Korotkova fairytale therapy at school, methodological recommendations. Korotkova L.D. Fairytale therapy at school. Guidelines. The children take great pleasure in making crafts from natural materials and paper applications. They love teamwork

Parenting magazine

on the use of art therapy

in the process of forming creative personality qualities

in children of primary preschool age

Fairytale therapy. Puppet therapy

S C A Z C O T E R A P I A

Fairytale therapy is effectively used to create favorable conditions for the formation of creative personality traits.

It is better to carry out fairy tale therapy in a separate small room, well lit. There should be no unnecessary objects or attributes in the room that distract the attention of children.

It is enough to carry out fairytale therapy once a week, for 15–20 minutes. Regularity helps to consolidate the positive effect in personality development and rapid adaptation to kindergarten. Fairytale therapy is carried out in subgroups. The composition of each of them should not exceed 12 people. The optimal number of participants is 8–10 people. In this range, the effects of group fairy tale therapy can manifest themselves most clearly. The games that are present in fairy tale therapy should involve children with different character traits, which dynamizes the course of fairy tale therapy. It is undesirable for a group to have more than one hyperactive, irritable child prone to motor restlessness.

Since children like repetition, it is advisable to sometimes repeat fairytale therapy sessions. In some cases, the time frame for fairy tale therapy may change. When children are emotionally involved in play, adults must provide opportunities to satisfy their desire for activity. You should spend more time practicing tension and relaxation while listening to music. If children become tired, an adult needs to stop fairy tale therapy and gradually switch attention to another type of activity: sculpt figures of heroes from plasticine, make sketches of the most striking episodes of the fairy tale. This helps develop children's literary ability.

In the future, fairytale therapy is used with a focus on verbal commentary on emotional and affective situations. Mostly creative games are used here with elements of searching for the most suitable solution to a problem (show the hero, guess by movement, rhythm, music, come up with an ending).

A type of fairy tale therapy is K U K L O T E R A P I YA.

Puppet therapy is most often used by teachers in the process of social adaptation and development of children's theatrical and play abilities. For example, a teacher takes a beautiful, elegant doll and comes out with this doll to meet the child. Begins communication on behalf of the doll. “Hello, my name is Katya. I go to kindergarten every day and never cry. I really like it here. We play, study, draw, sing different songs, dance, go to the gym, walk, eat. Do you want to play one very interesting game with me? Let's go, don't be afraid. I'll take your hand and we'll go to the group together, I'll show you where we play.

The puppet character attracts the child’s attention, and he opens his mouth, listens and is ready to follow him. The teacher takes the child by the hand and leads him to the group room. And still, on behalf of the doll, he begins to introduce him to the room. Then, in the process of observing children during the adaptation period, a problem is identified, which is subsequently eliminated with the help of a doll or other character by acting out this problem. If the child is shy, timid, first the teacher plays with this problem himself, and then asks him: what would you do before breakfast, after class, during a walk. When playing out a particular situation, the following should be taken into account: the doll or character should not be very bright, but attract the attention of children, large, beautiful. Usually the teacher comes up with mini-sketches with similar problems and plays with all the children on behalf of that same doll or character.

Literature:

Wenger L.A. “How to speed up the process of understanding a fairy tale.” Magazine "Preschool Education". 1991 No. 5. Page 45-49.

Zinkevich-Evstegneeva T.D. "The path to magic. Theory and practice of fairy tale therapy." St. Petersburg, 1998

Korotkova L.D. "Fairytale therapy for preschoolers and primary school age: methodological recommendations for pedagogical and psychocorrectional work." TsGL, Moscow, 2003

Shorokhova O.A. “Playing a fairy tale”: Fairytale therapy and classes for the development of coherent speech in preschoolers. – Sphere shopping center, Moscow, 2006

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“The purpose of a fairy tale is to cultivate humanity in a child...” K. Chukovsky Objectives: Education of the mind means being able to: Distinguish between good and evil; -solve problems; -anticipate the results of your choice; -understand the connection between human behavior and its consequences for the person himself, other people and descendants.

FORMS OF WORK Individual work is primarily family work. Reading, crafts, illustrating stories, acting out, etc. Group - used with a subgroup of children (5-7 people). Reading, acting out a fairy tale, discussion, “helping the hero,” etc.

Develop spiritual and moral qualities in yourself; Develop spiritual and moral qualities in yourself; Reduce the level of anxiety, aggressiveness, fears, “unlovability”, excessive touchiness and attacks of despair when encountering difficult life situations; See meaning in everyday life; Feel the connection and dependence between your behavior and the attitude of others; Feel the unity with living beings of the surrounding nature; Learn to manage your emotions, overcome negative traits in your behavior; Cultivate a kind, caring attitude towards your own and others’ souls, not forgetting that the word “ecology” also applies to it.

A fairy tale is a starter for a bright mind. A fairy tale is a starter for a bright mind. “Three Money”, “Katyushkina Krajushka” 2 hours Family - seven I. “Funeral Pancake”, “Vislyatkin Key”, “Large Treasure - Family Peace”, “Thekla - Dirty Tail” 7 hours Every person wants to get rich, but not everyone can. “Funeral pancake”, “Grandma’s box”, “Wealth is not given for nothing”, “Vislyatkin key” 5 hours How can I help my loved ones.

“Just in case”, “Called for understanding”, “Just in case”, “Called for understanding”, “Lonely hearts are drawn to each other”, “To take someone else’s is to lose your own” 12 hours Shadow and light in human life. “Shurik the Piglet”, “Veal Island”, “Beryozkin House” 5 hours Emelina week. “Silver Fog”, “Naida”, “You can’t erase the shivers all over your body, and you can’t erase them from your memory”, “Thekla - a dirty tail” 8 hours Parental home - the beginning of the beginning.

“Funeral pancake”, “Eh, drifting snow - “Funeral pancake”, “Eh, drifting snow - drifting snow”, “Katyushkina's edge”, “Big treasure - family peace” 7 hours God protects the one who is taken care of. “By a quiet backwater”, “Debts are worse than sins”, “Thekla - a dirty tail”, “Valf Island” 10 hours Ecology of nature - ecology of the soul. “Called for admonition”, “Two dinners”, “Take someone else’s - lose your own”, “A self-smelting boat” 11 hours

“Scary Tales” “Scary Tales” Fear as a response to danger can be different, in the author’s fairy tale it is easy to find various ways to resolve difficult and scary situations that tell the child what to do. “You can’t erase the trembling from your body and from your memory”; “By the Quiet Backwater”; "Funeral pancake"; “The boat is a self-smelting boat”; “Thekla – Dirty Tail”; “Called for admonition”; "God saves man, who save himself".

Why does the child do this? Why does the child do this? “Silver fog” “3 rubles, 28 kopecks and half” “Katyushkina edge” “Sundress with currant branches” “Three pieces of money” “Dirty money” “It’s someone else’s idea to lose yourself” “Empty man” “You’re waiting for a golden crown, but there’s only a tail with scales" "Shurik - piglet" "Clean spring"

Wants to attract attention! Wants to attract attention! “Vislyatkin Key” “Worth Treatment” Wants to take revenge on an adult for something! “No other revenge will save honor” “Syomka Mokry” “Tear it off and throw it away” “You can’t plant a cable near any fence” “Candy in shiny wrappers”

2nd stage. 2nd stage. Objectives: To help eliminate personal and behavioral difficulties identified in children by playing episodes of a fairy tale; To achieve a partial transfer of fears and feelings of insecurity to crafts made by children. FORM OF WORK: Group. Participants are selfish children with high self-esteem, conflictual relationships with peers, as well as timid children with low self-esteem. PERFORMER: psychologist.

Questions about the content of the fairy tale: Questions about the content of the fairy tale: 1. Why did Matveyka end up in the forest in a clearing similar to a well-known one? 2. Whom did the woman he met in the forest remind Matveyka of? Why? 3. How to understand the words: “One path, and one that not everyone can follow?” 4. What difficulties awaited Matveyka on the way home? 5. How did Matveyka manage to go this route? 6.Who did Matveyka see himself in this strange dream? 7.What prevented the boy from pushing his brother out of bed? 8.What does it mean to hurt others?

Moral lesson: Moral lesson: Everything is learned by comparison. Don't spit in the well - you'll need to drink the water. Nurturing good feelings: Why did Mother Cheese Earth send Matveyka along this path? Why was the boy punished like that? Speech exercise: How do you understand the expression “bright soul”? Tell me what you remember most about the fairy tale? How else can you call this fairy tale? What would have happened if Matveyka had remained a tree in the forest?

PSYCHOGYMNASTICS: PSYCHOGYMNASTICS: You are the sun! A cloud has covered you. Frown, show how angry you are with her! The cloud has gone, smile at the whole world: the grass, the leaves, the ant. But Matveyka is deaf. Shake your finger at him. The sun is tired of shining all day. Have a rest! Lie down on a cloud, cover yourself with it and sleep. Be scared, it's already night, and you overslept! No, another day! Breathe a sigh of relief. Give some rays to the bunnies, guys.

“A fairy tale heals, a fairy tale warms, a fairy tale
teaches you to live..." L.D. Korotkova

Experience as a primary teacher
classes of municipal educational institution "Sobolevskaya secondary
school" Elina Olga Mikhailovna

“The purpose of a fairy tale is to cultivate humanity in a child...” K. Chukovsky

Tasks:
Education of the mind means being able to:
- love for a person and
-
Distinguish between good and evil;
-solve problems;
-anticipate results
your choice;
-understand the connection between
human behavior and
its consequences for
the person himself, others
people and descendants.
-
Education of feelings:
the surrounding world;
-conscientiousness and
decency;
-the ability to forgive and not
remember evil;
- empathy, sympathy;
-patriotism;
- humility and patience;
-respect for parents;
-courage, justice.
“The purpose of a fairy tale is to educate a child
humanity..." K. Chukovsky

Using techniques
fairytale therapy, teacher
gets the opportunity
relieve emotional
tension,
excitement,
anxiety,
aggressiveness,
self-distrust and
others, help the child
gain confidence.
The role of the teacher:
Ability to understand
the true meaning of the answers
children;
Show compassion
compassion for the child;
Be observant;
Caution in words and
judgments;
The ability to love the student;

Methodological recommendations for pedagogical and psychocorrectional work.

Literature:
L.D. Korotkova
Fairytale therapy at school.
Methodical
recommendations-M.; 2006.
L.D. Korotkova
Fairytale therapy for
preschoolers
junior school
age. –M.; TsGL 2003.

Korotkova L.D.
Spiritual and moral
upbringing
means
author's fairy tales.
Toolkit
M.; TsGL, 2006.

Korotkova L.D.

Spiritual and moral
parenting
preschool and
junior
school
age
means
author's fairy tale.
Monograph M; TsGL, 2006.
Korotkova
L.D.

FORMS OF WORK

Individual is
primarily work in
family. Reading, crafts,
illustrating
plots, acting and
etc.
Group - used
with a subgroup of children (5-7
Human). Reading,
acting out a fairy tale,
discussion, "provide
help to the hero”, etc.
FORMS
Frontal –
used on
traditional activities
with children, where to read
literary
work and then
held
planned
work: conversation
questions; speech
charger; development
thinking and
imagination, illustrations, crafts,
playback.
WORKS Explanatory and illustrative.
Problem-search.
Heuristic.
Practical
Game.

10. HOW TO WORK

After reading the story, discuss
the actions of the heroes themselves
situations, etc.
Drawings based on fairy tales
or crafts made from natural
material.
Identification of cause-and-effect relationships in
fairy tale: why a hero
did this.
Playing episodes
fairy tales, “play” emotions
heroes and understand them.
Playing options
solutions to situations.
TECHNIQUES
WORKS
Techniques
work with
a fairy tale can
depend on
work goals

11. program

Program goals:
Give your child the opportunity to:
Feel and realize
your place and your need in
this world, my
a necessity for loved ones
of people;
Understand the mental and spiritual
communication with parents, study
understand them, be able to
empathize with loved ones
people;
Develop spiritual and moral qualities in yourself;
Spiritual and moral
upbringing
means
author's fairy tale.
Korotkova L.D.

12.

Develop spiritual and moral qualities in yourself;
Reduce the level of anxiety, aggressiveness, fears,
“unlovability”, excessive touchiness and attacks
despair when meeting difficult life challenges
situations;
See meaning in everyday life;
Feel the connection and dependence between your behavior and
the attitude of others;
Feel the unity with living beings around you
nature;
Learn to manage your emotions and overcome
negative traits in your behavior;
Cultivate a kind, caring attitude towards your own and
alien to the soul, not forgetting that the word “ecology”
applies to her too.

13.

A fairy tale is a starter for a bright mind.
“Three Money”, “Katyushkina Krajushka”
2 hours
Family – seven I.
“Funeral Pancake”, “Vislyatkin Key”,
“Large treasure - family peace”, “Thekla -
Dirty tail"
7 o'clock
Every person can get rich
I want to, but not everyone can do it.
“Funeral Pancake”, “Grandma’s Box”,
“Wealth is not given for nothing”, “Vislyatkin
key"
5 o'clock
How can I help my loved ones?

14.

“Just in case”, “Called for understanding”,
"Lonely hearts are drawn to each other"
“To take someone else’s is to lose your own”
12 hours
Shadow and light in human life.
“Shurik the Little Pig”, “Veal Island”,
"Beryozkin House"
5 o'clock
Emelina week.
“Silver Mist”, “Nida”, “And Through the Body
trembling, and you can’t erase it from your memory”, “Thekla -
dirty tail"
8 ocloc'k
Parental home –
the beginning of time.

15.

“Funeral pancake”, “Eh, little landling -
drifting snow", "Katyushkina edge",
“Large treasure – family peace”
7 o'clock
God saves man, who save himself.
“By a quiet backwater”, “Debts are worse than sins”,
“Thekla – dirty tail”, “Val
island"
10 hours
Ecology of nature –
ecology of the soul.
“Called for admonition”, “Two dinners”,
“To take someone else’s is to lose your own”
"Boat - self-smelting"
11 o'clock

16.

"Scary Tales"
Fear as a response to danger can be different,
in the author's fairy tale it is easy to find various ways
resolution of difficult and scary situations that
tell the child what to do.
“You can’t erase the trembling from your body, and you can’t erase it from your memory”;
“By the Quiet Backwater”;
"Funeral pancake";
“The boat is a self-smelting boat”;
“Thekla – Dirty Tail”;
“Called for admonition”;
"God saves man, who save himself".

17.

Why does the child do this?
"Silver Mist"
“3 rubles, 28 kopecks and a half”
“Katyushkina edge”
"Sundress with currants
twigs"
"Three Money"
"Dirty money"
"It's someone else's thing to take and lose yourself"
"Empty man"
“You’re waiting for a golden crown, and then
just a tail with scales"
"Shurik the little pig"
"Clean Spring"

18.

Wants to attract attention!
"Vislyatkin Key"
"Worthwhile Treatment"
Wants to take revenge
something for an adult!
“No other revenge will preserve honor”
"Syomka Wet"
"Tear it off and throw it away"
"Near any fence
plant the cable"
"Candy in shiny
wrappers"

19. Desires power over parents and peers

“Money and power are not always
to your heart's content"
"Silver clock with ringing"
"Christmas Miracle"
“You are waiting for a golden crown - and
there is only a tail with scales"
"Head of cabbage"
"Such a creepy story"
"Bright Ribbon"
Desires power
over parents and
peers

20. Wants to avoid failure

“Dreaming about bad things means happiness
can't see"
“Thekla – Dirty Tail”
“Someone else’s slander is not good for the soul
reproach"
"Veal Island"
"Just in case"
Wants to avoid
failures

21. 22. L.D. Korotkova “Otherwise I would have lived like such a fool…”

Working with a fairy tale.
Goals: 1st stage.
Contribute based on
fairy tale metaphors, evaluative
children's attitude towards their
behavior in nature;
Nurture love
respect for nature,
promote understanding
means and methods of protection
native land.
FORM OF WORK: frontal
with all the children in the class.
PERFORMER: teacher.
L.D. Korotkova “A
I would have lived like this, a fool..."

23.

2nd stage.
Goals:
Contribute to the elimination of those identified in children
personal and behavioral difficulties through
playing episodes of a fairy tale;
Achieve partial transference of fears and feelings
insecurity for handmade crafts
children.
FORM OF WORK:
Group. The participants are selfish children with inflated
self-esteem, conflict in relationships with
peers, as well as timid, with understated
self-esteem. PERFORMER: psychologist.

24.

25.

CONTENT:
Reading
fairy tales with
showing
illustrations of paintings
native nature,
forests and its
inhabitants, conversation
by content
fairy tales.

26.

Questions about the content of the tale:
1.Why did Matveyka end up in a clearing in the forest that looked like
to someone you know well?
2.Whom did the woman he reminded Matveyka of?
met in the forest? Why?
3. How to understand the words: “One path, and such, according to
which not everyone can pass?
4. What difficulties awaited Matveyka on the way home?
5. How did Matveyka manage to go this route?
6.Who did Matveyka see himself in this strange dream?
7.What prevented the boy from pushing his brother out of bed?
8.What does it mean to hurt others?

27.

Moral Lesson:
Everything is relative.
Don't spit in the well - you'll need to drink the water.
Cultivating good feelings:
Why did the Mother of Cheese Earth send Matveyka on this
path?
Why was the boy punished like that?
Speech exercise:
How do you understand the expression “bright soul”?
Tell me what you remember most about the fairy tale?
How else can you call this fairy tale?
What would have happened if Matveyka had stayed in the forest
tree?

28.

-
PSYCHOGYMNASTICS:
You're sweet! A cloud has covered you. Frown, show me
How angry you are with her!
The cloud has gone, smile at the whole world: the grass, the leaves,
ant.
But Matveyka is deaf. Shake your finger at him.
The sun is tired of shining all day. Have a rest!
Lie down on a cloud, cover yourself with it and sleep.
Be scared, it's already night, and you overslept! No, another day!
Breathe a sigh of relief. Give some rays to the bunnies, guys.

29.

Development of thinking and imagination:
How to understand the expression: “Matveyka has everything
turned upside down in your soul that day”?
What other challenges could Matveyka face?
What was he paying for?
Think of who else Matveyka could see himself as.
Fairy tale and ecology:
Who is Cheese Mother Earth and how would you draw her?
Why is it necessary to preserve and protect nature?
What new have you learned about the forest and its inhabitants?
How can you preserve and protect the forest?

30.

Questions for Earth:
Why are there so many sad trees on Earth?
Which pain is stronger: body or soul?
Lesson summary: And now we will find ourselves in a fairy tale and
Let's meet Mother Earth in her clearing. She
will show you the path to get out of this forest. But
Each of you will go through it in your own way.
Here is a path, draw how you walk along it.
The main thing in life is to understand your mistakes and not make them
more. Let the next path be for you
easy!

31.

32.

THE TALE OF L.D. KOROTKOVA
"THREE MONEY"

33. The children take great pleasure in making crafts from natural materials and paper applications. They love teamwork.

34. L.D. Korotkova “As we worked, we were rewarded”

MORAL LESSON.
You can’t pull it out without difficulty and
fish from the pond.
You can see the bird in flight.
EDUCATION OF KINDNESS.
Were they fair?
Are the girls awarded?
Who do you like better?

35. For business and reward...

Reward for Dunyashka and
for Natasha.
Crafts from natural
Material.
For business and reward...

The book presents the author's fairy tales and methodological recommendations for working using the plots of fairy tales, which enable educators and teachers to conduct moral conversations with interest and unobtrusively for children, and psychologists to engage in correctional work.
The book may also be useful to students of pedagogical schools and colleges, students of pedagogical universities and parents.

A fairy tale heals, a fairy tale warms, a fairy tale teaches you how to live.
Today there is no need to prove to either teachers or parents that a fairy tale heals. However, why exactly it cures is worth considering in more detail, since this is a serious and promising matter.
First of all, a fairy tale can cure a child of preschool and primary school age from emotional behavioral disorders. From which ones exactly? And such as aggressiveness, anxiety, emotional discomfort and emotional instability of the individual. It sounds scientific and indigestible. Let's try to consider our child's misfortune from a position of love and respect for him.
It is not so rare for teachers and parents to encounter a child’s anger or fear. Both anger and fear are the most important personality functions that allow a person to adapt to changing conditions, not fall into despair, and adapt to life. However, if anger appears in response to a situation that is critical for the child, dangerous for him, this is justified. If anger becomes a constant experience, then this already causes adults to worry about the child and forces them to look for the causes of such violations.
In recent years, parents have increasingly turned to psychologists with complaints about their child’s excessive aggressiveness and the appearance of high anxiety and fears. Why does anger develop into constant aggressiveness? There are three good reasons for this.
1. Constant aggressive behavior of parents who are models for children. Parents do not know how to manage themselves and regulate their behavior
- Where do children learn this?
2. Constant manifestation of dislike for the child. On this basis, he develops a feeling of defenselessness, danger, and hostility towards others.
3. Frequent insult of a child, humiliation of his human dignity.
Anxiety in a child is the same as anxiety in an adult, that is, a premonition of impending danger and associated discomfort and trouble. Anxiety in children of preschool and primary school age is a stable formation, sometimes persisting for a long time.
In boys, anxiety can be explained by greater activity and mobility than in girls; this is due to their physiology. And the result is frequent punishments, quarrels with peers and adults, leading to anxiety, restlessness, and feelings of guilt.
Emotional distress may be associated with difficulties in communication and lead to disturbances in the child’s behavior. First of all, this is unbalanced, impulsive behavior. It looks like a bright outburst of anger, loud crying and desperate resentment. Such outbreaks easily appear and easily go out, but they lead to quarrels, fights, and conflicts.
The behavior of another child with emotional distress in communication may look somewhat different: resentment, dissatisfaction or hostility does not disappear soon after its inception, but, on the contrary, remains in the child’s memory for a long time. These children may avoid communication with peers or be completely indifferent to such contacts.
The third child behaves this way because he has numerous fears. Usually fear is caused by some frightening object, animal, or situation that is incomprehensible to the child. Fear due to emotional distress can be prolonged, uncontrolled by consciousness and manifests itself in the form of horror, emotional shock, shock.
There have been cases when psychologists found the cause of such upheavals in circumstances that were insignificant, in the parents’ opinion. For example, a child witnessed a rock concert in the city square. The emotional load on the child’s consciousness was such that the psyche was forced to resort to a defensive reaction. Akin to such emotional upheavals are domestic scandals, in which the people closest to and not indifferent to the child take part. We can say that the stronger the child’s emotional distress, the more reasons for fears to arise.
The appearance of a state of emotional discomfort is also one of the manifestations of emotional behavioral disturbances. When communicating with peers and adults, the child develops an image of his “I”. This is self-awareness. It manifests itself in desires, aspirations, and awareness of the limitations of one’s capabilities.
Due to the fact that not everything works out for the child, and that the people around him cope with tasks faster and more successfully, low self-esteem may arise, and this leads to disappointment, feelings of guilt, and dissatisfaction. This is expressed outwardly in the appearance of depression, depression, excessive shyness and emotional discomfort in the child.
The emotional instability of a child’s personality is associated, first of all, with the inability to recognize emotions in those with whom he communicates. Understanding the emotional state of another person means ensuring the success of communication with him. In preschool and primary school age, a child’s behavior is most often characterized by impulsiveness, lack of restraint, and thoughtlessness. And these are the very qualities that make it difficult for a child to communicate with others. Well, who likes to deal with a touchy, hot-tempered or irresponsible person, even if he is still a child?
What does a fairy tale have to do with it, you ask?
Of course, correction of emotional behavioral disorders can be carried out using other means, such as games, toys, visual activities of the child, music and musical-plastic activities, theater and art in general. However, perhaps the most accessible and favorite means for children is a fairy tale. That is why the correction of emotional behavioral disorders is part of the science of fairy tale therapy. Treatment with fairy tales. Is it possible?
Korney Ivanovich Chukovsky wrote this: “In my opinion, the goal of a storyteller is to cultivate humanity in a child at any cost - this marvelous ability of a person to be worried about other people’s misfortunes, to rejoice at the joys of another, to experience someone else’s fate as if it were his own.” Please note that this is about empathy, about mutual understanding between people.
Let us dwell on the problem of using author's fairy tales in overcoming negative behavioral reactions of children. It is in the author's fairy tales that one senses the dissimilarity of the language, fairy-tale situations and feelings put into the text by a specific person - the author. From such tales, children draw their first ideas about justice and injustice. A fairy tale makes a child empathize and put into memory options and ways to solve difficult life situations. Experience of life conflicts and ways to resolve them accumulates, creative imagination develops.
It is imagination, combined with memory, that will give the child the opportunity to quickly choose the most correct and effective solution to a problem if he encounters something similar in life. And a fairy tale is life, embellished, bringing the behavior of the characters to the point of absurdity, but imbuing the child’s memory and consciousness with the most important thing: there is still a way out of a difficult, sometimes seemingly hopeless, situation! More or less desirable, not always easy, but there. There are no dead ends in life. It’s just that a person is often not ready to get out of them
Fairy tale therapy is a method that uses the fairy tale form to correct emotional disorders and improve relationships with the outside world. The goal and task of fairy tale therapy is to reduce aggression in children, eliminate anxiety and fears, develop emotional self-regulation and positive relationships with other people. For this purpose, fairy tale therapy uses fairy tale techniques and methods of working with children, accessible to them due to their simplicity and great interest in the fairy tale itself.
Therefore, an educator, primary school teacher, or parent can use fairy tale therapy in working with a child, of course, provided that educational material is specially created for this purpose. A similar methodological development is the material of this book, which includes the texts of the author’s fairy tales by L.D. Korotkova, analysis of each of them from the point of view of practical application in working with children, the sequence and content of work with a child if he has emotional behavioral disorders. Such violations and their signs are specifically indicated in the methodological developments for each fairy tale, manifestations of social maladjustment and methods for eliminating them are named.