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We compose the fairy tale. Creativity lessons for the kid of

All children love fairy tales. Likely, and your kid can listen long to the fascinating stories full of miracles and adventures. And what if he acts as the storyteller? Help the child with this useful and fascinating occupation.

With what to begin

with

can Compose fairy tales between times, on the run. When hands are occupied with economy, the head is free for creativity. The kid with pleasure will participate in development of a fantastic plot and in game, will imperceptibly fill up the lexicon, will fix a grammatical system of the speech, and that the most important, will practice in art of the story-teller (the oral monological speech).

of the Fairy tale can be composed about anything, even about vegetables and house utensils, but at first having trained on “simpler“ material. There are different “recipes“ of the organization of such creative trainings. How you will use them, depends on age of the child. The child is more senior than 4 years can compose together with the adult, and 5 - 6 - summer already rather freely composes independently, and the adult`s task - to give an impulse to writing. A lot of things depend on its and your creative opportunities, conditions in which you will be engaged in writing (there will be this specially allotted time or it is necessary to compose, in passing being engaged in another matters or maybe being on the way).

“Finish with

the fairy tale“

It is necessary to give to the child a task - to think up an ending for the fairy tale. Your purpose development of ability will logically finish any story, abilities to comprehend perceived and it is correct to finish thought, to make active a lexicon. So, you offer the child the elementary plot from several offers. For example:“ The boy Stepa went to the wood for mushrooms somehow. Met Stepa in the wood to protein - that wagged to it a fluffy tail and skipped away on branches of trees. Got to it and a hare and only a zaychishka - the little coward hid in bushes at once - was frightened. Gathered many mushrooms of Stepa, wild strawberry gorged on. So he went on the wood, went and came into the place absolutely unfamiliar to it. At first the boy slightly - slightly was frightened, but then remembered that he very courageous (otherwise as if it one went to the wood?) also began to look round. Stepa looks around to understand where he came to be, and suddenly sees... “

Here you appeal to the kid to finish the fairy tale according to its sense. If there are difficulties, it is possible to help it leading questions: “What was seen by the boy? What did it collect? What could happen to it in the wood? Who could help Stepa to get out of the wood?“ It is very important to react to each answer (surprise, pleasure, a fright etc.) found the child emotionally developing thus the emotional relation to composed, skill of transfer of emotions in the speech.

Can stage a contest of different options of the end of the fairy tale: each of you can offer several options, and then you together discuss them. The last stage plays an important role in development of logical thinking and ability to perceive and continue the begun thought. Further the child can tell somebody the composed fairy tale and illustrate it with drawings. After creation of several such endings to your simple plots (do not try to think up the difficult beginning, it has to be very simple), you will see that the kid is capable of the independent composition of an ending of the fairy tale, without leading questions.

the Composition

For such occupation should pick up a suitable series of pictures for series of pictures in advance. For example, pictures from the grants on development of the speech making a series of illustrations on some one plot. It is for this purpose convenient to use logopedic albums, various grants and abc-books. If the child does not attend kindergarten, similar exercises are necessary to it surely: this type of work causes difficulties in children at receipt in school. From time to time didactic material it is necessary to update, think out new options of work with old pictures. The composition according to pictures will be irreplaceable and in the long road, and during an illness of the kid when it is necessary to hold some time it in rather motionless and quiet state.

the Purpose of this task - to help to see beauty, brightness of the images created on the picture; to form ability it is correct to select verbs and adjectives for the characteristic of characters. You should teach the kid to build a plot in logically right sequence, to give the characteristic of the place and time of action - it has to promote development of imagination and creative thinking of the child. Considering the first drawing with the kid, pay attention of the child that for the district it is represented in drawing: “Whom (what characters) you see here? What do they do? Where they are? What situation around them? What season (day)? What signs speak about it?“ Using illustrations to fairy tales, it is necessary to pay attention of the kid that a plot of pictures fantastic (for example, the mouse plays a balloon, etc.).

the Beginning of the fairy tale is formed according to the first picture (“Once upon a time there were...“). The second picture is considered in more detail: the adult pays attention of the child to smaller objects: “How you think, What is it? interestingly why it (it, it) is necessary here?“ The adult can help to think up names to heroes, to ask what character especially was pleasant and why. In the course of work with pictures it is necessary to react emotionally to children`s remarks, helping with the composition of the fairy tale and the description of heroes, to lead at dynamic speed. When the fairy tale is thought up, it is possible to suggest the kid to tell it to someone from the family, and also to tell to listeners of process of its creation.

the Collective composition

Than not entertainment on a children`s holiday or during a family sit-round gathering? Several children participate at once. Children offer a subject, heroes of the fairy tale, the adult is engaged in a plot, involving children in its development. Presence of several participants does at once the composition of the fairy tale more various, interesting, and its contents full and deep. If you involve other adults, it will only enrich game. In the course of joint activity the child gains an evident impression that he means to think out the fairy tale step by step. Game accustoms him more accurately and to elaborately make phrases, other participant has to understand him to think up the continuation.

At first suggest to think up the name of the fairy tale, heroes, to tell what they will be, to describe their appearance, mood. Then the fairy tale “gathers“ from children`s answers to your questions: “With what the fairy tale will begin? How events will develop? (what will occur further?) What moment will be the sharpest? What - the most interesting, amusing? What will the fairy tale end with?“ The answers - continuations participants state on a chain, one after another. Change of questions in the course of drawing up history makes active attention of children. If children surely cope with the composition of the fairy tale according to the offered plan, it is possible to offer additional questions, prompting the new directions of imagination. Suggest children to retell already composed, involve in discussion of what was composed by others. The composed fairy tale should be written down to read it next day or at a new meeting of friends. It is possible to offer children the composition of fantastic “series“.

the Performance

Suggest the kid “to recover“ the fairy tale: to think up suits, to develop behavior of characters according to their characters, to think over a mimicry, gestures, intonation of each hero. The purpose of such task - activization of the creative relation to the word. The creative judgment has to be shown in ability to transform a verbal fantastic image to drama.

Here too suppose collective creativity. Not only children, but also toys, dolls can become performers of roles. Heroes of puppet theater can become irreplaceable assistants (such toys are on sale in shops, but at desire it is possible to create them the hands). The fairy tale chosen for a performance can be composed or read earlier - in this case creativity consists not in creation, and the plot embodiment. At cast specific features and possibilities of children, and also the used toys are considered, characters of characters are discussed. All participants of a performance, even those who are not engaged in a concrete scene are involved in rehearsal (they watch whether there corresponds execution to the text of a role, help to find the most successful embodiment of an image, participate in its “study“). Production of scenery will become an important stage of preparation that will draw attention of little participants to those details which most often escape from children`s attention: a scene of action and its change, transmission media of the atmosphere of the fairy tale, mood (it is terrible, gloomy or light-, it is cheerful). Participation of adults in a performance allows to develop at kids ability to emotional immersion in the fairy tale, to its creative judgment, ability to mimic and intonational creativity (on the basis of the embodiment of a verbal fantastic image).

the Tale of the specific character

the Plot of many fairy tales is constructed by

on the basis of various actions of any character who passes a way (makes actions) with a definite purpose. At the same time interacts with other objects: overcomes obstacles, solves problems, changing itself and changing surrounding. If the hero on a plot of the fairy tale solves creative problems at interaction with an environment, has a definite purpose, changes itself, draws conclusions from vital lessons, then its actions lead to positive result. Suggest the child to choose to yourself any character, to describe him, to think up to him a small adventure and to tell the fairy tale from the first person in quality of the composed character. In the beginning the adult can offer the kid the version of the fairy tale or its approximate plan: it is necessary to think over what hero to choose (kind or angry, lazy or hardworking etc.); to define its character, motives and the purposes of acts; to solve in what situation to place it (the choice of a scene of action); to describe actions of the main character for achievement of the purpose (the hero wanted to reach something and as a result...) . Then the result is summed up: how the hero changed? For the turned-out fairy tale the name is thought out. Independent definition of the hero is also more whole than his actions, reasonings on the results achieved by it, a formulation of conclusions, and also inventing of the name of the fairy tale - all this a condition of moral education of your kid, a condition of formation of skills of interpersonal communication at it.

the Fairy tale on the set subject

to the Child is offered to compose the fairy tale on the offered subject. It will demand from it ability to work according to the set plan, to work within the offered circumstances. Sometimes such approach facilitates a task: it is only necessary to substitute the words suitable on sense or offers, but sometimes happens very difficult to correspond to others plan. Often such difficulties occur at house children at receipt in school.

Setting a fairy tale subject, formulate it so that it emotionally configured the kid to the composition of the fairy tale (already in the subject the fantastic hero can be set or the fantastic situation is prompted). The result if as the hero inanimate objects - for example are used, a bed or a bag can turn out interesting. Pay attention of the child on interesting, entertaining in contents of the fairy tale, to its verbal registration. Further you watch how the child in independent creative activity applies the acquired words and expressions.

in the course of the composition of the fairy tale support the initiative of the kid, stimulate manifestations of the imagination, you watch, how truly the child understands your tasks and leading questions.

by

the Tale of toys

Choose for the fairy tale of a toy, for example, a cat and a mouse, and begin to tell, accompanying words with display of actions:“ Once upon a time there was a fluffy cat (it is necessary to stroke a cat, having shown her fluffy hair), the cat learned that the mouse in her house a mink arranged (to show itself the imagined lodge of a cat and a mouse in a mink). Here she began to watch for it. Quietly the cat fluffy pads goes, her it is not heard at all. The mouse ran out to take a walk, it is far from a mink escaped. And suddenly saw a cat. The cat it wanted to grab. Yes not here - that was! The dexterous mouse whisked in the mink“. Then suggest the kid to think about what toys he would like to tell. In the course of performance of such task the dictionary of the child (he uses more actively those words which he already knows, but does not use in the speech yet) becomes more active, the coherent speech develops: the child selects the necessary definitions, forming the corresponding grammatical form of an adjective, and builds the coherent statement of this dictionary material. Answering questions, he pays attention to characteristics of appearance of toys (color, a form, material), selects comparisons, definitions. Subsequently encourage this type of creativity in game of the child. Suggest to make drawing to the fairy tale, ask to tell (to show) the tale of toys to the grandmother or friends, comers on a visit.

the Fairy tale on a free subject

This genre - top of verbal creativity of the kid. He has to think up independently the name of the fairy tale, characters, conditions for action of heroes, action: beginning, culmination, ending. The child learns to make use of the life experience, to reflect it in the coherent narration. It forms ability it is clear, accurately, consistently to state the thoughts. Mother`s task - to create emotional mood, to give an impetus to creative imagination. It is important that the child strove for entertaining of a plot, without forgetting about verbal registration of the fairy tale.

Create

, invent, try! The children`s fairy tale was always absolutely special genre of national fairy tales and served not only means of an entertainment of the composing children, but also one of the most important development tools of thinking of children and development of experience of the previous generations by them.