and interesting technology for working with children;

reduces the level of anxiety, aggressiveness, helps to take a break from stress, and restore strength;

creates a communicative orientation of speech utterances;

promotes the development of children's speech activity;

Suitable for children of all ages with different levels of speech and intellectual development.

Children with “disabilities” are a complex, unique population that has physical and (or) mental disabilities that cause learning difficulties. This category includes children with various developmental disorders: hearing, vision, musculoskeletal, and intellectual impairments, children with delayed and complex disorders of cognitive activity, mental, speech development, with severe disorders of the emotional-volitional sphere and behavior.

The emotions of “special” children are unstable and changeable. They can react differently to the same recurring phenomenon.

Children with disabilities have certain characteristics of perceiving and reproducing a work of art and are not ready to master educational material at the level of normally developing children. Nevertheless, such children very sensitively perceive the emotional background and intent of the fairy tale, the character and relationships of the heroes, the images of good and evil in the plot of the fairy tale. And the tasks of correcting the personality development of a child with disabilities can be solved by working with a fairy tale. Faith in the child’s capabilities, love for him, regardless of his problems, contributes to the formation of a positive attitude towards himself and other people, provides a sense of self-confidence and trust in others.

In order for a child to feel happy, be able to adapt better and overcome difficulties, he needs to have a positive image of himself. Children with disabilities with negative self-esteem tend to find insurmountable obstacles in almost every task. They have a high level of anxiety, they adapt to life worse, and find it difficult to get along with their peers. Passivity, suspiciousness, increased vulnerability, and touchiness are often characteristic of children with low self-esteem. They do not want to participate in games because they are afraid of being worse than others, and if they participate in them, they often get offended and leave.

Sometimes children who are given a negative assessment in the family seek to compensate for this in communication with other children. They want to be first always and everywhere, and if they fail to do this, such children can be aggressive towards their peers and take out all their negative emotions on others. Such children have a very high risk of destructive behavior towards themselves or towards people around them; their inner potential remains untapped. Thus, the need to provide timely social and psychological assistance to this category of children becomes obvious.

Fairytale therapy is one of the most effective methods of working with children with disabilities of primary school age who experience difficulties in the physical, behavioral, and intellectual spheres.

Fairytale therapy is a health-saving technology, a comprehensive system aimed at correcting speech disorders, the personal development of a child and preserving his health, and allows, within the framework of a fairy tale, to solve educational, correctional, and educational problems.

Fairy tale therapy- this is the direction with the help of which a child can overcome his fears, negative personality traits, it educates, develops personality and corrects behavior. This is the most ancient method of upbringing and education. Fairytale therapy is very popular today and is actively used in working with children with severe intellectual disabilities.

A fairy tale not only teaches children to worry, rejoice, and sympathize, but also encourages them to make verbal contact. Its meaning expands to the concept of “social adaptation,” which means that the fairy tale plays an important role in preparing children with special needs for life and work.

Fairy tales help a child adapt to life: by solving fairytale conflicts, the child gains self-confidence and a sense of security. Through a fairy tale, it is easy to explain to a child the first moral concepts - what is good and what is bad.

Traveling through fairy tales, children awaken their imagination and imaginative thinking, freeing themselves from stereotypes and templates. Constantly used sketches for the expression and manifestation of various emotions improve and activate expressive means - plasticity, facial expressions and speech.

Targetapplication of fairy tale therapy technologyin working with children with disabilities - this is the development of the emotional sphere, the formation of positive emotions and feelings, experiencing various states that for some reason were not experienced; formation of value guidelines and moral aspects of the psyche;education of social and aesthetic attitudes, a sense of collectivism, development of thinking, attention, speech, memory, fine motor skills,development of creative potential and stabilization of emotional state.

Through fairy tales, children develop a love of nature, modesty, kindness, responsibility and many other qualities that have universal human values.

Fairytale therapy is most effective at primary school age; it is at this time that the child’s identification mechanism is very highly developed, i.e. emotional unification of oneself with the character. Children assign their own norms, values ​​and problems to their favorite hero. With the help of unobtrusive fairy-tale images, the child is offered different ways out of difficult situations, ways to resolve conflicts that have arisen, and positive support for his capabilities and self-confidence.

A child can fantasize, dream and, “trying on” fairy-tale images of a knight, a greedy old woman at a trough, a cowardly little hare, learn to play out real life situations. But the distribution of roles must be approached selectively. For example, for the role of a king, queen or princess, you need to choose a child with low self-esteem, because During the game, children will say: “You are the best king!”, “You are the most beautiful princess!” For the role of the cowardly bunny, you need to choose a timid boy or girl, because... The child will have to talk about his fears through movements and gestures, and the other participants, with advice and actions, will help him cope with uncertainty and believe in himself.

Fairytale therapy is also interesting because it allows you to completely immerse yourself in a fairy tale and feel it. After all, children are mostly presented with fairy tales in a rather monotonous way - reading or watching cartoons, and with the development of mass television, reading to children has become much less common. Classes help children see the fairy tale from the inside and become a participant in the events.

During the classes, it is possible to solve not only emotional and behavioral problems in children (neuroses, shyness, fears, aggression), but also to introduce them to books and get acquainted with the work of fairy tale writers. Fairytale therapy classes provide motivation for literary creativity (through the writing of fairy tales), thereby promoting the development of speech.

Fairytale therapy not only helps to better understand the child, learn about his desires and dreams, and hidden experiences, but also serves as a natural way to bring an adult and a child closer together. But to establish a comfortable psychological climate in the classroom, there is nothing more important than a trusting and close relationship between teacher and child.

The fairy tale contains information in symbolic form about:

· how this world works, who created it;

· what happens to a person at different periods of his life;

· what difficulties and obstacles can be encountered in life and how to deal with them

· how to acquire and value friendship and love;

· what values ​​to follow in life;

· how to build relationships with parents and children;

· how to forgive.

There are six types of fairy tales:

Artistic,

folk,

Didactic,

Psychocorrectional tales

Psychotherapeutic tales.

FOLK TALES

The most ancient folk tales are called myths. The most ancient basis of myths and fairy tales is the unity of man and nature. The plots of folk tales are diverse. Among them the following types can be distinguished.

Tales about animals, relationships between people and animals.

Children under five years old identify themselves with animals and try to be like them. Therefore, fairy tales about animals best convey life experience to young children.

Everyday tales.

They often talk about the vicissitudes of family life and show ways to resolve conflict situations. They form an attitude of common sense and a healthy sense of humor in relation to adversity, and talk about little family tricks. Therefore, everyday fairy tales are indispensable when working with teenagers aimed at forming an image of family relationships.

Tales of transformation, transformation.

An example of such a fairy tale is the fairy tale. Working with this fairy tale is suitable for those who, for certain reasons, have low self-esteem.

Scary tales.

Tales about evil spirits: witches, ghouls, ghouls and others. In the modern children's subculture, horror stories are also distinguished. Apparently, here we are dealing with the experience of children's self-therapy: by repeatedly modeling and experiencing an alarming situation in a fairy tale, children are freed from tension and acquire new ways of reacting.

To increase stress resistance and “act out” tension, it is useful to use telling horror stories in a group of children (over 7 years old) and adolescents. In this case, two rules are usually introduced: you need to tell the story in a “scary” voice, drawing out vowels, “stretching” intonation; The end of a horror story must be unexpected and funny.

Fairy tales.

The most exciting fairy tales for those 6–7 years old. Thanks to fairy tales, a person receives life wisdom and information about spiritual development.

FICTION TALES

These include fairy tales created by the centuries-old wisdom of the people, and original stories. It is precisely such stories that are usually called fairy tales, myths, and parables.

For example, a child who likes to lie about trifles should read the fairy tale “The Braggart Hare”, a frivolous and playful child “The Adventures of Dunno”, a selfish and greedy child will benefit from listening to the fairy tale “About the Fisherman and the Fish”, and a timid and timid child - “About the Cowardly Hare” ".

To help a child understand his inner experiences, it is advisable to choose an author’s fairy tale to work with him.

So, for example, L. Panteleev’s fairy tale is applicable when working with a goal when a person loses his last hope, does not want to live, or loses his last strength. You must fight for your life, your health, your goals to the last, because... Each of us always has that one chance, internal resources that help us cope with any difficulties that stand in a person’s life path.

Children, like adults, are all different. Each one needs to have its own key. One child is more inclined to compose and tell stories, another cannot sit still and needs to move with him, so in fairy tale therapy you can use various

forms of work:

Reading a fairy tale and analyzing it.

Telling a tale:

Narration in 1st and 3rd person

Storytelling and inventing a continuation.

Writing a fairy tale.

Dramatization of a fairy tale.

Image therapy (instant transformation with the help of costumes).

Drawing a fairy tale.

Puppet therapy (finger theater, puppets).

Meditation on a fairy tale (immersion in any process).

For example, the most common fairy tales:
1) Kolobok - he left home alone and something bad happened to him (a fairy tale for behavior correction).
2) The Wolf and the Seven Little Goats - teaches that you cannot open the door to strangers (you can say 10 times that you cannot open the door to strangers, but the fairy tale is perceived and remembered more easily by the child).
3) Little Red Riding Hood - teaches that you should not talk to strangers on the street.
4) Golden comb cockerel - teaches that friends always help each other in trouble.
5) Turnip - teaches that everyone together can handle any task, and the help of even the smallest is important.
6) Masha and the Bear - teaches. That you can always find a way out of any difficult situation, the main thing is not strength, but ingenuity.

Remember that a fairy tale is always understandable, always listened to with pleasure, easily remembered, and affects on a subconscious level. It is better to tell a fairy tale 10 times than to scold a child 10 times. There are more benefits from a fairy tale, there is no negativity towards you. Try it and you will understand how great it is.

Work on fairy tale therapy is based on general didactic principles: systematicity, consistency, taking into account age characteristics, taking into account individual characteristics, taking into account the structure of the defect, phasing in the formation of moral qualities.

Learning is easier, more interesting, joyful, without coercion.

The work is carried out inseveral stages:

1.Reading a fairy tale by the teacher; reading a fairy tale by students.

2. Reading by roles, working on intonation.

3.Learning roles.

4.Rehearsals.

5.Speech.

Lesson structure with elements of fairy tale therapy

1. Ritual “Immersion in a fairy tale” (Exercises “Three Roads”, “The Good Fairy”, audio recordings with sounds of nature, passing a magic ball in a circle, passing through a magic hoop, ritual saying “The Good Fairy invited us to visit, the doors to a fairy tale are quietly opened to us” opened it slightly")

2. Main part:

familiarization with a work of art (fairy tale, story, poem, parable, fable);

discussion of the fairy tale (assessment of the positive and negative qualities of the characters, connection with life, student experience, use of pictograms).

retelling;

drawing, modeling, applique;

dramatization and reenactment of a fairy tale (development of creative imagination, education of feelings).

Summary. Summarizing.

Ritual of “Exit from the Fairy Tale”. (“We take with us everything important that happened to us today, everything we learned”)

The text of the fairy tale is the connecting link between the exercises. The text can be shortened and its content changed. Fairy tales can be repeated at certain intervals.

The attributes of fairy tales and their clarity can be varied, simplified, or complicated.

During dramatization, it is necessary to encourage students’ remarks and movements; children should feel free and believe in their abilities.

At the end of the lesson, students need to be “taken out of the fairy tale” with the help of exercises, for example, students are asked to hold hands, think about something good, close their eyes, then open them and find themselves in the real world.

In a lesson using elements of fairy tale therapy, you can include kinesiological (motor) exercises (“Snowman”, “Live Doll”, “Diver”).

Physical education lessons in such lessons should be plot-based, related to the content of the fairy tale (“A trickle” - children turn into a trickle and move around the class, holding hands, overcoming obstacles).

At the end of the lesson, it is advisable to conduct a reflection (“What did you like during the lesson?”, “Mood tree”).

However, you should adhere to the basic principle - do not argue, do not persuade, do not put pressure, and do not forcibly include the child in the lesson scenario.

Useful lessons from a fairy tale

The fairy tale teaches: the world is divided into good and bad people, animals and other creatures. But there are always more good ones, and he loves them

luck. And the evil ones end their biography poorly.

The fairy tale forms the image of a Positive Hero:

kind, smart, strong, true to his word.

The fairy tale teaches us not to be afraid of difficulties.

The Main Character always takes on any task,

no matter how impossible it may seem.

And in the fact that he wins, self-confidence plays a significant role,

courage and help from friends.

The fairy tale teaches not to judge people by their appearance.

When tested, Ivan the Fool always turns out to be Ivan the Tsarevich,

and the Frog Princess - the Beautiful Princess.

And the terrible Baba Yaga is not in all fairy tales -

negative character.

The fairy tale teaches: a good deed does not work out on the first try. The Fairytale Hero has to go to the Serpent Gorynych three times
or another monster, but courage and perseverance
necessarily rewarded with victory.

The fairy tale teaches patriotism.

The Main Character is always ready to defend

native land from monster invaders.

The fairy tale teaches love for parents.

A hero who carries out an order for his father or mother is always revered

more than their careless brothers and sisters.

And it is he who inherits “half a kingdom in addition.”

The fairy tale contains a hidden, unobtrusive moral, moral teaching: you cannot deceive, you cannot be greedy, you cannot betray your friends. And, most importantly, the fairy tale teaches that good is cyclical, it always returns to those who help others, and good always defeats evil.

In conclusion, I would like to quote the words of the Soviet poetess Irina Tokmakova: “Whoever does not have a fairy tale in childhood grows up to be a dry, prickly person, and people hurt themselves on him, like a stone lying on the road.”

Now, watch fragments of the video lesson “The Tale of the Fisherman and the Fish” with elements of fairy tale therapy.

Exercises for “immersing yourself in a fairy tale.”

Exercise-game No. 1 “Gray wolf and goldfish”

This exercise can be called differently: “Meeting heroes from different fairy tales.”

A group of three (no more people) receives a simple task: remember and name the name of one fairy-tale character. After each participant has named one character, their names are written on the board and approved. You can ask everyone to give a short “presentation” of their hero: say what fairy tale he is from, talk about him, “show” him... This is done to set up the game, and also so that the heroes cannot be “played out” back.

After the characters are approved, the presenter gives task No. 2: tell a fairy tale in which all these characters would participate. As a rule, one person tells the story, and the rest help him with leading questions and requests for clarification. Thus, one person is “called” to play the role of narrator. If you want all the children to participate in inventing a fairy tale, then the fairy tales are written down in a notebook, invented as an essay in silence, and only then “voiced” and read aloud one by one.

This designed for children aged 10-11 years. However, if you play with your child, as a family, then there are no age restrictions.

Exercise-game No. 2 “Seven magic words”

In the simplest version of this game there are not seven, but only three words. It is best to start getting acquainted with this technique of fairy tale therapy with this simplified version.

The players are given the task: to come up with seven (three) words together, which, in their opinion, must necessarily appear in real fairy tales. These words are written on the board (on a large Whatman paper), and then everyone comes up with a fairy tale with these words.

If your family has the skill of telling and inventing fairy tales together, then coming up with a fairy tale together is always more interesting.

Exercise-game No. 3 “Topsy-turvy fairy tale”

This is a very old and respected technique for developing the imagination.

A well-known and not very complicated fairy tale with a clear plot is chosen, in general, a textbook fairy tale. Assignment: tell this so that everything is the other way around. For example, The little wolf cub lives with his dad in the forest. And one fine day he sends his dad to the city to visit his grandfather, who is not at all ill, but on the contrary, is going to get married for the fifth time. The wolf cub warns dad that it is dangerous in the city and asks under no circumstances to talk to the person named Little Red Riding Hood. But the naive wolf dad meets Little Red Riding Hood, who finds out his grandfather’s address and hurries to the address. ...

Fairy tales “on the contrary” are heavily involved in the carnival culture of laughter - on grassroots humor and ambiguous jokes - such is the nature of humor - on the contrary. Therefore, this game is best played by teenagers and adults.

Exercise-game No. 4 “Pie filling”

The presenter (there may be two of them in this game) “bake two cakes,” that is, they pronounce the first and last phrase of the future fairy tale. These should be absolutely “non-fairytale” crazy phrases, absurd.

For example:

Korzh First

A truck was driving down the street.

Second cake

This is how Santa Claus grew a green beard.

Korzh First

On an island in the Pacific Ocean, a volcano erupted that had been dormant for a thousand years.

Second cake

Therefore, our cat went to the village to visit his grandmother for the whole summer.

The task of all players is to come up with something that will be placed in the middle - between these two phrases. Prepare the filling for the fairy pie.

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: grandmother and grandfather, 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 must show. Viewers guess and describe the fairy-tale hero in different situations. The teacher helps the children in describing the hero with leading questions.

Teacher: “Look carefully at Galya. Can you figure out which fairy tale hero it shows?”

Children: “Grandma.”

Teacher: Correct. How did you guess? UAre your eyes happy or sad? Children. Cheerful.

Teacher: U Are your arms lowered or extended forward?

Children: “Stretched forward.”

Teacher: “Does Galya walk quickly or slowly?”

Children: "Slowly."

Exercise “The Sound of the Sea”.

Let's listen to the sound of the sea surf. Let's stand up and breathe like the sea. Let's take a quiet, soft breath into our tummy and smoothly raise our arms up. Now let’s exhale: “sh-sh-sh-sh-sh”... And gently let go of our hands. We exhale for a long, long time, drawing in our tummy so that all the air comes out. Well done. And again v-oh-oh..."

Exercise “Frog Choir”. The teacher plays an audio recording of frogs croaking. Now we will be transported to a fairy tale, listen carefully to the frog choir. Relax your body, close your eyes and listen... Open your eyes: we are already in a fairy tale. The frog choir took us to a wonderful grassy swamp. Can you smell the dampness? Our fairy tale begins in this swamp.”

Exercise “Magic Flower”.

“A magic flower will give us the strength to travel through a fairy tale (the teacher demonstrates a beautiful large flower).” Look at this flower very, very carefully and feel how its beauty and strength transfers into your body: head... neck... arms... chest... stomach... legs.

You are filled with magical power and are ready to travel.”

Exercise "Three roads".

In order to get into a fairy tale, we must choose a magical path for ourselves. We have three of them.

The first road is the easiest, even and smooth (a scarf is placed on the floor).

The second road is more difficult: it consists of bumps, you don’t have to walk along it, but jump, hitting the target exactly (there are bumps on the floor - cardboard circles or hoops). But this road gives those who walk along it more magical power than the first.

The third road is the most difficult. It is prickly and painful (Kuznetsov applicators are deployed). But it gives enormous strength, much more than the first two.

Now think carefully about which road to choose. When you walk along your path, listen, feel how your body is filled with magical power.”