“Fairytale therapy in working with children with disabilities” consultation on the topic
“Fairytale therapy in working with children with disabilities”
In the modern sociocultural situation in the country, inclusive education of children with disabilities is becoming relevant. Inclusive education assumes that children with disabilities and healthy children will attend the same kindergartens and schools. It can be assumed that healthy children will be more tolerant, treat children with disabilities and, if possible, help them.
The main task of socialization of children with disabilities is the involvement of such children in the children's team.
Children with disabilities include the following children:
1. Children who are deaf or hard of hearing; blind, visually impaired, and children with strabismus. We can identify such children ourselves.
2. Children with severe speech impairment: these include stuttering, aphasia - i.e., there is a breakdown of speech (the child began to speak, but after two years he stopped) and allolia or “silent” children. Such children are identified by a speech therapist; there are no children with severe speech impairment in our kindergarten.
3. Children with disabilities include children with musculoskeletal disorders (cerebral palsy, but these will not necessarily be disabled children)
4. Children with mental retardation (MDD) - based on observations, the teacher can identify such a child if he cannot cope with the program, and doctors have full control over the child from birth. The diagnosis is made by a neurologist.
5. Mentally retarded children, children with disorders of the emotional-volitional sphere. Such children are identified by a psychologist and neurologist.
We do not include children with disabilities who do not master the program well and do not have health problems. This may be the reason: the child is often sick, is on home regime, or is pedagogically neglected.
Children with disabilities are a complex, unique contingent. They have underdevelopment of cognitive activity - as the main sign, a symptom of mental retardation - and some features of the emotional-volitional sphere.
Fairy tales play a big role in correcting the emotional sphere of “special” children. A fairy tale serves as a mediator for a child between reality and the inner world. Being perceived and understood (as a rule, on an unconscious level), it solves or, more precisely, helps to solve some psychological problems, ensuring a person’s entry into social relations. Any fairy tale is focused on a social and pedagogical effect: it teaches, educates, encourages activity and even heals. Fairy-tale images are emotionally rich, colorful and unusual, and at the same time simple and accessible to children's understanding. That is why fairy tales and their characters are one of the main sources of knowledge of reality (events, behavior, character of people) for a child. It is in a fairy-tale form that a child encounters complex phenomena and feelings: love and hatred, anger and compassion, betrayal and deceit.
The emotions of “special” children are unstable and changeable. They can react differently to the same recurring phenomenon. Therefore, before telling a fairy tale, it is necessary to create a positive emotional mood, calm the child, put him into a “state of magic”, interest in seeing and hearing something unusual.
Fairytale therapy is one of the most effective methods of working with children with disabilities who experience difficulties in the physical, emotional or behavioral sphere. This method is inclusive and open to children's understanding. The fairy tale therapy method allows you to solve problems of emotional-volitional control of behavior. It introduces children to books, introduces them to literature, and also motivates children to be creative through the joint creation of fairy tales.
Fairytale therapy develops the child’s personality through multifaceted influence. Develops leadership qualities, speech, imagination, thinking, and also helps eliminate such unfavorable qualities as: indecision, fears, aggression, etc. Thanks to immersion in a fairy tale, the child opens up and experiences vivid emotions and sensations.
By repeatedly rereading fairy tales, together with the teacher, children become acquainted with various moral concepts, such as goodness, duty, mutual assistance, gratitude, justice, conscience, honor, courage, etc. The child fully gets used to the role of the character, fully experiences all the events that happen to him hero, assigns him his personal qualities and attitudes. Fairy-tale images unobtrusively teach a child how to act in one or another difficult life situation, observing the norms of morality and morality.
While imagining, a child experiences many stories in different variations and in different roles, but the assignment of roles must be approached selectively. For children with low self-esteem, you need to choose the role of a folk hero, princess, king or queen, so that during the game the children glorify this child, thereby increasing his self-esteem. For the role of the cowardly bunny, you need to select shy and timid children, so that during the game they tell through movements and gestures about their fears, and other children would help the “cowardly bunny” cope with his fears and believe in himself.
Fairytale therapy allows children to immerse themselves in a wonderland and become a participant in a real fairy tale. What cannot be achieved through simply reading a fairy tale or watching a cartoon. With the development of animation, parents began to read to their children much less often, which affects the children to the fullest; it is difficult for them to perceive material by ear and the processes of imagination and thinking are significantly reduced.
The fairytale therapy method in classes with special needs children is not only educational in nature, but also correctional and developmental, which is aimed at growing the child’s personal and creative potential.
The main goal of fairy tale therapy is:
— Relieving emotional stress;
— Creating a playful atmosphere of trust in the group;
— Establishing interpersonal contacts between children;
— Formation in children of adequate self-esteem, the ability to accept their negative sides, the formation of a desire to please themselves and other people;
— Development of thinking and imagination in the process of composing fairy tales;
— Developing a child’s sense of self-confidence and self-confidence;
— Development of communication skills in communicating with peers and adults.
A fairy tale helps a child to improve himself and activate various aspects of his thinking processes. Children's speech activity increases in the process of acquiring the ability to recognize and retell a fairy tale, identify its characters and the relationships between them. Listening to and understanding a fairy tale helps the child verbally establish connections between events and build verbal conclusions, connecting fairy tales with acquired experience and knowledge. Children improve their expressiveness of speech in the process of creating fairy-tale images, and their vocabulary expands.
Thus, we can conclude that fairy tale therapy is an effective method of working with special children.
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.
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 as a method of psychocorrection and development of cognitive and speech activity in children with disabilities
Mikhailova Tatyana Viktorovna teacher Lopatina Tatyana Valentinovna teacher-speech therapist MDOU kindergarten No. 65 “Kalinka” Volzhsky
Children with disabilities (hereinafter referred to as children with disabilities) have physical and (or) mental disabilities that interfere with the development of educational programs. And this category of children is extremely heterogeneous. This is determined, first of all, by the fact that it includes children with various developmental disorders: hearing, vision, musculoskeletal, intellect, children with delayed and complex developmental disorders, as well as speech (stuttering, developmental disabilities, speech disorders). The main problem of children with disabilities is the disruption of their connection with the world, limited mobility, poor contacts with peers and adults, limited communication with nature, inaccessibility of a number of cultural values, and sometimes even basic education. Children with disabilities may be as capable and talented as their peers who do not have health problems, but inequality of opportunity prevents them from discovering their talents, developing them, and using them to benefit society. Disabled children are not passive objects of social assistance, but developing individuals who have the right to satisfy diverse social needs in cognition, communication, and creativity. And these children cannot be left without attention, since mental disabilities are little susceptible to spontaneous positive dynamics. Psychocorrection should be based on intact analyzers.
One of the most common and universal types of art therapy, which is suitable for children with various developmental disorders, is, of course, fairytale therapy.
Fairytale therapy is a way of conveying to a child the necessary moral norms and rules, the oldest way of socialization and transfer of experience.
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Fairy tale therapy is treatment with fairy tales, healing by inventing, listening to or playing fairy tales. In the process of listening, inventing and discussing fairy tales, the child develops the imagination and creativity necessary for effective existence. He learns the basic mechanisms of search and decision-making. By listening and perceiving fairy tales, a child integrates them into his life scenario and shapes it. The teacher creates conditions in which the child, working with a fairy tale (reading, inventing, acting out, continuing), finds solutions to his life difficulties and problems, which gives a feeling of self-confidence, gives strength and allows him to reassess his problems and find opportunities to cope with them. Understand your own feelings, the structure of the world and society as a whole.
Writing fairy tales and stories is considered as a manifestation of children's independent artistic activity. The process of teaching preschoolers to invent fairy tales and stories is a very important stage in the development of monologue speech skills in children. Creative storytelling is built on a special psychological basis - children's imagination. When writing a fairy tale, a child needs to mentally analyze the fairy-tale plots known to him, and then creatively synthesize a new phenomenon: a new composition, images of fairy-tale characters, the circumstances of their lives. And in order to convey a fairy tale story to the viewer, a child must have a rich vocabulary and the ability to construct a contextual statement. Children with disabilities experience difficulties in expressively conveying the content of a text, often make unreasonable stops and pauses, and demonstrate an extremely poor vocabulary. A particular difficulty for preschool children is the formulation of a contextual statement. After all, in order to tell a well-coherent story, you need to clearly imagine the object of the story, be able to plan, analyze, establish cause-and-effect relationships, temporal and other relationships between objects and phenomena. The speech of children with disabilities is often characterized by low expressiveness, monotony, and a “blurred” intonation pattern.
The task of educating intonation expressiveness of speech is to teach children to voluntarily change their voice in pitch and strength depending on the content of the statement, use pauses, logical stress, change the tempo and timbre of speech; express your thoughts, feelings and moods accurately and consciously.
In a preschool educational institution, the use of fairy tale therapy can be carried out in the following areas:
- Listening and memorizing fairy tales (including psychotherapeutic ones), using puppets, finger puppets and shadow puppets.
- Retelling a fairy tale by one child or one by one (by sentence) by a group of children.
- Coming up with a continuation to a famous fairy tale or a different ending to a fairy tale.
- Compiling fables from pictures and without relying on visuals.
- Psycho-gymnastics.
- Drawing fairy tales.
- Acting out fairy tales (dramatizations, puppet theater, musical performances)
- Educational games based on fairy-tale images and plots.
It is necessary to read a lot to children, teach them to listen thoughtfully to works, discuss the characters of the characters and their actions, provide children with the opportunity to play tabletop theaters, encourage not only the dramatization of familiar fairy tales, but also changing the plot, introducing new characters, adding new dialogues. Fairy tales create a favorable emotional background, create natural conditions for the use of components of intonation expressiveness, ensure the development of facial expressions and diction, teach them to catch the rhythm of speech, and also help maintain the interest and performance of preschoolers.
The child, speaking for the characters, involuntarily begins to imitate their voice, including means of expression. Children have to learn to regulate their breathing, control their voice, changing its pitch and strength. Speaking on behalf of the hero, the child worries less, relaxes, and therefore the tone in the articulatory muscles and vocal cords decreases. Children take on the role of various heroes with great pleasure. They can repeat scales, simple phrases, phrases several times without getting tired, on an emotional upsurge. They quickly respond to the need to portray characteristic features and make efforts to change the strength and pitch of the voice. Learn the capabilities of their speech apparatus.
The effectiveness of art therapy is manifested in the correction of deviations and disorders of personal development, in the use of internal resources of children with disabilities, especially the mechanisms of self-regulation and self-healing. It helps the child feel needed, learn good things about himself, and develop good relationships with people and the world around him. The skills acquired during art therapy, after its completion, orient the child to remain a creative person who wants to live in harmony with himself and society.
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