Goals:
- Learn to overcome barriers in communication, feel each other subtly.
- Find adequate bodily expression for various emotions, feelings, and states.
Tasks:
- Develop voluntary attention: the ability to concentrate as much as possible on what is happening.
- Activate and enrich your vocabulary.
- Develop the ability to listen to the sounds of nature and distinguish between them.
- To develop the ability to regulate the processes of excitation and inhibition, to learn to switch from active to passive activity and vice versa.
- Learn to coordinate movements in accordance with the nature of the music.
- Activate creative thinking, imagination, fantasy.
- Relieve bodily and emotional tension.
Equipment:
Forest decoration, oak with a hollow, blue and blue fabric, stones for the composition on the floor, white chiffon. Sticks with blue ribbons, umbrella, walnuts. Soft toys: hare, squirrel, eagle owl. Owl cap or mask. Pictures depicting the transformations of the fontanel. Musical material: cassettes “Alone with Nature”, “The Magic of Nature”, “Merry Planet”, “Frisky Horses”, “And I Play the Accordion” by V. Shainsky.
Progress of the lesson
The audio recording “All the birds have flown to us” from the cassette “The Magic of Nature” is playing, children with a teacher enter the hall, there is a forest scenery in the hall.
Educator:
Guys, let's go to the clearing and sit down
(sit down).
Today we will go to a fairy tale where we will talk about water.
Let's remember what we know about water? What kind of water is there? (Cold, warm, transparent, fresh, clean, dirty).
Is there hard water? When does this happen? (Winter).
Where does water occur in nature? (In a river, lake...).
An audio recording with the murmuring of a stream from the cassette “Alone with Nature” plays.
Do you hear what that sound is? (Creek).
Where does the stream start from?
(From a spring).
Let's find a fontanel (children with a teacher are looking for a fontanel in the hall).
Well done guys found the spring.
Where did he come from? (From underground).
Let's sit down around the spring
(they sit down).
Here we come to the beginning of the fairy tale. And to get into it, you need to wash yourself with spring water.
The music “The stream is babbling merrily” from the cassette “The Magic of Nature” is playing. The children and the teacher wash themselves.
Children, how do you feel? What kind of water? (Children talk about their feelings.)
So we found ourselves in a fairy tale. Look how beautiful the fairy forest is.
The audio recording of “The Singing Forest” from the cassette “The Magic of Nature” is played.
Children
walk around the hall, looking at the scenery of the forest.
They sit down in the clearing. Musical director:
The Hare-Koska lives in our forest, his skin is gray, his ears are long. He runs around the forest all day, squinting his eyes in all directions, wanting to find out everything in the world. Let's show how Koska shoots his eyes in all directions.
The audio recording “Morning Dew” from the cassette “Merry Planet” is played; children, as shown by the music director, perform gymnastics for the eyes: 1) left and right; 2) up and down.
Well done, you did well. The Hare-Koska ran through the forest and met a squirrel.
The dialogue between the fairy tale characters is voiced and staged by the music director (hare) and the teacher (squirrel) with the help of soft toys.
Musical director
(hare)
- Who are you?
Educator
(squirrel)
- I am a squirrel.
Musical director
(hare) -
And I’m Hare-Koska, I want to know everything in the forest, let’s go travel together.
Educator
(squirrel)
- Yes, I have no time, I’m preparing for winter.
Musical director:
Guys, how does a squirrel prepare for winter?
(Stores seeds, mushrooms, berries, nuts).
The squirrel sent nuts for you. Let's play with them.
The audio recording “Morning Dew” from the “Merry Planet” cassette plays, the music director gives each child a walnut and performs finger exercises.
1) Children rotate the nut between their palms.
2) Roll the nut up and down.
3) Children hold the walnut alternately between different fingers (index and middle, middle and ring, ring and little fingers) first of one and then of the other hand.
– How do your palms and fingers feel? (Children tell their feelings).
Educator:
The hare runs further. He sees a hollow in a tree, and someone is looking out of it.
- Who are you? - asks Koska.
- I am Semka the owl. Woo-hoo! Woo-hoo! I sleep during the day and catch hares at night.
Let's play the game "Hares and Owl".
The game is played with musical accompaniment (at the choice of the teacher). One of the children plays the role of an eagle owl, the rest - the role of hares. First part of the music: “hares” jump on two legs and dance. Second part: the hooting of an “eagle owl” is heard, the “hares” freeze in place and pretend to be scared. Third part: the “owl” is flying, the “hares” are hiding. The game is repeated 2 times. After the end of the game, the children lie down on the carpet and relax, let go of fear and tension; during relaxation, the audio recording “Affectionate Song” from the cassette “Frisky Horses” is played.
- Koska ran and ran through the forest, suddenly he saw a fontanel, and a stream runs from it (children with a teacher approach the fontanel).
The dialogue is voiced by the music director (hare), the teacher (fontanel) with the help of a soft toy and pictures that depict the transformation of a fontanel into a stream, from a stream into a river, from a river into fog, from fog into a cloud, from a cloud into rain.
Musical director
(hare) -
Who are you?
Educator
(fontanel)
- I am a fontanel, I want to travel, see distant lands.
Musical director
(hare) -
That’s great, let’s run to the races?
Educator
(fontanel) -
Let's run.
- Guys, look, the spring has already turned into a stream (the teacher shows a picture of a spring from which a stream flows).
Musical director
(hare) -
Hey, fontanel, where are you?
Educator
(fontanel) -
Yes, here I am, in a big river, along with other streams. It's more fun, catch up quickly.
– I suggest you play the game “Streams and River”.
The teacher gives the children sticks to which blue ribbons are attached. The audio recording “Merry Holiday” from the cassette “Frisky Horses” plays, children with ribbons dance improvisation, depicting the movement of a stream. The audio recording “Small waves are playing” from the cassette “The Magic of Nature” is played.
,
children gather around a blue cloth that represents a river, place ribbons in a circle and join hands.
The game is repeated 2-3 times. – What a big, strong, mighty river you have.
– What are your hands like now, tense or relaxed? ( Tense).
– Soft or hard? (Solid).
Now separate your hands.
– What are they like now? Soft or hard? (Soft).
– Tense or relaxed? (Relaxed).
The music director and the guys sit down in the clearing.
Musical director:
All day and all night the Hare-Koska ran through the forest, and morning came.
- Hey, fontanel, where are you?
Educator
(fontanel) -
And here I am, look up.
The teacher stands behind the curtain and raises a drawn cloud on a fishing line.
Musical director:
Koska raised his eyes and saw a cloud swaying in the sky.
- How did you get there?
Educator
(fontanel) -
At night I became fog, and in the morning the sun warmed me, I turned into a cloud.
Musical director:
How does the cloud move?
Fast or slow? (Slowly).
– Smoothly or sharply? (Smoothly).
– Loose, easy or hard, rough? (Free, easy
). Now you will move like a cloud: easily, smoothly, freely and softly.
An audio recording of the song “Clouds” by V. Shainsky from the cassette “And I play the harmonica” is played. The music director and teacher hold a sheet of white chiffon over the children’s heads and move it right, left, down, up. Children move smoothly following the movement of the fabric: they squat if the fabric drops too low, stretch their fingers upward if the fabric is high.
An audio recording with the sound of wind and rain from the cassette “Alone with Nature” sounds.
Musical director:
Autumn has come, it started to rain in the forest.
Let's hide under the umbrella ( stand under the umbrella).
The Hare-Koska also hid, heard something making noise.
- Hey, who's there?
Educator
(fontanel) -
It’s me, fontanel! Came back. From a stream to a river, from a river to fog, from fog to a cloud, then it got cold above, I became rain and fell to the ground.
The audio recording turns off, the umbrella closes.
Musical director:
So our fairy tale ends. Let's remember all the transformations of the fontanel and post pictures.
The teacher asks each question individually, and the children take turns laying out the pictures on the floor.
– What was formed first? (Spring).
– Find a picture that shows a fontanel. ( The child shows a picture of a fontanel.)
-What has the fontanel turned into? (Into a trickle).
– Find a picture with the corresponding image. ( The child shows a picture with a stream).
-Where did the streams flow? ( Into the river).
– Find a picture of a river . (The child shows the corresponding picture).
– What happened next to the fontanelle? (It turned into fog).
– Find a picture where fog is drawn . (The child shows a picture with fog).
– What happened next? (The fog rose up and turned into a cloud and fell to the ground as rain).
– Find this picture. (The child shows a picture of rain).
– Did you like our trip? Let's say goodbye to the heroes of the fairy tale. How do we get back home? (You need to wash in the spring).
The audio recording “The stream is babbling merrily” from the cassette “The Magic of Nature” is played. The children and their teacher go to the spring and wash themselves.
Educator:
Here we are at home.
The audio recording “All the birds have flown to us” from the “Merry Planet” cassette plays, the children leave the hall.
Summary of the lesson “I and others” for children 6-7 years old with elements of fairy tale therapy
Structural unit "Secondary school No. 20 with in-depth study of individual subjects"
Summary of the lesson “I and others”
for children 6-7 years old with elements of fairy tale therapy
Compiled by:
Teacher-psychologist Kirina T.V.
Plan
1. Organizational moment —
exercise “Let's say hello.”2. Reading the fairy tale “Rose and Chamomile.”3. Discussion of the fairy tale.4. Fizminutka - Game “Touch to...”5. Communication game “Give a pebble.”6. Relaxation game: “In the clearing.”7. Children's work "Flower".8. Result (conclusion).
Target:
- develop the foundations of morality in children through the content of fairy tales;
- promote the unification of children into a team and create a positive atmosphere in the group;
- to develop in children the ability to express their own opinions;
- develop imagination, auditory attention and memory, coherent speech, elements of logical thinking, the ability to establish cause-and-effect relationships.
Preliminary work
: games to develop communication skills, telling therapeutic tales aimed at increasing self-esteem and relieving tension, stiffness, gaming activities.
Equipment for the lesson:
musical accompaniment, pebbles, flowers (rose and daisy), thread, a piece of A4 paper for each child, ink of different colors, “flower meadow” (flowers cut out of paper on the carpet)
Progress of the lesson:
- Hello, I'm glad to see you. Today I want to say hello to you in an unusual way, and the game is called “Let's say hello.”
Exercise "Let's say hello"
Goal: to create a psychologically relaxed atmosphere. At the beginning of the exercise, children remember different ways of greeting, real and comic.
Children are invited to greet: shoulders, backs, elbows, noses, foreheads, heels, come up with their own unusual way of greeting
for today's lesson and say hello.
- Let's give each other smiles as a greeting.
- Guys, I have flowers in my hands, who knows what they are called? (rose and chamomile)
- I want to invite you to a fairyland and introduce you to an amazing fairy tale.
Entering a fairy tale.
To get to fairyland, we need to turn into butterflies. The butterfly hatches from the caterpillar, and the caterpillar is in a cocoon. Let's imagine that we are caterpillars in a cocoon (invite the children to lie on the carpet, bend their legs and clasp them with their hands). To the accompaniment of calm music, children straighten their legs, spread their arms to the sides and stand on their feet. So you have turned into beautiful butterflies. The butterflies spread their wings and flew to the flower meadow, found a flower and sat down on it.
Fairytale therapy classes
A cycle of fairytale therapy classes The goal of the correctional program is the formation of a positive self-concept: increasing self-confidence, updating the potential of each child and correcting behavioral reactions through fairytale therapy and socio-psychological games. The objectives of the program are: 1. Formation in children of adequate emotional reactions towards themselves and their capabilities. 2. Teaching children techniques for constructively resolving interpersonal conflicts; 3. Forming in children the experience of constructive interaction with both adults and peers.Thematic lesson plan
| Topic name | |
| 1. | Let's get acquainted. Diagnostics. Establishing interpersonal contacts between group members. Development of group rules. |
| 2. | The world of emotions. Relieving emotional stress. |
| 3. | Learn to love yourself. Forming a positive attitude towards yourself. |
| 4. | Everything is within my power. Actualization of the child's potential. |
| 5. | Together it’s cramped, but apart it’s boring. Training in methods of socially acceptable expression of negative emotions, techniques for constructive conflict resolution. |
| 6. | Without friends there is little of me, but with friends there is a lot of me. Russian folk tale “Winter quarters of animals”. Development of communication skills in communicating with both peers and adults. |
| 7. | Holiday. The final lesson is reflection. |
Each lesson is structured according to the following blocks: introductory and organizational block: setting up children for the lesson; correctional and developmental block: relieving psycho-emotional stress, correcting the child’s emotional and personal sphere; analytical-reflective block: analysis of the participants’ attitude to the lesson, to others, consideration of prospects for further work.
Topic1
Goal: Creating a playful atmosphere of trust in the group. Establishing interpersonal contacts between children. Familiarity with the group rules. Diagnosis of children's self-esteem level. Methods: Methodology for diagnosing self-esteem “Ladder”, social and psychological games. Materials and equipment: medallions with images of fairy-tale characters, a tape recorder, a cassette with a recording of happy and sad Music, for each child a sheet of paper with a picture of a house and sad and happy “faces”.
LESSON No. 1
1. Diagnostics of self-esteem “Ladder”. Work with children is carried out on an individual basis. The leader shows the child a ladder depicted on a piece of paper (the number of steps is 7) and invites him to place himself on one of the steps. Next, the child is asked to choose a step on which his mother, father, teacher, or friend will put him. 2. Exercises for initial acquaintance. "My fairy-tale hero." Children are invited to tell about themselves on behalf of some fairy-tale hero (each child comes up with a “pseudonym” for a fairy-tale hero and chooses the appropriate medallion for himself). During the performance, children can remember episodes from fairy tales, the voices of fairy-tale characters, and excerpts from fairy tales. Developing a greeting ritual and group rules: call each other by name, do not call each other names, do not fight, do not push. Exercises to create an atmosphere of goodwill and complicity. "Hello! I like you!" All children sit in a circle. One child walks in a circle and touches any child sitting in the circle. The two of them start running in a circle in opposite directions. When children meet, they stop, shake hands and say, “Hi! I like you because...!” and come up with the ending of the phrase. The first player returns to the circle, and the second touches the head of the other player and the game continues (it is necessary for each child to take part in the game). "Let's make up a fairy tale." The group leader begins the story: “Once upon a time there were...”, the children continue in a circle. When the leader's turn comes again, he directs the plot of the story, sharpens it, makes it more meaningful, and the exercise continues. “The hustlers are measles.” The leader tells the children that people are all different and not alike. There are those who do not like noisy games, loud sounds, they like to play quietly and more often alone or with the same “quiet” guys, they like to read alone and think about something interesting. This is their peculiarity. And there are completely different children: they love fun and noisy games in large children's groups, they run a lot, jump, and make noise. And we can’t say that they are bad children, they were just born that way: noisy and active. Let's come up with funny names for these different children. Let the “noisy” ones be called shustriks, and the “quiet” ones called mumblers. The leader invites the children to “divide” fairy-tale characters into nimble and mummy. Then the children are asked to think about who he is: a quickie or a mumbler (children analyze their behavior). Next, the leader invites the children to dance. They will dance calmly to slow music, like mumblers, and to fast and cheerful music, like nimble dancers. "Stream by choice." Communication becomes non-verbally mediated. This facilitates contact, especially at the dating stage, and reduces tension. This game makes it possible to judge the sympathies that have arisen in the group. If in the previous game the group is divided in half (into shustriks and myamliks), then you can offer the children this version of the game: the nimbles choose only myamliks to play “Rucheek” and vice versa. 3. Reflection. "Fairytale houses." A sheet of A4 paper with pictures of houses is first prepared for each child personally. The number of windows in the house should correspond to the number of activities. The child will glue the “face”. I liked the lesson - it had a smiling face, but I didn’t like it - it was sad. This reflection is designed for the entire course of correctional classes.
TOPIC 2
Goal: Relieving emotional stress. Methods: Social and psychological games, reading a fairy tale, conversation, drawing “My worst dream.” Materials and equipment: cards with images of emotions, a poster for the game “Fairy-Tale Heroes”, paper, pencils, scissors, the text of the fairy tale “The Tale of Cheburashka”.
LESSON No. 2
1. Greeting. The greeting ritual developed in the first lesson. "Meeting of Emotions" Cards depicting emotions are divided into two groups (sadness, fatigue, fun, pleasure, etc.). The leader invites the children to imagine how different emotions meet: the one that is pleasant and the one that is unpleasant. The leader portrays the “good” one, the child “bad”. "Fairy-tale heroes". Children are shown a poster depicting fairy tale heroes, each character displays a certain emotion. The child must recognize the emotion, explain his decision and tell why, in his opinion, the fairy-tale hero is cheerful, angry, sad, etc. 1. Reading the fairy tale “The Tale of Cheburashka.” This fairy tale highlights the problem of children's fears (directly the fear of the dark). The leader reads a fairy tale to the children. Questions for conversation: Tell me, what are you afraid of? Was there a time when you were very scared? Have you overcome your fear? "What am I afraid of?" The children are given sheets of paper and pencils. They are asked to draw what they are afraid of. After drawing, talk again about what exactly the child is afraid of. Then you need to give the children scissors and ask them to cut the “fear” into small pieces, and small ones into even smaller ones. When “fear” crumbles into small pieces, it is necessary to show children that it is impossible to collect it. Small pieces of paper should be thrown into the trash. The garbage will be taken away and burned, and “fear” will be burned along with it, and it will never exist again. "We are good". All children stand in a circle. The leader invites everyone to raise their right hand up and fold their hand in the form of a ladle above their head. With this hand - a “bucket” - children stroke themselves, lowering their hand slowly lower and lower. Then they are invited to stroke each other and say loudly: “We are good!” 2. Reflection. "Fairytale houses".
TOPIC 3
Goal: to develop in children positive emotional reactions towards themselves and their appearance, to develop a desire to please themselves and other people, to promote the child’s emancipation. Methods: relaxation according to the presentation “Hello, I, my beloved”, reading the fairy tale by H. H. Andersen “The Ugly Duckling”, Charles Perot’s “Cinderella”, drawing “This is me now”, “I am in the future”, socio-psychological games. Materials and equipment: text of a fairy tale, tape recorder and cassette with music for relaxation, paper and pencils, cards for the game “What am I?” Choose” tubes of lipstick.
LESSON No. 3
1. Greeting. The greeting ritual developed in the first lesson. Relaxation “Hello, my beloved.” Make yourself comfortable. I suggest you be very responsible and attentive to what will happen to you. Close your eyes and listen carefully: Here are your legs... Place them so that each leg, if it were alive, could say: “Thank you for taking care of me.” Place your right hand comfortably. Each hand deserves to be taken care of and to be given your warm attention so that it feels this care. And the left hand, your left hand. Let her lie down just as calmly, let your hand drop. And every finger will feel your attention, your warmth, your care. Walk through them. and stroke each of your fingers with your attention. What do you feel right now on the tip of each of your fingers? Middle, fourth... Blood vessels work more actively, you feel the blood beating, you feel a slight tingling sensation. The same sensations, reflected from the left hand, appeared in the right, the right hand immediately responded. I feel life in each of my fingers, warm blood beating, tingling. The brushes became free and soft. They just lie there, resting. They thank me for taking care of them, and I thank them. I thank my hands for being strong and skillful. My hands can do many wonderful things. They know how to work, they are strong, they are subtle and gentle. They can be very warm and affectionate. They know how to receive warmth, they know how to give warmth. My hands can do this, and I wouldn’t trade these hands for any others. I love them. Thank you, my hands. I breathe and feel the air entering me, I accept it. And I exhale - the air leaves me. I am glad that I have this harmony with the world, that I can take air into myself - and let it go. My breathing is even, calm, I can breathe easily. And now a ray of attention gently and warmly slides across my face. A soft brush of attention slides across my forehead. The tension is released from my forehead, the tension goes away from my eyes. They let go, relax, rest. This is not easy to do, there is so much life around them. But I remove all problems and let go of my cheeks. Let my face rest. How much the face works! Eyes look, eyes seek, eyes speak, eyes argue, eyes resist, eyes love, eyes give, eyes live more than. anything else in my body. This is the mirror of my soul, these are my very first employees. How much they do! Thank you! You connect me to the world, you show me the sky, you show me the sun, you show me the whole world. My face... my face is the most important part of me, the calling card of my personality. My face, which is always with me, which works with me, which rejoices with me, which overcomes all life’s difficulties with me - and lives on with me. Thank you, my face! You are always next to me! I feel good with you. Thank you. And my workers are legs. I always forget about them. They carry me through life from morning to evening, walk, run, hold me. We get angry at them when they let us down. We forget that they do the hardest work day after day, quietly, without expecting any gratitude from us. Thank you, my legs! And my whole body - thank you that I have you, that you give me life, that you give me the opportunity to be. I want to take care of you, I love you. Thank you for having me. Rest. You breathe evenly, calmly... and slowly return here. Return to this room. Take a deep breath, open your eyes, and be here. 3. Reading the fairy tale “The Ugly Duckling.” The children sit comfortably on the floor and the leader reads them a story. Conversation Questions: Why didn't anyone like the Ugly Duckling at the beginning of the story? What happened to him at the end of the fairy tale? Have you ever felt like an “ugly duckling”? How did you handle this situation? “It’s me now!” Children sit on the floor, the leader offers them paper and pencils. Children are invited to draw themselves, their self-portrait. At the request of the children, the drawings can be hung on the stand. "Fun exercise." The leader tells, the children show.” Each of you is the master of your own body! You are awakened cats, stretching out your front and back legs. Or are we ladybugs that have fallen on their backs? Will you be able to roll over without assistance? And now we are tigers sneaking in the bushes. Let's become a reed in the wind and take its flexibility. Now let’s take a deep breath and turn into balloons. A little more and we’ll fly. We stretch upward like giraffes. Let's jump like a kangaroo. to become as agile and strong. And now we are pendulums. Heavy bronze pendulums in an antique clock. Let's swing from side to side - and we'll have enough time for everything. Now let's launch the plane. We twist its propeller with all our might. Let's bend like an Indian's bow and become just as elastic. Which of our two legs will jump higher today - the left or the right? Break your own record, do one more squat than yesterday. You are a winner! The whole day will be ours! However, you don’t have to do exercises, but crawl around all day like an old sick turtle. 2. Reflection “Fairytale houses”.
LESSON No. 4
1. Greeting. The greeting ritual developed in the first lesson. “Which I am. Choose” Each participant is given a pencil and a sheet of paper, divided into two parts, in the upper right corner of the sheet there is “+”, in the upper left corner - “-” and the following instructions: write in the right column under the “+” sign “those character traits, interests and feelings that you like, and in the left column under the sign “—”, those that you don’t really like. After completing the task, those interested can read their list to the rest of the group. 2. Reading the fairy tale “Cinderella”. The children sit comfortably on the floor, and the leader reads them a fairy tale. Questions for conversation: How did Cinderella live in her stepmother’s house? What was she like? Why did the prince choose Cinderella? What do you want to become when you grow up? Drawing “Me in the future.” This exercise allows you to realize the possibility of overcoming isolation, gives the child a perspective for the future and confidence in their abilities. Children are comfortably placed around the room. They are given the following task: to draw themselves as they see themselves in the future. Questions for discussion: What will you look like? How will you feel? What will your relationship with your parents be like? Brother? Sister? With classmates? With friends? "Boasters." Children sit on the floor in a circle. The leader invites them to tell each other about their successes: “It’s okay that this will be a little like bragging. Life is so diverse that there will always be an area in which you can be successful. The more people achieve success, the better it is for each of us and the easier it is for each of us to achieve our own success.” Children are asked to think about some of their achievements. It doesn’t matter whether the achievement is big or small. The leader starts the game. He approaches one of the children and talks about his successes, conveying the joy of what he has achieved. The child, after listening, should say: “I’m happy for you.” This child then goes to the next one and tells him about his success. He, in turn, will say: “I’m happy for you.” And he will continue the game. Questions for analysis: Did you like this game? Was it easy for you to talk about your successes? Was it easy for you to rejoice with other children? "Designers". To play you need tubes of lipstick. Each child receives a tube and is allowed to approach any participant and “decorate” his face, arms, legs, but carefully. It is necessary to ensure that everyone is decorated, including the group leader. 3. Reflection. "Fairytale houses".
TOPIC 4
Goal: to develop a child’s sense of self-confidence and self-confidence, to actualize the potential of each child, his merits, to form and consolidate sanogenic states. Methods: reading fairy tales, socio-psychological games, conversation, drawing “How we deal with difficulties”, diagnostics of the level of self-esteem “Ladder”. Materials and equipment: texts of fairy tales, centers and petals of the “seven-flowered flower”, paper and pencils, blanket.
LESSON No. 5
1. Greeting. The greeting ritual developed in the first lesson. "Fishermen and Fishes" Two participants are fish. The rest stand in pairs facing each other in two lines, taking each other’s hands - this is a network. The fish wants to get out of the net, she knows that it is dangerous, but freedom awaits her ahead. She must crawl on her stomach under clasped hands, which at the same time diligently touch her back, lightly tap her, tickle her. Crawling out of the net, the fish waits for its friend, crawling behind it, they hold hands and | become a network. The process of changing roles is repeated. (Network movements should be moderately aggressive). 2. Reading the fairy tale “The Tale of the Little Hedgehog.” This tale highlights the problem of being an “outcast in a group.” The children sit comfortably on the floor, and the leader reads them a fairy tale. Questions for conversation: • Such Hedgehogs, Squirrels, Bear Cubs, etc. live among us, and we ourselves can find ourselves in their place. So, what will we do if: you come to a new class, you need to get to know the children; children in the yard are playing an interesting game, you would also like to play with them, join them. •What would you advise the Hedgehog so that they don’t laugh at him. "Flower - seven-flowered." Children sit on the floor in a circle, and each person is given the middle of a flower. One child sits in the center of the circle, the other children take turns saying something good about him, praising him, then picking up one of the petals (the petals can be the same color or multi-colored) and giving it to the person sitting in the circle. So, each child who is “praised” gets a flower with the number of petals equal to the number of group members. Each child should sit in the center of the circle. "Ship." To play you need a blanket - this is a ship, a beautiful sailboat. Children are sailors. One child is a captain. He should be in the center of the ship; at the moment of strong rocking, he should give the sailors the command “Drop anchor!” in a loud voice. or “Stop, car!”, or “Everyone up!” to save the ship and sailors. Then the sailors take hold of the edges of the blanket and begin to slowly rock the ship. On command: “Storm!” the pitching intensifies. As soon as the captain shouts commands in a loud voice, the ship calmly sinks to the floor, they shake the captain’s hand and praise him (the children change). 3. Reflection “Fairytale houses”.
LESSON No. 6
Diagnostics of self-esteem “Ladder”. 1. Greeting. The greeting ritual developed in the first lesson. "Mouse in a mousetrap." All children stand up in a circle and press their legs, hips, shoulders tightly against each other and hug each other by the waist - this is a mousetrap. The driver is in a circle. His task is to get out of the mousetrap in every possible way: to find a “hole,” to persuade someone to move the players apart, to find other ways of acting, but to get out of the current situation. If the manager notices that the mouse is sad and cannot get out, he regulates the situation, for example: “Let’s all help the mouse together, relax our legs and arms, and take pity on him.” 2. Reading Andersen’s fairy tale “Thumbelina”. The children sit comfortably, and the leader reads them a fairy tale. Questions for conversation: What is the strength of little Thumbelina? What can you do today? “Name your strengths.” Each child should talk for a few minutes about his strengths - what he loves, appreciates and accepts in himself, what gives him a sense of self-confidence. It is not necessary to talk only about positive character traits. It is important that the child speaks directly, without belittling his merits. This exercise develops the ability to think about yourself in a positive way and not be embarrassed to talk about yourself in the presence of others. "Fairy tale". The child is asked to come up with a fairy tale about a person whose name is the same as his, based on the meaning and sound of the name. For example: Marina is a sea fairy tale about a girl who lives in the sea. This exercise contributes not only to better self-awareness, but also to the development of the ability to talk about oneself without embarrassment, to appreciate one’s best sides, as well as to overcome fear of the group and establish a friendly environment in it. All children stand in a circle, stretch out their arms, palms forward. A “straw” is selected. She stands in the center of the circle with her eyes blindfolded or closed. At the leader’s command: “Don’t take your feet off the floor and fall back!”, the participants in the game take turns touching the shoulders of the “straw” and, carefully supporting it, pass it on to the next person. As a result, each person insures the other, and the “straw” smoothly sways in a circle. It is necessary to first select more confident children to play the role of “straw.” Mistrustful and timid children must first experience the role of support. 3. Reflection “Fairytale houses”.
LESSON No. 7
1. Greeting. The greeting ritual developed in the first lesson. "The Dragon". All children stand in a line, holding their shoulders. The first participant is the “head”, the last one is the “tail” of the dragon. The “head” should reach out to the “tail” and touch it. The dragon's "body" is inseparable. Once the "head" grabs the "tail", it becomes the "tail". The game continues until each participant plays two roles. 2. Reading Andersen’s fairy tale “Wild Swans”. The children sit on the floor, the leader reads them a fairy tale. Questions for conversation: • Why was Eliza able to disenchant her brothers? What difficulties did she have to overcome? • Every day presents us with new tasks that we need to cope with; on our way we encounter many different difficulties. The challenges we face | make us stronger, smarter, more self-confident. What ways do you know to overcome difficulties? Think about examples of how you or your friends overcame various life-changing obstacles. • If you find yourself in a difficult situation, who can help you? Who would you ask for help? • Let's think about what it means to “learn from mistakes”? Group drawing “How we deal with difficulties.” After the conversation, the leader invites the children to draw ways to overcome difficulties. Drawing together on this topic will help the child develop self-confidence and open up his inner world to his peers. “Finish the sentence.” Children sit in a circle. In a circle, at the command of the leader, the children take turns finishing each of the sentences: I want... I can... I can... I will achieve... Each child can be asked to explain this or that answer. This exercise helps to increase self-confidence and self-confidence. "Locomotive". Children stand in a circle. They take turns acting as a leader who demonstrates certain movements. The leader is like a locomotive that leads cars behind it, repeating all its movements. Children - “carriages” must repeat what the presenter depicts, and if he shows not just a set of movements, but some person or animal, guess who he is depicting. 3. Reflection. "Fairytale houses".
TOPIC 5
Goal: teaching children adequate ways and techniques of expressing negative emotions, techniques for constructively resolving conflicts in a dyad and group. Methods: reading fairy tales, socio-psychological games, conversation. Materials and equipment: fairy tale text, small pillows.
LESSON No. 8
1. Greeting. The greeting ritual developed in the first lesson. Listening to Shainsky’s song “It’s not easy to be kind.” “It’s not just words that speak.” The leader invites the children to say the same phrase in an angry and peaceful manner. For example: I don't want to play with you. This is unfair. You ruined my work. You draw with my felt-tip pen. Next, the children are asked to discuss which was easier to say: evil or peaceful. Children discuss the problem: why speaking kindly and being kind is difficult and requires special efforts. 2. Reading the fairy tale “The Hare with a Backpack.” This fairy tale highlights the problem of a child’s negative behavior (children’s pugnacity). Questions for conversation: What do you think happened to the hare at night? What would you say to such a hare if you met him? If someone offends you (hits you, calls you names), what will you do? "Pillow fights" Small pillows are required for the game. Children are divided into two teams. The players throw pillows at each other, uttering a victory cry, and hit each other with them. “We swear with vegetables.” The leader invites the children to argue, but not with bad words, but with vegetables: “You are a cucumber,” “And you are a radish,” “You are a carrot,” “And you are a pumpkin,” etc. “Playing out the situation.” Children are asked to role-play the following situations: • two boys quarreled - make peace between them; • you and your friend want to play with the same toy; • your friend is offended by you, apologize to him, try to make peace. 3. Reflection. "Fairytale houses".
TOPIC 6
Goal: development of communication skills in communicating with peers and adults. Methods: reading fairy tales, socio-psychological games, conversation. Materials and equipment: text of a fairy tale, cards with numbers, paper mittens, tape recorder, cassette with funny children's melodies.
LESSON No. 9
1. Greeting. The greeting ritual developed at the first; lesson. “The wind blows on...” With the words “The wind blows on...” the leader begins the game. For children to learn more about each other, questions could be as follows: “The wind blows on the one with blond hair” - all blond children gather in one group. “The wind blows on the one who has a sister”, “who loves animals”, “who has many friends”, etc. It is necessary to give children the opportunity to be leaders. 2. Reading the Russian folk tale “Winter quarters of animals.” Questions for conversation: Why did the animals win? With whom would you not be afraid of anything? How do you understand the words “One friend is better than a hundred servants”? "Mittens." The number of pairs of mittens cut out of paper is equal to the number of pairs of group members. Supervisor; lays out mittens with the same pattern, but not painted, around the room. The children disperse around the room. They find their pair, go to a corner and, using three pencils of different colors, try, as quickly as possible, to color the mittens exactly the same. It is necessary to observe how couples organize joint work, how they divide pencils, and how they do it! agree. At the end of the work, it is necessary to sum up: did you like working in pairs, what were the difficulties in organizing the work, what did not work out. "We're building numbers." Children move freely around the room to cheerful music. At the leader’s command (the music stops, the leader raises his hands with cards with numbers on them). In 1 minute, children must use their bodies to build the number shown on the card. If children complete the task quickly, then the time can be reduced. 3. Reflection. "Fairytale houses".
TOPIC 7
Goal: to summarize all the work done. Methods: holiday, conversation, socio-psychological game, diagnostics of self-esteem “Ladder”. Materials and equipment: diagnostic forms, drawing of a house with windows according to the number of participants, everything for tea drinking.
LESSON No. 10
Diagnostics of self-esteem, “Ladder” technique. 1. Greeting. The greeting ritual developed in the first lesson. 2. "Housewarming" Children are invited to draw their portraits and “place” them in a house, each in its own window, the drawing of which hangs on the stand. Then the children all paint the house together. After the drawing is ready, “fairytale houses” are hung next to it - a personal reflection of previous lessons. The stand looks like a whole fairy-tale city. "Suitcase for the road." The leader says that the moment of farewell has come and soon we will all leave, but not empty-handed, we will all pack our “suitcase” for the journey. Everyone is given a sheet of A4 paper on which a suitcase is drawn and colored pencils (children can color it if they wish). Then everyone passes their “suitcase” to their neighbor, who writes his good wishes into the “suitcase”. So the pieces of paper are passed around in a circle until everyone gets their “suitcase” back. 3. Sweet holiday. A tea party and a sweet table will be organized. The leader encourages children to freely communicate, exchange opinions about past lessons, and about some aspects of the lessons.
Fairy tale therapy: theory and practical application
How does fairy tale therapy work?
Fairytale therapy is designed to help a child concentrate on a certain problem, show ways to solve it, without giving strict recommendations. In each story, a certain situation that arose in the life of a child is played out, the characters in the story have the characteristics of real people, and the conflict that arises always has a logical resolution. Fairytale therapy establishes connections between fairy-tale events and behavior in real life, transfers bookish, magical meanings into reality. The main principle of the method is the spiritual, holistic development of the child’s personality, caring for his soul.
A fairy tale not only teaches, but also heals.
Fairytale therapy helps children who have lost their parents. The child meets himself in a fairy tale, with a good, best expression of himself. Learns from himself fabulous good deeds, learns to be happy.
Fairytale therapy in kindergarten and at home
Collective writing of fairy tales is very useful. For young children, this is an exercise in interaction; for teenagers, it is a way to understand themselves and their peers. Using the example of a jointly created fairy tale, you can understand who plays what roles in the team.
It is useful for parents to compose together with their child, because at such moments you begin to speak in a common language and can find out the child’s hidden thoughts and desires. By hiding them behind symbols and metaphors, the young storyteller frees himself internally, and a caring and attentive parent can unravel the desires and subconscious aspirations of the child.
The fairy tale stimulates creative thinking and develops a sense of humor in parents and children. And by depicting magical characters on paper or plasticine, the child practices modeling, writing and drawing skills, develops perseverance and attentiveness.
What kind of fairy tales are there?
All fairy tales can be divided into four groups according to the problems they raise:
- Difficulties in communication.
The fairy tale plays out conflicts, grievances, and disagreements that arise in a child in the yard, at school, in kindergarten, and within the family circle.
- Inner experiences.
The effect of a magic mirror arises, which allows you to carefully examine your as yet unknown inner world, level out emerging contradictions and complexes, and answer the question “what’s wrong with me?”
- Fears.
It is important for parents to know what their child is afraid of and, most importantly,
how he is afraid of it
. If fear slows down development, takes away emotional strength, and becomes an insurmountable obstacle to personal growth, then the child needs help. - Age-related difficulties.
Each age has its own critical moments associated with the child’s awareness of his new role. For example, accepting oneself as an independent person in preschool age, or problems related to learning in primary school age. All this can be said through a fairy tale.
Types of fairy tales in fairytale therapy:
- Artistic tales.
The plots that are closest to ordinary folklore are universal and are rarely adapted to a specific child. They are mainly used as maintenance therapy and are not used to correct more serious problems. The main principle of artistic fairy tales is “do no harm.”
- Psychocorrectional tales.
They imply a gentle correction of certain character traits and behavior. Often used for children with hyperactivity and aggressive manifestations. These tales must be studied individually by a psychologist.
- Psychotherapeutic tales.
They are used when working with children from 3 to 8 years old after a superficial study of the child’s problems. It is psychotherapeutic fairy tales that are the main tool for correcting fears and phobias.
There are also universal psychotherapeutic fairy tales that can be used without adaptation by a psychologist to a specific child. In this case, the factor that increases the effectiveness of the fairy tale is personalization: the main character of the fairy tale is the child himself. Usually, ready-made collections of therapeutic tales are used on the most common problems (fear of the dark, greed, etc.).
- Meditative tales.
They are distinguished by the absence of conflicts and evil heroes. They are designed for relaxation after psychological stress. They are the most difficult type in fairy tale therapy because they are not aimed at solving a specific problem. Meditative fairy tales are often told in the format of a dialogue with a child, which helps the psychologist-storyteller change the plot based on the child’s obvious or hidden needs.
- Didactic fairy tales.
Often used for preschoolers and children of primary school age. Their purpose is to teach the child something new in an interactive way. Used in primary schools as part of the curriculum. With the help of such a fairy tale, you can work with your child on this or that situation, behavior pattern, and system for finding a solution.
For children and adults
Fairytale therapy is used in kindergartens, schools and rehabilitation centers. Based on fairy tale therapy, collections of therapeutic personalized fairy tales are created. Fairy tales are used to treat various fears in children, excessive aggressiveness, laziness, hyperactivity, reluctance to go to kindergarten, nervous tics, fears, enuresis and anorexia.
Fairytale therapy resolves conflicts with parents, eliminates communication difficulties, learning difficulties, aggressiveness in relationships, feelings of inferiority, loneliness, and self-doubt.
But fairy tale therapy is useful not only for children. Remember your favorite magical story from childhood, tell it to yourself, smile, close your eyes, relax... Do you feel it? This is how fairytale therapy works. It’s not for nothing that fairytale therapists advise carrying a pocket book with your favorite fairy tale. After all, how good it is to read a good, time-tested fairy tale after a hard day at work. Even if it’s “Kolobok”.
“What is this fairy tale about?” you ask. It teaches that everyone has a purpose in this world and shows what can happen when we give up our path.
In all fairy tales, the dialectic of the world is visible: without evil there cannot be good, and vice versa. This teaches a very important thing - to perceive the world as it is.
The language of fairy tales opens the way for a visual, figurative and visually effective comprehension of the world of human relationships, which is quite adequate for any age-related mental characteristics.
Fairytale therapy in speech therapy and defectology
Elements of fairy tale therapy can be used in games and exercises aimed at:
- formation of sensory representations based on various models of perception (visual, tactile);
- development of general speech skills; development of auditory attention; development of word formation;
- training in the use of the genitive case;
- formation of simple phrases (for example, games with a set goal for children; with increasing/decreasing voice strength).
It is very difficult for sounds to be automated even in children with a strong nervous system, little sensitivity, and who do not show much interest in what surrounds them. They don't seem to care what their pronunciation is. And lack of desire means lack of conscious control. Such children may not have any difficulties with producing sounds or their initial automation, but introducing sounds into spontaneous speech is sometimes a difficult task for both the speech therapist and the child himself.
You can solve the problem with the help of “fairy tales for automating sounds,” which belong to the category of speech therapy. In speech therapy work, all new technologies can be successfully combined with fairy tale therapy techniques, where correctional tasks for the development of all components of speech are solved.
A fairy tale is an effective developmental, correctional and psychotherapeutic tool in working with children.
In these and many other cases, a fairy tale is introduced as an unobtrusive means of identifying the listener’s “sore spot”, demonstrating to him new ways of interacting with reality, ways out of the current difficult situation, and showing the other side of what is happening.
Fairytale therapy in psychology
Psychologists use therapeutic fairy tales to work in three areas:
- Diagnostics
, that is, determining the main life scenarios of a person, characteristics of behavior and perception of the world, abilities, talents.
- Actually therapy
— solving psychological problems, consolidating new patterns of behavior and reactions.
- Prognostics
- assistance in understanding the influence of behavior in the present on future life events.
The fairy tale therapy method can provoke powerful and effective work of the subconscious.
The choice of genre focus is based on the age, interests of the listener, and the nature of his difficulties. It is important that the metaphor is correctly selected in the work - the effectiveness of therapeutic techniques depends on it.
We are accustomed to viewing a fairy tale as a kind of entertaining activity, a way to broaden our horizons and convey a moral. But psychology identifies a much larger number of functions that a fictional story, told in a certain way, performs:
- Solving problems facing people.
The story told shows a problem identical to the real one and ways to overcome it. The listener subconsciously associates the fictitious situation with his own and analyzes the possibility of using the proposed options.
- Development of thought processes.
For children 3-12 years old - listening, analysis, subsequent discussion of the work, identifying positive and negative characters - these are tools for improving memory, attention, and logical thinking. In addition, a fairy tale introduces a child to concepts, phenomena, and words previously unknown to him, also acting as a method of speech development.
- Transfer of true values.
Through fairy tales, generations of people pass on to their descendants the concepts of good and evil, honesty, responsibility, love and justice. Invented heroes teach decency, caring for loved ones, and achieving goals.
- Revealing forgotten, distant childhood traumas
deals with fairy tale therapy for adults - through the analysis of a person’s favorite work or a story invented by him.
- Emotional saturation.
Sincere empathy for the characters in the story allows you to remove the existing block on certain emotions (“boys don’t cry”, “you can’t be so angry” and other stereotyped attitudes imposed by society), fully experience them, name and accept positive and negative feelings.
- Behavior change
— therapeutic fairy tales of a correctional direction gently turn children’s behavioral reactions towards more effective, safe, and acceptable ones.
Working using fictional stories is an effective tool for influencing the inner world of adults and children. Each age period requires an individual approach, as does each individual case.
We can highlight the basic principles of constructing therapeutic activities
with children of any age:
- Emotional transfer of the content of the story to adults.
When listening, the child should see the narrator’s face, gestures, and eye expression.
- No too long pauses.
The situation in the allegory should be “open”, that is, it should suggest the possibility of several solutions.
- A problem that is relevant to a child is encrypted with images and metaphors.
Correct psychological fairy tales for children contain situational questions that encourage the listener to independently trace the causes and consequences of the described actions.
- A clear distinction between positive and negative characters.
Typically, fairy tale therapy for preschoolers works in several directions:
- Reading
(narration)
of the work. - Artistic depiction
- drawing, modeling, appliqué making.
- Diagnostics.
- Making up your own story.
- Creation of puppet characters.
- Theatrical performance.
Read other materials on preschool education:
Methodological assistance to preschool teachers
How to read aloud to a child? Improving reading skills
Methodology for diagnostics, development and correction of visual perception in preschool children
10 games for kindergarten: learning to be friends and help
Both mind and heart
All methods are used separately or in combination, in accordance with the age characteristics of the listeners. Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. And he not only learns, but responds to events and phenomena of the surrounding world, expresses his attitude towards good and evil - this is how the personality is corrected, the emotional and behavioral reactions expand.
The first ideas about justice and injustice are drawn from fairy-tale images. Fairy tales allow a child to experience courage and resilience for the first time. The process of fairy tale therapy gives the child an alternative concept that he can either accept or reject. One child is more inclined to compose and tell stories, another cannot sit still and needs to be constantly moving. The third one likes to make something with his own hands, the fourth one loves to draw...
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 adult life. And significantly expand his worldview and ways of interacting with the surrounding reality and other people.
