The fairy tale opened a fairy tale role in education of the preschool child
During the millennia and opens for the child the road to the world. Having hardly begun to realize himself, the child comprehends surrounding, acquires laws of communication, establishes distinction between “well“ and “badly“ through the fairy tale.
From the point of view of education process, the fairy tale gives an art shape, esthetically decks for the child of the rule of human life, awakens inquisitiveness and interest in the huge world, learns to enjoy art. To neglect it is means to lose a strong basis of the development of the personality entering human life.
Forms of the organization of work with the fairy tale during the work with children can be the most various:
- use of fantastic examples, situations, images in daily activity of preschool children, on walk, in kruzhkovy work and independent art activity of children, any activity, joint with the teacher;
- the organization syuzhetno - role-playing games, games - dramatizations, games - travel, occupations - holidays on material of fairy tales;
- wide use of works of a fantastic genre in the course of acquaintance of preschool children with fiction in everyday life and on specially organized occupations;
- inclusion of fantastic material in classes in graphic activity of children as the art word;
- use of fragments from fairy tales on classes in knowledge of world around as illustrative material;
- inclusion of fantastic images and elements of fantastic plots in sports occupations, morning exercises, fizkultminutka, sports leisure and holidays.
And now we will address some methods of work with the fairy tale in preschool institution.
There begins the teacher always with reading - telling to new or already famous children of the fairy tale.
Practice shows: to cause the greatest emotional response to contents of the fairy tale from the little listener, the teacher - the story-teller has to know the text of the read work in perfection. Melodiousness and expressiveness of reading - telling, ability “to come off“ the book page, to meet eyes the child, to transfer it the emotional state - important components of perception of a work of art.
Conversation. The tutor has to be ready to possible questions of children in advance and itself to prepare questions for conversation with preschool children. It is very important to induce children to pass on own initiative an opinion on actions of various characters, it is especially moral opposite types, to show responsiveness, ability to regret, sympathize, be glad, to remember own negative and positive acts.
Thinking over questions for conversation about read, the teacher seeks to help the child to understand an image and to define the position to it. These questions have to develop discussion in children`s collective in the course of which humane feelings of children are consolidated. The questions addressed to children have to stimulate, on the one hand, the emotional relation to read, and with another - not to cause offense and aggression in some children who can be something similar to negative characters.
Therefore it is not necessary to ask the little listener questions on understanding (for example: “You understood why the wolf began to help Ivan - the tsarevitch?“). Such questions quite often destroy a spontaneity of children`s perception, generate at the child mistrust to the comprehension, uncertainty in themselves, fear of joint reading and of the book: “Suddenly will ask, and I will not be able to answer!“. Let understands better not as we (even if we are sure that we understand correctly). “It is much more important that he worried really that the desire to worry did not leave. And reader`s ability and requirement to worry will remain - the understanding will come“.
It is worth asking only those questions which help the adult reading aloud to come into emotional contact with the child and at the same time aggravate interest and attention of the kid in readable. For example: “You guess what now happens? What, your way?“
Some possible questions and tasks for work with fairy tales:
How you think why there was this or that event in the fairy tale?
What would be if in the fairy tale were only bad or only good heroes?
As if you arrived in this situation?
How you think what instructive can be taken from the fairy tale? (rules of moral behavior) Tell
how it is described in the fairy tale fine and ugly.
And you or your friends, acquaintances sometime appeared in a similar situation? How you (they) then arrived? As if you arrived now if you had a possibility of the choice?, Etc.
Retelling of the fairy tale by children allows to study nature of perception the senior preschool children of heroes of fairy tales, to define under the influence of what fantastic situations the child`s attitude towards the specific hero how various characteristics of characters are transferred in various fantastic situations by the preschool child is formed.
When retelling it is fixed:
change of sequence of events;
additions in a plot;
replacement of the hero;
change of traits of character of the hero;
absence or appearance of the new character;
in what place of retelling the child has difficulties;
existence of the help of the adult when retelling;
emotional involvement of the child into a fantastic event, vivacity of retelling;
personal comments of the child.
Skazkoterapiya is the method using a fantastic form for integration of the personality, development of creative abilities, expansion of consciousness and improvement of interaction with world around.
Thus, the Fairy tale is one of socially - pedagogical means of formation of the personality, she, as well as any work of art, forces to worry, empathize characters and events.