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We compose fairy tales for the smallest

Of course, there is a large number of the most various fairy tales: both for absolutely small kids and for children is more senior. But so sometimes there is a wish to think up some special history for the kid. Whether there are any rules for such creativity? And what age features of the baby at the same time need to be considered?

the Fairy tale can carry out

not only entertaining function, but also explains the world around device, teaches interaction between various participants of dialogue, reflects the sincere conflicts of the personality, gives some ways of permission of these conflicts.

to Use the fairy tale in the developing, educational, training, harmonizing purposes not only professional psychologists, but also parents can. For this purpose it is necessary to know age features of the child and some laws of creation of the fairy tale. And the main thing - is very important to have sincere desire to communicate with the kid in fantastic space.

of the Fairy tale, composed by mother especially for the child, possess the special qualities inaccessible to well-known national and author`s works. Stories in which the child recognizes himself allow it to get to other reality, to feel as the strong and mighty, self-assured little man, the winner in difficult situations. Such fairy tales promote formation positive “I“ at the child, to understanding of the opportunities and ways of their realization. Any joint creativity, and inventing of fairy tales including, helps mother and the kid to be closer. Using ridiculous heroes, it is simpler to mother to build the open confidential relations with the child: it is easy to enclose those words which sometimes are difficult to be spoken on its own behalf in lips of the magic hero.

the Child before half a year

Kids of this age are in indissoluble unity with mother. Only in the presence of close spiritual and corporal contact with it, the social situation will be comfortable for the child.

the Main, leading type of activity of the child at infantile age - direct emotional communication which subject for the child is the adult. The first social requirement which is formed at the child is a need for other person on which development parents need to pay special attention: with the child it is necessary to tell, smile, tell him fairy tales. The baby understands not all from what is told it by the adult, but it should not be a reason for confusion. Psychologists claim:“ The baby is helpless if he one, but “mother and child“ steam not only it is not helpless, but strike with the resilience“.

the Fairy tale with which mother addresses the kid of this age can be called by the fairy tale only conditionally because its plot is not important for the child at all. The fairy tale becomes one of components of complex contact with the child. Here the mood, an emotional condition, intonational drawing of the speech of the story-teller because through intonation the child “absorbs“ a condition of the adult is of particular importance, feels his attitude towards itself. Words at the same time can be any, as a rule, words reflect any interaction with the child.

For example, when performing gymnastics:

we Will stroke handles up - down, up - down, we will stroke legs up - down, up - down, and now a tummy - a circle to the left - to the right. We will catch mother`s fingers: the successful fellow - the successful fellow - the successful fellow! We will wave with handles forward - up - in the parties. Who such athlete at mother? Forward - up and in the parties.

This fairy tale - game has no pronounced beginning and the end therefore can last until game is interesting to the child.

the Speech is followed by the corresponding movements, contact of mother and child gains complex character: the kid sees mother, hears intonation of its voice and feels touches. Thus, the indissoluble unification of mother and kid, so necessary for the child of this age is reached.

the Child of half a year about one year

the Child grows at

and develops, it has new skills and abilities. So, the hvataniye, the direction to a subject, stimulates sitting emergence. When the child sits down, before him other objects open. There are also what it is impossible to touch. In it the law of the advancing acquaintance of the child to the world is shown. The child reaches for a subject which is attractive, but it is possible to receive it only by means of the adult.

Communication of the child with the adult gains other character, it becomes communication concerning objects . Since the second half of the year of life, the kid does not agree simply “to exchange with the adult caress any more“. Now it is necessary for it that the adult “cooperated“ with it in business, organized it, helped at a difficult moment, encouraged at failures, praised for achievements. Each mother knows well how the child, being at her on hands, shows a finger on a window or hours, inviting to admire the subject which interested him. At such communication children look for presence of the adult, require his benevolent attention. But also it is not enough - to the kid it is very important that the adult actively interacted with him in all his occupations.

Taking into account change of perception and needs of the child the fairy tale which is told by mother changes. There can already be a plot developed around functioning of the interested child of a subject . The kid can act as the active participant of the fairy tale, her hero. The fairy tale has to be small: ten - twelve short offers, with use of the simple, concrete words clear to the child. Listening to the fairy tale, the child expands the lexicon, gains knowledge of the subject interesting him, and also is enriched with a wide range of the general knowledge, for example, of etiquette or culture of communication. Function of preservation and maintenance of emotional contact by the fairy tale is also important for the child of this age. Telling of the fairy tale demands from the storyteller of some virtuosity, ability to act on behalf of various characters.

For example, the child shows a great interest to an alarm clock, acquaintance to which can be beaten in the form of the fairy tale.

the kid on a visit to an alarm clock Came: a top - a top - a top!

- Hi! - the kid speaks.

- Hi! - the alarm clock answers. (They can “recover“ an alarm clock to nod to the child, for example)

- What you do? - the kid asks.

- I go: a tic - so, a tic - so, a tic - so - here listen! (it is possible to bring an alarm clock to the child`s ear)

- And what you still are able?

- I am able to awake - loudly to sing, want to listen?

- Yes, I want! (If an alarm clock sound not too sharp and loud, then it is possible to listen to its sounding with the child)

- And still I show time and I speak: it is time to have dinner! (the last phrase becomes an exit from the fairy tale and switching of the child on other activity).

- So far - so long!

the Child of a year to two

Aged from a year to one and a half full unification of the kid with mother explodes from within. There are two independent persons: kid and mother. Crisis of the first year of life consists in understanding by the child of this change. At this age the little man gets some degree of independence: the first words, the first independent steps, the first conscious actions with objects. However the range of opportunities of the kid is still very limited.

At this age of the word of the child are still situational

. His speech is already a means of communication and expressions of desires and emotions. At the same time it is still deprived of constant values - the most various objects, actions or the phenomena can be called the same word or a combination of sounds.

the Child himself is not able to learn

how it is correct to use this or that subject. How to hold a spoon? How to put on glasses? How to use a hairbrush? Therefore almost at each action which the child carries out with this or that subject as if there is an adult who shows and explains to the child a subject essence. Therefore communication at this age becomes a form of the organization of subject activity . It continues to develop extremely intensively and becomes not only emotional, but also speech.

the Fairy tale for the child of a year to two becomes more extended on time. History can last so much how many it will be required for studying of an interesting subject, the plot joins active actions of the child. Game can be complete at any time as soon as the little listener lost interest, and in it it is possible to return another time when there is a mutual desire.

By means of the fairy tale training in the standards of behavior necessary for skills of self-service, and also the general expansion of an outlook can happen. At this age there can be fairy tales connected with certain rituals. For example, the fairy tale accompanying toothbrushing process.

Once upon a time there were in a mouth - a lodge small teeth. Also was them.... Open, a mouth - a lodge!... one, two, three, four, five, six, seven... Decided teeth to call to themselves on a visit a brush. And the brush called with itself paste and a glass with water. They came began to greet each zubik, everyone the brush the shchetinka with one side and from another rubbed, backs too. To teeth shchekotno, they laugh. After a brush water came - rinsed everyone zubik. There were teeth pure and brilliant. Here and the end, and the one who listened teeth will have strong tales and healthy!

the Child from two to three years

Gradually, in process of development of the child, occurs transition of action from joint to independent . For the adult control and an assessment of the operation performed by the child remain, they also make the content of communication of the child and adult.

to the child it is very important

During this period that mother shared his enthusiasm from that, for example, that splashes in a bathroom scatter extensively. Or the hands soiled by paint leave unusually beautiful marks on wall-paper. That is actions with objects are interesting not only in itself, but also as a way of drawing attention of the adult.

At this age the child can already draw parallels among themselves and the fantastic hero, correct actions of the hero, make the additions to development of the subject line. Therefore the fairy tale composed by joint efforts helps to support emotional contact between mother and the child, carries out the developing, educational, training functions, and also solves preventive and preparatory problems. By means of such fairy tale of the child it is possible to prepare for any unpleasant, but inevitable procedure, for example, to mother`s business trip or visit to the stomatologist.

can allocate to

in the course of preparation for the composition of the fairy tale several stages.

the First stage - the choice of a difficult situation: let`s assume, it is a visit of policlinic on an inoculation. The child knows about the forthcoming procedure, worries, worries, says that he will stay at home. Mother would like to avoid “preliminary“ whims, to have an opportunity to tell the child the truth: it “will be sick“, quietly to worry procedure of an inoculation and to keep at the same time good relationship.

the Following stage - the choice of heroes of the fairy tale. How children of the skillful story-teller listen? They are “included“ literally into the fairy tale, following in it the heroes, enduring together with them pleasure, a grief, fear and triumph of a victory. Children at the same time hear the story-teller`s voice, before their eyes there pass images and pictures of the subject line of the story, and they physically and emotionally “live“ all subject peripetias. It is very responsible stage. The child has to associate himself with the main character, and at the same time have an opportunity to separate from him at desire: “... it not happens to me, and to it...“

It is desirable for

that for mother and other significant people from the child`s environment there were roles in the fairy tale too. It is important in case there is a desire to regularly use the fairy tale as therapeutic reception. Optimum in such situation the family of any amusing beings known on toys, books, animated films approaches: hares, Koloboks, trucks - the choice depends only on sympathies of the child.

Involvement of the kid in the fairy tale is reached by the fact that in the key moments of the story mother can ask the child questions which it is necessary to answer the hero, or to perform the corresponding operations as it is shown in the history given below.

the Fairy tale for visit of policlinic can sound, for example, so:

Once upon a time there were in the wood in a small lodge a zaychishka - the little son, mother - a doe hare and the father - a hare. The father - a hare worked hard therefore he could not spend so much time how many he wanted with a zaychishka, seldom stayed at home. Mother - the doe hare and the little son - a zaychishka often were engaged in the hare affairs together: cheerfully played, read interesting books, went to shop and long walked on the wood.

One night mother - the doe hare told a zaychishka - the little son:

- Tomorrow morning we with you are waited by an important issue.

- What? - became interested a zaychishka.

- to us needs to go to the doctor, to show it your pad and to prick a finger.

- Mother, and it is possible I will not go? - in a whisper asked a zaychishka. He so was frightened that he began to speak quietly - quietly.

can try to be involved in the fairy tale of the child Here: “How you think that you answered mother - a doe hare a zaychishka - the little son?“ or “as you think and why in general do to all hares inoculations?“ It is necessary to create awareness of usefulness of an inoculation, despite unpleasant feelings at the procedure.

- Inoculations put to all little hares, and sometimes even to adult hares that they grew strong and healthy hurt less.

Mother saw that to a zaychishka it is very terrible, put him on knees, embraced and told:

- You were frightened of the fact that you will painfully prick a finger?

- Yes.

- You know, it will be a little sick, but is absolutely short. Then the doctor will get different interesting tubules and to put to your finger. It will be interesting to you to look at different tubules? Or even to talk to the doctor about them, she about them, probably, knows much...

-... - a zaychishka seriously reflected.

- I to you have an offer: give when the doctor pricks a finger, I you it is strong - I will strong embrace and I will order: “Close eyes!“ And you will loudly tell after that: “Oh!“ And at once you will open eyes to look at tubules. Done?

(At this stage it is also possible to involve the child in your fairy tale: “What answered mother - a doe hare a zaychishka - the little son?“)

-... - hare tried to present how it will look.

mother then offered

A:

- Let`s be trained by

!

Hare thoughtfully nodded

to mother - a doe hare. Mother - a doe hare strong - strong embraces the leveret, orders: “Close eyes!“. Hare closes eyes and loudly speaks: “OH!“ (This moment can be made interactive - to lose it with the child)

Here and tales the end and who listened - well done!

the Important educational element is communication with the child before withdrawal to a dream. This communication can be also followed by the fairy tale.

Once Hare with mother went to picnic. They together made sandwiches, made tea, Hare itself washed up two apples and put them in the backpack. Mother looked at Hare who already took the backpack and put on a cap, and asked:

- Hare, you are ready? We leave?

Hare with concentration nodded

.

the Way was coming

not close: Hare with mother were going to go to a sheep farm, to observe lambs and lambs. Travelers crossed a big glade, rose by a hillock, went down to a cheerful forest streamlet, passed it on a brevnyshka. At last, the small fence of a sheep zagonchik in the distance seemed.

Hare felt

a little tired and got hungry. Mother Zayki already spread a cover under their favourite harmonous birch. Zaychishka with pleasure flopped on it:

- Ooh as my pads were tired! Sit down, mother, lambs already begin to jump!

Mother tenderly smiled to the kid, unpacked the backpack and villages nearby.

of the Lamb and really were already going to jump, the first - already ran up, preparing for a jump.

- Mother, the first lamb will jump now! - it is pleased Hare cried. - I will consider them!

Mother gently stroked Zaychishka on the head and nodded:

- it is good

, consider you.

- One lamb jumped through a small fence..., the second lamb jumped through a small fence..., the third lamb jumped through a small fence... the fifty eighth lamb jumped through a small fence...

Hare imperceptibly for himself dozed off. Mother covered it with a cover:

- Have a rest, my kid...

can accompany with

of the Fairy tale the child everywhere: on walk, when collecting in a garden, behind food - and always when the adult wants and will be able to add a little creativity and imaginations to the communication with the child. Children are always open for the fairy tale. At the fairy tale almost boundless opportunities. With its help it is possible to give advice, to help to look at a problem in a different way, to push the child to creative search and attempt to answer independently the questions, to give information which it would be difficult for child to apprehend without fantastic wrapper. Fairy tales open broad lands for creativity, joint with the child. It is very simple to think out fairy tales - try, begin, tell the first words, and the fairy tale will pick up you and your child and will carry away to the magic country of the childhood where any miracles are possible.