The role of fairy tales in the psychological development of a child. The role of fairy tales in the mental development of a child. What do fairy tales teach?

Some abstracts from work on the topic Role fairy tale V mental development baby
INTRODUCTION

On this moment, the problem of development and strengthening mental health child is very relevant. This is obvious due to the increase in neuropsychiatric diseases among children, therefore preventive and psychocorrective work is required for childhood.
Many new methods and psychocorrection programs are emerging that are aimed at working with problems. Nowadays, psychologists are developing technologies that have great potential for the effectiveness of psychological influence.
Enriching practical psychology New means for working with children often use fairy tales and so-called fairy tale therapy.
The attractiveness of this method of work for a psychologist lies in the universality of the method of correct psychological work with kids. In the process of this work, the knowledge that is currently psychotherapeutic is revealed. This is a kind of process of semantic search, a way of self-expression through a fairy tale.
Having carefully studied this topic, the psychologist will have the opportunity to help the child, cope with acquired anxiety, aggression, inability to concentrate and find the meaning of life.
This work examines the main types of fairy tales and a detailed examination of fairy tales.
Analyzing this topic and studying various sources psychological literature, it should be noted that there is a lot of literature on this topic, but there is no single, accurate interpretation of the ideal influence of a fairy tale on a child. That is why the analysis of such topics in this course work is relevant and of scientific and practical interest.
Purpose: To analyze the attitude of different authors to the topic of the influence of fairy tales on the mental development of a child.
LIST OF REFERENCES USED

1. Averin V.A. Psychology of children and adolescents. Tutorial. 2nd edition. Publishing house Mikhailov V.A. St. Petersburg, 1998.
2. Brett D. “Once upon a time there was a girl like you...” Psychotherapeutic stories for children. M., 1996.
3. “Introduction to the psychology of fairy tales” Igor Vachkov /
4. Wekker L.M. Mental processes. – T.1. – Leningrad, 1974.
5. Vygotsky L. S. Psychology. – M.; From: Intor, 2000
6. Gamezo, M.V. Age and educational psychology / M.V. Gamezo, E.A. Petrova. – M.: Pedagogical Society of Russia, 2004. – 512 p.
7. Granik G.G., Bondarenko S.M., Kontsevaya L.A. When a book teaches. – M.: Pedagogy, 2008.
8. Krutetsky V.A. Psychology: Textbook for students of pedagogy. schools – 2nd edition, revised. and additional – M., 2008.
9. Maklakov A.G. General psychology: textbook. – St. Petersburg: Peter, 2000. – 592 p.
10. Propp V.Ya. Russian fairy tale. M.: Education, 2000. – 231 p.
11. Psychology of games and fairy tales. Reader. M., 2008 (it is in our library).
12. Psychology of fairy tales and fairy tale therapy. Special issue Journal of practical psychologist No. 10-11, 1999
13. Fesyukova L.B. Education with a fairy tale [Text] / L.B. Fesyukova - Kharkov, 1996. - 126s.
14. Filippov, Yu.V. A fairy tale as an unreal structure and a game as a real action in a real educational process / Yu.V. Filippov, I.N. Koltsova // World of Psychology. – 2003. - No. 3. – P. 160 – 173.
15. Franz von M.-L. Psychology of fairy tales. St. Petersburg; 1998
16. E. Bern “People who play games” part two “Parental programming” - The fate of a person.

In the course of our psychological and pedagogical work, we identified some basic ways of working with a child preschool age on the perception and experience of a fairy tale:

a) the main thing is to pay attention to the selection works of art, because the artistic and moral value of the work has a moral and moral impact on the child;

b) the main emphasis should be on conversation with children after reading a fairy tale. The purpose of the conversation is to develop humane and ethical ideas in children. During the conversation, the teacher must develop the ability of preschoolers to mentally put themselves in the place of the hero of a fairy tale and experience all the joys and sorrows with him, thereby developing the social feeling characteristic of preschool children - sympathy;

c) after the conversation, it is necessary to organize a dramatization game that will allow the child to play the role of a character in a fairy tale and thereby actively act, interfering in the course of events.

A review of methods of mental development of a child in the process of perceiving and experiencing a fairy tale showed that these methods to a greater extent aimed at development cognitive abilities child (creative imagination, visual-cognitive thinking, productive perception, descriptive speech, voluntary memory attention) and to a lesser extent - on the development of the child’s moral qualities (intolerance to evil, sensitive sensitivity to goodness and justice, the ability to understand others, sympathize and empathize them, the ability to love deeply and sincerely), the formation of skills of a culture of behavior.

As was shown in the previous paragraph, in working with children we paid a lot of attention to developing the ability to assimilate the moral meaning of people’s actions and understand the logic human relations, interpret the moral symbols contained in the fairy tale. Fairy tales are written for adults, but are told to children, so the child’s imagination, thinking, and feelings must be specially prepared to perceive and understand the fairy tale. Development of cognitive imagination, logical thinking, symbolic function helps the child partially understand the symbol contained in the fairy tale; without this, the child’s perception of the fairy tale is limited to the circle of everyday meanings. The development of affective imagination helps to extract from a fairy tale moral lesson, but not at the level of boring notations, but in that emotional figurative form that will be imprinted in the child’s soul for a long time and will grow in those difficult circumstances of moral choice when the little person will need all the wisdom of his sensitive soul.

We paid a significant role in working on the fairy tale to the technique of turning children into various items, animals, other people: they asked the child to imagine himself transformed into another creature, to tell how his feelings, thoughts, and ideas changed at the same time. For this purpose, children were asked to retell a well-known fairy tale from the perspective of its different heroes, imagining themselves in the place of these heroes (“turning into them”). It is useful to extend this technique beyond the boundaries of a fairy tale and ask the child to imagine himself in the place of his mother, father, and tell how they lived that day.

We believed that retelling a fairy tale with an emphasis on the feelings of its various characters contributes not only to the development of sympathy, but also to an understanding of the logic of human relationships. Experience has shown that after these classes, children become more accurate and objective in assessing the actions of other people, and, therefore, more tolerant and less selfish. Less often, accidental awkwardness on the part of a peer is interpreted as a deliberate desire to cause harm, which leads to a decrease in aggression.

While working on a fairy tale, we developed the child’s inherent need to extract a certain moral meaning from any work of art. In our opinion, the interpretation of a fairy tale should not be banal. It should awaken the child’s feelings and thoughts, set him a task of meaning. Let's give an example of such work. It does not relate to work on a folk tale, but it well demonstrates the child’s sensitivity to the moral meaning of the work. This example is not accidental here. We must prepare children to perceive, experience and understand the moral symbols contained in a folk tale. It is better to begin such preparation of the child’s consciousness and feelings not with the folk tale itself, but with a modern author’s fairy tale, since a modern author’s fairy tale is created initially for children, and a folk tale for adults. The example below on the interpretation of the moral image of the favorite heroes of a modern moral tale demonstrates the course and features children's thinking in this plan. IN senior group heroes of favorite fairy tales were discussed. When asked how it seems to him main character any fairy tale, the child answered unequivocally: “He is good.”

Gradually, with unobtrusive questions, we let the children understand that “good” can be understood as “brave,” “kind,” “generous,” and “capable of self-sacrifice.” At the same time, “kind” does not always manifest itself as “brave” and vice versa. As J. Piaget showed, a child cannot see a contradiction on his own. The contradiction must be presented to the child by an adult. Gradually, children develop the complex, sometimes contradictory character of the heroes of their favorite fairy tales: Pinocchio, Winnie the Pooh, Carlson. The greatest difficulties are associated with the image of Carlson. We asked the children: “Is Carlson a good friend?” Answer: “Carlson is a good friend.” They asked again: “ Good friend? - and reminded us that we judge the character of a hero by his actions, then I get the answer: “Carlson is a bad friend.” “Did the Kid love him?” - “The baby loved him.” “How is it that Carlson is a bad friend, but the Kid loved him?” This question puzzled the children at first, but they soon found the answer: “The Kid was interested in him.” We often had this conversation with different children, but only once did we receive a different answer: “The kid was lonely, he even agreed to a puppy.” This example makes children think about why we love friends and loved ones, how this love is manifested, and they then discuss this among themselves.

Working on extraction moral meaning fairy tales seem to us to be very important for the spiritual and mental development of a child. Imperceptible at first glance, it sprouts with a child’s moral sense in minutes moral choice. In life little man It is not often that one encounters a reason to discover genuine respect for wisdom, but, at the same time, hostility to cunning, self-interest (sometimes veiled by enterprise) - all those qualities that Russians value so much. folk tale.

At the same time, it should be remembered that using a fairy tale as a ready-made cultural material, the teacher does not remain an indifferent “technical” performer, but as a partner, together with the children, he is surprised, admired, upset, anticipates possible collisions - empathizes with the characters in the events that happen to them. In other words, reading fairy tales acts as one of the forms of joint partnership between the teacher and children. And this imposes a special responsibility on the teacher in terms of selecting fairy tales and organizing work on the fairy tale so that the fairy tale, having touched the strings of the child’s soul, contributes to the greatest extent to the development and education of the child.

Kravchenko Marina Vyacheslavovna,
instructor physical culture
GBDOU d/s No. 12 combined type
Kirovsky district of St. Petersburg

Is it possible to imagine any child’s childhood without fairy tales?! These are simple and short stories will never go out of fashion, and the reason here is not only that the child willingly believes in miracles and strives to look for an entertaining moment in these stories, but also in the amazing and multifaceted educational role of fairy tales. No matter how the world around us changes, the magic of magic, the simple and capacious language of these literary works, the wisdom embedded in them - remain important components of the development and formation of the personality of preschool children.

In preschool age, children rapidly develop their imagination, which clearly reveals itself in play and in the perception of works of art. Preschool children especially like fairy tales. A fairy tale occupies such a strong place in a child’s life that some researchers call preschool age the “age of fairy tales.”

A fairy tale is an oral and poetic story that, to one degree or another, contains fantastic fiction. A Russian folk tale is, first of all, a work of art; lively, exciting, bright, colorful, blurring the line between reality and play, which is extremely appealing to children and corresponds to their psychological characteristics.

Artistic perception is an active process for preschool children, awakening their moral qualities, and, above all, humanity. The perception of art is always associated with empathy. In children of senior preschool age, empathy is immediate: they imagine themselves with their favorite heroes of works, penetrate into inner world, copy their character.

The language of the tale is simple and therefore accessible. The plot is transparent, but mysterious, and thereby contributes to the development of children's imagination. And fairy-tale images are close in nature to the images of children’s imagination. Besides, no child likes instruction, and a fairy tale does not teach directly. She “allows herself” to hint at how best to act in a given situation. Fairy tales are good because they do not have long and tedious discussions. The variety and intensity of action create constant and unflagging interest in children. A fairy tale contributes to the formation of moral concepts in children, because almost all children identify themselves with positive heroes, and a fairy tale shows every time that it is better to be good than bad, that we must strive to do good to people.

The fairy tale plays big role in the aesthetic development of preschool children, without which nobility of soul, sensitivity to other people's grief and suffering is unthinkable. Thanks to the fairy tale, children understand the world not only with their minds, but also with their hearts, and not only learn, but also respond to events and phenomena of the world around them, express their attitude towards good and evil. A happy ending to a fairy tale fosters optimism and confidence in overcoming any difficulties. A story followed by retelling contributes to the development of thinking and enrichment of the child’s language.

A fairy tale helps expand lexicon child, as well as develop coherent logical speech. Thanks to fairy tales, the baby’s speech becomes more emotional, imaginative, and beautiful. These magical stories promote communication, develop the ability to ask questions, construct words, sentences and phrases.

Children need to read fairy tales at the right time, when they are calm and in good mood. But it’s best to do this before bed, because in the evening, lying in a warm and cozy bed, you can also discuss the fairy tale with your child. You need to read a fairy tale slowly, without distractions and with pleasure. This way it will bring more benefits and positive emotions to the baby.

Many parents who are choosing the next Book of Fairy Tales for their baby are interested in next questions:

• How to select exactly those fairy tales for reading that would correspond to the child’s developmental level?
• Why, what younger child, the more interested he is in fairy tales about animals?
• When does a child become able to perceive fairy tales?
• Can a fairy tale scare a child and harm his mental development?
• To what extent can a fairy tale help in solving a child’s psychological problems?

In order to answer these questions, it is necessary to imagine at least the simplest scheme development of the child's thinking.

Before the age of two, a child goes through the first stage of intellectual development, called sensorimotor. This is the stage in which the child masters his sensory and motor actions, learning the world through the senses, movements own body and manipulation of objects. He is influenced only by what he directly feels, sees, hears.

The first year of a child's life is the period when highest value for the development of his thinking, his mother’s folklore is addressed to him: lullabies, in which the motive of the child’s desirability, his inclusion in the world around him sounds, and petes, nursery rhymes, poems calling for games with various items, to movement, development and awareness of his own body, its position in space.

Parents need to pay attention to the characters their child loves and dislikes, which will help them identify in time psychological problem baby, if it exists, and correct its development in time.

Since the fantasy of a child of this age does not yet have a clear vector, and it can easily be directed in both positive and negative directions for the child’s development, it is important to start reading fairy tales with works that have a simple plot, when the result is consistently developing events comes successful outcome. The perception of a fairy tale should help increase the child’s self-confidence in his future, and not frighten him.

It is better to choose fairy tales with an open plot, where parents and the child can make their own changes as the story progresses, which will help the child express his needs in a figurative form.

Thus, at the age of two to five years, the main thing is that the fairy tale has meaning for the child himself, and not in itself, that is, it should enrich his life, and not frighten the baby and limit his development. In addition, a fairy tale can help find ways to resolve conscious and not fully conscious family problems.

However, the child’s fantasies may reflect in an exaggerated form desires and needs that he is afraid to express openly. Therefore, it is so important that sensitivity, trust, goodwill, sincerity and openness are always present in parent-child relationships. By reading or making up fairy tales, parents and their children find themselves in a magical space where they are given the opportunity to express these feelings and become closer to each other.

Listening to a fairy tale, a preschool child approaches its assessment from a unique realistic position.

Even where an adult sometimes finds it difficult to determine the boundaries of fiction, a preschool child often expresses very definite assessments, while revealing a realistic approach to the work.

In any case, the fairy tale allows us to talk about the emotional, mental, intellectual development child. And it is the parent who is responsible at this stage for this development. Well-chosen fairy tales correct reading at optimal periods of time, discussing a fairy tale after reading - all this will allow your child to find and take his place in the world around him, become more confident and free, and such a child will be able in the future not only to take some benefits from life, but also to give - do good, which means you will become happier...

And, of course, come up with fairy tales yourself or together with your child - such creativity will be an excellent marker of both maturity of thinking and readiness for system training at school, and besides, it will bring great pleasure to both the writer and the listener!

Used Books:

1. Ryzhova N.A. Not just fairy tales. Ecological stories, fairy tales and holidays. M.: - “Linka-press”, 2002

2. Sidlovskaya O. Fairy tale in the development of a preschooler //Child in kindergarten, 2001.-№3.

3. Ecological tales./ Comp. Fadeeva G.A. - Volgograd: Teacher, 2004.

4. Environmental education preschoolers: Practical guide./ Ed. Prokhorova L.N. - M.: ARKTI, 2003.

Many parents choosing the next Book of Fairy Tales for their child are interested in the following questions:

1. How to select exactly those fairy tales for reading that would correspond to the child’s developmental level?

2. Why, the younger the child, the more interested he is in fairy tales about animals?

3. When does a child become able to perceive fairy tales?

4. Can a fairy tale scare a child and harm his mental development?

5. To what extent can a fairy tale help in solving a child’s psychological problems?

In order to answer these questions, it is necessary to imagine at least the simplest diagram of the development of a child’s thinking.

Before the age of two, a child goes through the first stage of intellectual development, called sensorimotor. This is the stage in which the child masters his sensory and motor actions, learning about the world around him through the senses, body movements and manipulation of objects. He is influenced only by what he directly feels, sees, hears.

For a one-year-old baby, the most important thing is to crawl, climb, reach the intended goal, grab, taste, feel, knock on the floor, disassemble, break, and so on. Thus, at this age, a child can only “think” about what is or has recently been in the zone of his immediate perception.

The first year of a child’s life is the period when the mother’s folklore addressed to him is of greatest importance for the development of his thinking: lullabies in which the motive of the child’s desirability, his inclusion in the world around him sounds, and nurseries, nursery rhymes, poems calling for games with various objects, to movement, development and awareness of his own body, its position in space.

Between one and two years, the child develops the ability to remember his own everyday actions with objects and the simplest actions of fairy-tale characters. The child can “think” about what he felt, saw, did and remembered.

This is the age when children really like everyday tales about animals, since they are close to the child’s emotional perception of the world: the world of adults, with his complex laws, rules and restrictions, are still little accessible to children's understanding. The child does not like instructions, and the fairy tale does not teach directly. A fairy tale offers a child images with the help of which he learns vital important information in conditions of safety and absence of pressure from adults. Children with pleasure, following adults, imitate the movements and sounds made by fairy-tale animals, their actions with various objects, which helps the child invent new ways of interacting with the surrounding objective and living world.

Between two and five years of age, the child’s ability to visualize and fantasize begins to develop progressively. In other words, by the age of two or three, a child’s brain is ready to perceive fairy tales. The child can “think” about an image separated from his actions. However, it is precisely this achievement of the child’s intellectual development that can cause the emergence of fears associated with the characters of fairy tales.

Parents need to pay attention to the characters their child loves and dislikes, which will help them promptly identify the child’s psychological problem, if it exists, and correct his development in a timely manner.

Since the imagination of a child of this age does not yet have a clear vector, and it can easily be directed in both positive and negative directions for the child’s development, it is important to start reading fairy tales with works that have a simple plot, when, as a result of successively developing events, a favorable outcome occurs . The perception of a fairy tale should help increase the child’s self-confidence in his future, and not frighten him.

It is better to choose fairy tales with an open plot, where parents and the child can make their own changes as the story progresses, which will help the child express his needs in a figurative form.

Thus, at the age of two to five years, the main thing is that the fairy tale has meaning for the child himself, and not in itself, that is, it should enrich his life, and not frighten the baby and limit his development. In addition, a fairy tale can help find ways to resolve conscious and not fully conscious family problems.

Between five and seven years old, children can read any fairy tale, the plot of which captures the child’s attention, arouses his curiosity, develops his intellect, and, most importantly, helps him understand himself, his desires and emotions. That is, this work should touch all aspects of the child’s personality: thinking, imagination, emotions, behavior. At this age, the child continues to look for a solution to his pressing problems in fairy tales. Now he can “think” about what doesn’t actually exist, being carried away in his fantasies into the desired reality.

However, the child’s fantasies may reflect in an exaggerated form desires and needs that he is afraid to express openly. Therefore, it is so important that sensitivity, trust, goodwill, sincerity and openness are always present in parent-child relationships. By reading or making up fairy tales, parents and their children find themselves in a magical space where they are given the opportunity to express these feelings and become closer to each other.

Dear moms and dads! Understanding the meaning of fairy-tale images the way children do, and learning how to write fairy tales is not so difficult: you just need to fearlessly look into the magic mirror of an old fairy-tale grandmother and see your reflection there

Fairy tale therapy for preschoolers - modern remedy, widely used by child psychologists and educators to solve various tasks. Playing out situations with your favorite fairy tale characters makes it easy to achieve wonderful results in the field of psychology, development and education of children.

The 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. Fairy tale- this is one of the first types artistic creativity, with whom the child meets. There is probably not a single child who would be indifferent to a fairy tale.

Currently, fairy tales have become increasingly used as a therapeutic tool, which is designed to solve a number of diverse problems: enriching the child’s inner world, determining behavior patterns and finding a way out of a problematic situation (relationships between peers, parents and children, etc.), correction mental and emotional-volitional spheres, speech development, etc.

Let's consider the types of fairy tales that are used as materials for therapy:

• - educational and educational tales that allow the child to gain experience about surrounding objects and phenomena, rules of behavior in different situations (in public places and towards people of different ages), master writing and reading. For example, this group includes fairy tales in which numbers and letters can be animated;
• - folk artistic tales, contributing to the education of moral and aesthetic feelings: mutual assistance, support, empathy, sympathy, duty, responsibility, etc. Thus, the fairy tale “Turnip” clearly reflects the fact that the help and support of other people makes it possible to achieve a goal that is beyond the power of one person;
• - diagnostic fairy tales that help determine the child’s character and his attitude to what surrounds him. For example, if a girl prefers fairy tales where the main character is a cowardly bunny, then we can assume that she is quite shy, calm and possibly fearful;
• - psychological fairy tales create specific conditions for the child,

which help to overcome common fears together with the hero, adequately experience the feeling of failure and victory, gain self-confidence, etc.;

No evil heroes conflict situations, the struggle between good and evil allows another group of fairy tales - meditative fairy tales, to create an atmosphere of positivity, calm, comfort, relaxation, stress relief and excitement.

Rules for organizing fairy tale therapy for preschoolers:

• - simply reading a fairy tale does not carry a therapeutic load. It should be played out, staged, carefully analyzed, assessments and conclusions made on its content;
• - the content of the fairy tale must correspond to the age, needs and capabilities of the child;
• - content of the tale and used methodological techniques according to its analysis, they must fully solve the task;
• - transferring to the child knowledge, rules of behavior, smoothing out the conflict in the process of getting to know the content of the fairy tale and its analysis should take place in an appropriate, unobtrusive, friendly and sincere atmosphere;
• - a child’s introduction to a fairy tale should be measured. At first it may be simply looking at illustrations for a fairy tale and getting to know its characters. Then a description and analysis of the heroes’ actions. After which the expression of one’s attitude towards the heroes of the fairy tale and their actions, as well as the definition correct model behavior.

We know that fairy tales have accompanied people for centuries. It contains not only magic and adventure, it contains life itself, which contributes to the development of not only the creative imagination of children, but also creativity. It’s not for nothing that they say: “The fairy tale is a lie, but there is a hint in it, a lesson for good fellows.” Fairy tales are one of the instructive moments and almost every fairy tale gives a life lesson, which is especially important for a child.

Many parents, reading fairy tales to their children, do not realize the importance they have in the development of the child. However, the fairy tale performs one of the educational functions. By listening to fairy tales, a child acquires life experience, develops imagination and imaginative thinking.

It is difficult to overestimate the role of children's fairy tales in the development of children. Fairy tales are integral element in raising a child, develop imagination, introduce the baby to amazing world, which has its own rules, laws, and relationships.

By telling a child fairy tales, we develop his inner world - it has been scientifically proven that children to whom their parents began reading fairy tales early began to speak earlier, and their speech was more competent. Among other things, a fairy tale allows you to form the foundations of communication and behavior.

Children who were constantly read fairy tales in childhood adapt much faster and less painfully to kindergartens and schools. Such children find it faster mutual language With strangers, and they are the ones who have practically no complexes in life. Thus, in order for a child to perceive life positively, to easily accept failures, while learning the proper lesson from them, to rejoice at successes and move towards his goal, it is necessary to read him fairy tales.

It is best to read fairy tales to children as often as possible and for as long as possible: it is worth remembering that fairy tales are not just a pleasant, interesting pastime, but they are also one of the most powerful tools that help children develop correctly and harmoniously.

It is very important to choose the right time to read a fairy tale. It is necessary that the baby is in a good mood, and at the same time not excited; in this state, he is most inclined to learn, to play, his fantasy and imagination will be able to work without interference.

The same fairy tale can (and should be) read to a child several times. This way the child will be able to most fully and accurately understand its meaning. There will come a time when the child becomes uninterested in the fairy tale - this means that he has figured out its meaning for himself. However, you can read the same fairy tale again after some time; it is quite possible that a slightly older child will perceive it completely differently and discover something new.

After analyzing literary sources, we can briefly formulate the meaning of a fairy tale in a child’s life:

• - With its content, the fairy tale develops creative potential children, creativity. The fairy tale opens up space for children's creativity, it develops children's speech, imagination, memory, teaches children communication, expression and understanding of the emotions of another person;
• - Thanks to a fairy tale, the process of learning about the world around us takes place. It comes to life for the child in new images, associations, integrating the private, the individual;
• - By comprehending the plots of creativity, children learn to see themselves in the actions and thoughts of the heroes living on the pages of a fairy tale. They form a definite opinion about various types relationships, human characters;
• - The fairy tale conveys the experience of many generations, it reflects the culture and intrinsic value of the people;
• - The perception of fairy-tale actions helps to activate the child’s existing life experience;
• - Development is taking place emotional sphere through the metaphorical forms of fairy tales, stories, parables. This is very accessible to the child. When you hear the word “magic”, “magical”, interest and delight immediately arise. The reason for this reaction is the special positive motivating semantics of folk and original creativity;

Thus, we see that a fairy tale creates conditions for maximum realization child's potential. It has both developmental and correctional potential.

People's lives are multifaceted, and therefore the plots of fairy tales are diverse.

• - Tales about animals, about the relationship between people and animals. Preschool children identify themselves with animals and try to be like them. Therefore, fairy tales about animals best convey life experience to children.
• - Everyday tales.
• - Scary tales. Tales about evil spirits: witches, ghouls, goblin, werewolves, ghouls and other evil spirits. 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 responding.
• - Fairy tales. These are the most fascinating fairy tales for children of senior preschool age. Thanks to fairy tales in human unconscious receives a “concentrate” of life wisdom and information about spiritual development person.

A fairy tale is one of the most accessible means of developing a child. Properly selected fairy tales, taking into account the age and psycho-emotional characteristics of children, can not only positively influence emotional condition kids, but also correct their behavior.

The fairy tale allows us to talk about the emotional, mental, and intellectual development of the child. Correctly selected fairy tales, correct reading at optimal times, discussion of the fairy tale after reading - all this will allow your child to find and take his place in the world around him, become more confident and free, and such a child will be able in the future not only to take some benefits from life, but also to give (do good), which means you will become happier...

A fairy tale creates conditions for the maximum realization of a child’s potential. Working with a child based on the materials of a fairy tale, namely conversations with the child based on the plot of the fairy tale, and the child completing imagination tasks contributes to the development of the level of creative imagination.

Conclusions for Chapter 1. So, developing creative imagination With early childhood, we not only improve cognitive processes and the ability to be creative, but also shape the child’s personality.

A fairy tale not only helps a child look at complex relationships, behavior, and actions fairy-tale heroes from the outside, but also to make correct assessments and conclusions based on this and, most importantly, to implement them in everyday life.

Fairytale therapy can be used in relation to anyone normally developing child preschool age. At the same time, this type of therapy also creates conditions for working with children with behavioral disorders and features in psychophysical and emotional-volitional development. These are children with hearing impairment, vision impairment, intellectual disability, speech impairment, autism spectrum disorder, etc.