Plan for teacher self-education on the topic of fairy tale therapy. Playing a fairy tale: how to conduct a fairytale therapy lesson in kindergarten

Natalya Pavletsova
Self-education plan “Fairytale therapy as a means of shaping the development of speech in children 3–4 years old”

“Who doesn’t have a fairy tale in their childhood,

he grows up to be a dry, prickly man,

and people hurt themselves on it,

like a stone lying on the road,

and they prick themselves like a sow thistle leaf.”

Irina Tokmakova

Topic: “Fairytale therapy as a means of developing the speech of children 3-4 years old.”

Goal: To promote the development of children's speech, enrichment of vocabulary, development of figurative structure and coherent speech skills through a fairy tale.

1. development of the ability to coherently, consistently and expressively retell short literary works;

2. enrichment of the dictionary;

3. development of the ability to perceive, understand and respond emotionally to a fairy tale;

4. development of ideas about the world around us;

5. fostering interest and love for Russian folk art;

6. encouragement to use fairy tales in independent play and creative activities.

7. arouse interest in books and their consideration;

8. cultivate a love of fiction;

9. develop family reading traditions;

Project participants:

Educators;

Children of the second younger group;

Parents;

Musical director.

Implementation period: 1 year, 2017-2018 academic year.

Expected result:

As a result of the assigned tasks, children will develop the following knowledge, skills and abilities:

Knowledge of certain fairy tales;

Ability to understand the storyline of a fairy tale;

Children's speech develops; the ability to present a fairy tale coherently, consistently, logically, and to retell the main points of a fairy-tale work;

Express your thoughts and feelings in speech;

The ability to convey an artistic image in a drawing (illustration, in verbal form;

Development of potential, fantasy, imagination, ability to create words.

The role of fairy tales in the lives of children

A fairy tale accompanies a child from early childhood. The fairy tale, created in ancient times, still lives on, captivating children both in content and artistic form.

A fairy tale is a story about the obviously impossible. There is definitely something fantastic and improbable here: animals talk, seemingly ordinary objects turn out to be magical...

Who among us did not love a fairy tale as a child? There probably won't be such a person. A fairy tale begins a child’s acquaintance with the world of literature, with the world of human relationships and with the entire surrounding world in general.

Relevance of the selected topic

Currently, the problem of speech development in preschool children is of particular relevance.

The development of a child’s coherent speech is the most important condition for his full-fledged

speech and general mental development, since language and speech perform

mental function in the development of thinking and verbal communication, in planning and organizing the child’s activities, self-organization of behavior, and in the formation of social connections. Language and speech are the main means of manifestation of the most important mental processes of memory, perception, thinking, as well as the development of other spheres: communicative and emotional-volitional. This is the reason for the choice of my topic.

The word FAIRY TALE itself is an oral, artistic work, mainly of a prosaic, magical, adventurous or everyday nature, with a fictional attitude. Mastery of the native language is one of the important acquisitions of a child in preschool childhood. Precisely acquisitions, since speech is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner.

In modern preschool education, speech is considered as one of the foundations of raising and educating children, since the success of children’s education at school depends on the level of mastery of oral coherent speech. It is difficult to deny the role of fairy tales in the formation of linguistic culture. Because when reproducing (retelling, repeating, dramatizing) fairy tales, the development of monologue and dialogic speech occurs. A fairy tale develops creativity, fantasy, imagination, and the ability to create words.

What is fairy tale therapy?

Fairytale therapy is a method that uses the fairy tale form for speech development of the individual, expansion of consciousness and improvement of interaction through speech with the outside world.

The main principle of fairy tale therapy is the holistic development of the individual, caring for the soul (translated from Greek, caring for the soul is therapy). The essence and vitality of a fairy tale, the secret of its magical existence is in the constant combination of two elements of meaning: fantasy and truth.

In what cases is fairy tale therapy used for preschoolers? Fairytale therapy can be used with any normally developing preschool child. 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.

Each group of fairy tales has its own children's and adult audiences. Children aged 3-5 years understand and relate most to fairy tales about animals and fairy tales about the interaction between people and animals. At this age, children often identify themselves with animals and easily transform into them, copying their behavior. Starting from the age of 5, the child identifies himself primarily with human characters: Princesses, Princesses, Soldiers, etc. The older the child gets, the more pleasure he reads stories and fairy tales about people, because these stories contain a story about how a person knows the World.

Fairy tales for young children (3-4 years old) are simple, cyclical in nature - repeated repetition of the plot with minor changes. This feature of folk tales allows the child to remember it better and stimulates interest in the word. Fairy tales are an effective means of developing speech in children of primary preschool age, so I actively use them in my work.

PROJECT STAGES:

1. Preparatory.

Defining the project problem.

Questionnaire for parents on speech development.

Arouse the interest of children and parents in the topic of the project.

Decorating a book corner.

Study of literature, selection of technologies, selection of diagnostic material. List of methodological literature

2. Practical stage.

For children.

1. Introduce children to fairy tales.

2. Educational activities for speech development using fairy tales.

3. Examination of illustrations based on fairy tales (identify the characters, determine their character).

4. Making decorations and attributes for showing the fairy tale “Turnip”.

5. Reading and telling fairy tales.

6. Plot-role-playing games: “Visiting fairy tales”, “Let’s help a fairy tale”, etc.

7. Selection of riddles based on fairy tales.

8. Open viewing “Telling the fairy tale “Turnip”.

For parents.

1. Help parents in choosing fairy tales.

2. Reading fairy tales with parents at home.

3. Assisting in preparing attributes for fairy tales.

4. Drawings by parents to create the book “Our Favorite Fairy Tales.”

Final.

Generalization of results. Summarizing. Demonstration of a fairy tale.

Plan for working with parents

1. Consultation “Fairy tale therapy or fairy tale treatment of the soul.” To assist parents in raising their children through art. Consultation for parents “Put your heart on reading.”

2. Exhibition of family drawings “My favorite fairy tale”. Invite parents to participate in the life of the kindergarten. Induce positive emotions in children and parents.

3. Arouse parents’ interest and desire to participate in the life of the kindergarten. Involving parents in dramatizing a fairy tale.

4. Creating a book corner. Campaign “Give children a book.”

The implementation of the project will contribute to:

Expanding vocabulary and forming a coherent statement;

Instilling a love for people, books, and the world around us;

Social and emotional development of children;

Inclusion of parents in the pedagogical process.

Forms of work:

Reading fairy tales to children.

Conversations on the content of fairy tales.

Finger games based on tales.

Outdoor games.

Examination of illustrations for fairy tales for the correct perception of the text of fairy tales.

Dramatization of fairy tales.

Didactic games.

Guessing riddles from fairy tales.

Artistic and productive activities (work in coloring books, applique, modeling).

Long-term plan for working with a fairy tale (2nd junior group).

SEPTEMBER

Determine the level of speech development of children - diagnosis. Identifying difficulties in children.

Questionnaire for parents on children's speech development

Consultation “Fairytale therapy or fairytale treatment of the soul.”

1. Telling the Russian folk tale “Turnip”.

2. Finger gymnastics “Turnip”

Finger game “turnip”

Words of Action

“We planted a turnip” We pretend to dig a hole in the child’s palm with our own hands

“The turnip was watered” We depict with his handle as if water is pouring from a watering can

“A turnip grew” Straighten his fingers one by one

“Nice and strong!” We hook our fingers onto the baby’s hand and pull each one in its own direction.

“We can’t pull it out!

Who will help us?

Pull - pull, pull - pull. Wow!” Unclasp your arms and shake your hands

3. Dramatization of the Fairy Tale “Turnip”

4. Didactic game Lay out the fairy tale “Turnip”.

Teacher. Place the cards in order. Who came first to pull the turnip? Who came first - the grandmother or the granddaughter? Who came next? Who came last to pull the turnip? Tell us from the pictures what happened first and what happened next? (The task is repeated.)

5. Reading the nursery rhyme “Turnip”

A turnip is born,

Neither thick nor sparse.

With a mouse tail,

With a cockroach nose.

6. Modeling "Turnip".

WORKING WITH PARENTS

Working with parents to replenish the book corner with Russian folk tales.

Making attributes for theatrical activities

for the fairy tale "Turnip".

Consultation for parents “Put your heart on reading.”

1. Telling the Russian folk tale “Kolobok”.

2. Conversation on the fairy tale “Kolobok”

3. Finger game “Kolobok”

Me, Kolobok, Kolobok,

(rolls an imaginary bun in their hands)

Scratching the bottom of the barrel,

(right palm scraped on left palm)

It's sweeping through the barn,

(imitate sweeping the floor)

Mixed with sour cream,

(make circular movements with the right hand)

Sat in the oven,

(show both arms extended forward)

It's cold at the window.

(draw a window with your hands)

I left my grandmother

I left my grandfather.

(touch with index and middle finger

4. Demonstration of the tabletop theater "Kolobok".

5. Listening to the audio recording “Kolobok”.

6. Dramatization of the fairy tale “Kolobok”.

7. Outdoor game “Kolobok”

The bun rolled (they run in place) past the hare (they depict a hare: they show ears, paws, a tail) jump - jump - jump. (jump in place, hands on belt)

The bun rolled (they run in place) past the bear (they pretend to be a bear) jump - jump - jump. (jump in place, hands on belt)

The bun rolled (they run in place) past the wolf (they portray a wolf: a springy step in place, grasping movements with their hands) jump - jump - jump. (jump in place, hands on belt)

The bun rolled (they run in place) past the little fox (they pretend to be a fox) clap - clap. (clap hands).

The fox catches up with the koloboks.

8. Guessing riddles based on the fairy tale “Kolobok”

9. Drawing “The bun rolls along the path”

10. Reading the nursery rhyme “Kolobok”

I got down to business in the morning:

Warmed the plasticine in my hands

And made a bun,

Kolobok is a ruddy side.

He has both a nose and a mouth,

It's a pity that he doesn't sing songs!

I really love to sculpt!

I will blind a gray wolf,

Cowardly hare

Teddy Bear,

And the fox?

Not yet!

So that the bun doesn't eat it!

11. D/i post the fairy tale “Kolobok”

WORKING WITH PARENTS

Making costumes and attributes for theatrical activities

for the fairy tale "Kolobok"

1. Telling the Russian folk tale “Teremok”.

2. Demonstration of the tabletop theater "Teremok".

3. Let's remember the fairy tale from the illustrations.

4. Children telling the fairy tale “Teremok” using a mnemonic table

5. Finger game “Teremok”

There is a tower in the clearing

(we connect our palms with a house)

the door is locked

(fingers closed in a “lock”)

Smoke is coming from the chimney

(close your fingers in rings)

there is a fence around the tower

(hands in front of you, fingers straight and closed)

so that a thief does not get in.

Knock-Knock

Knock-Knock

(fist hits palm)

Open up, I'm your friend!

(Spread your arms to the sides)

6. Reading a nursery rhyme

We take the scoop in our hands,

Sprinkle some yellow sand.

Help me, don't be lazy!

Our Easter cake, get it!

7. Outdoor game “Teremok”

“Here stands the tower

He is neither short nor tall.

How the animal enters it,

This will slam the lock. Clap."

At this time, the children, the heroes of the fairy tale, run in and out of the circle. At the word “Clap” the children give up. Whoever did not have time to run out of the circle ceases to be an “animal” and stands in a circle - a “teremok”. The game is repeated until the most dexterous child remains behind the circle. Then the children standing in a circle put on masks or medallions and the game is repeated.

9. Drawing sticks. -

Learn to see the relationship between the content of a literary text and its drawings, hold a brush correctly, draw straight, abrupt lines, conveying a certain shape in the drawing.

10. Dramatization of the fairy tale “Teremok”

11. Guessing riddles based on the fairy tale “Teremok”

WORKING WITH PARENTS

Consultation for parents “Parenting with a fairy tale.”

1. Reading the Russian folk tale “The Ryaba Hen”

2. Children telling the fairy tale “The Ryaba Hen” using a mnemonic table

3. Listening to the audio story “The Ryaba Hen”

4. Didactic game. Post the fairy tale “Ryaba Hen”.

Teacher. What fairy tale is depicted on these cards? Which picture should we put first? Who is pictured on it? Who lived with grandparents? What picture should I put in now? What did the chicken do? Find the picture you need? What happened next? Who tried to break an egg before - grandpa or grandma? What happened next? Which picture should we put last? How did the chicken comfort your grandparents? (Children lay out cards, answering the teacher’s questions.) The chicken laid many eggs, not golden ones, but simple ones. And the chickens hatched from them.

5. Reading the poem “Chickens”

Living balls squeak

Millet is pecked from the hand.

I don't know where the chickens are,

Where are the cockerels?

The chicken clucks loudly

She's excited:

Probably for small children

You can't give millet.

(G. Boyko)

6. Finger gymnastics “About the pockmarked chicken”

Chicken Ryaba, grandma and grandpa

She laid a golden egg for lunch. (“Rings”)

Both the woman and the grandfather beat the testicle

But they couldn’t break it up for lunch. ("Hammers")

A small mouse ran past (“Waves”)

She brushed the egg away and it fell. (“Rays”)

The woman and grandfather cried bitterly (“Rings”)

Their egg broke, their lunch disappeared (“Rays”)

Since then, Ryaba has been for Baba and Grandfather (“Rings”)

Lays only simple eggs for dinner. ("Fists")

7. Drawing “Chicks on the Lawn”

8. Dramatization of the fairy tale “The Ryaba Hen”

WORKING WITH PARENTS

Involving parents in the dramatization of a fairy tale, at the parents' choice.

Consultation for parents: “Using various types of theater when introducing children to fairy tales.” (screen folder).

Making costumes and attributes for theatrical activities.

1. Reading the Russian folk tale “Masha and the Bear.”

2. Demonstration of the tabletop theater “Masha and the Bear”.

3. Children telling the fairy tale “Mashenka and the Bear” using a mnemonic table.

4. Reading the nursery rhyme “Sun”

Sunshine, sunshine,

Red sun,

Come out quickly

Be kinder to us!

Your children are crying

They're jumping around the meadow,

They burn straws -

They are waiting for you to visit!

5. Outdoor game “At the Bear in the Forest”

6. Finger gymnastics “Porridge machine”

Masha cooked porridge with her index finger

Masha fed everyone porridge with her right hand “getting in the way”

Masha put the porridge in her left palm.

For a cat - in a cup. Fold one at a time.

To the bug - in the bowl of a finger on both

And for the cat - in the hands of a large spoon for each

In a bowl for chickens, chickens, the name of the dishes.

And in the trough for the piglets.

She took up all the dishes and unclenched her fingers. Blown away

I gave away every crumb of imaginary crumbs from the palm of my hand.

7. Puzzle games “Masha and the Bear)

8. Coloring the bear.

9. Guessing riddles based on the fairy tale “Masha and the Bear”

WORKING WITH PARENTS

Consultation for parents: “How to speed up the process of understanding a fairy tale” (screen folder).

Making costumes and attributes for theatrical activities.

1. Reading the Russian folk tale “The Wolf and the Little Goats.”

2. Demonstration of the tabletop theater “The Wolf and the Little Goats”.

3. Printed game “Collect the picture.”

4. Imitation games “Wolf”, “Kids”.

5. Telling the fairy tale “The Wolf and the Little Goats” using modeling.

6. Finger gymnastics “Goat”

Give us milk, Goat, the children show how to milk a goat.

At least a drop - on the bottom.

The little goats are waiting for you, making horns from their fingers.

Little guys.

Give them a spoonful of cream, bend your fingers.

A little cottage cheese

Oils, curdled milk,

Milk for porridge.

Milking again gives everyone health.

Goat's milk.

7. Outdoor game “How we watered the kids”

Coordination of speech with movements, development of imitation, creative imagination.

It has become hot, as if in an oven, the children are dancing in a circle

The birds fell silent.

We drove the kids to the river and they walk in a circle, one after another,

They need to get drunk by waving the “twig”.

Sargis, the motley yard dog,

How he will rush towards you! Jump in a circle

8. Reading the nursery rhyme “Wolf”, “Goat”

9. Application “House” - Teach children to compose an image from several parts, following a certain sequence; position it correctly on the sheet. Consolidate knowledge of geometric shapes (square, triangle).

WORKING WITH PARENTS

Consultation for parents: “Using mnemonic tables when familiarizing yourself with a fairy tale” (screen folder).

Making costumes and attributes for theatrical activities.

1. Reading the Russian folk tale “Zayushkina’s Hut.”

2. Demonstration of the tabletop theater “Zayushkina Izbushka”.

3. Puzzle game “Zayushkina’s hut.”

4. Children telling the fairy tale “Zayushkina’s Hut” using a mnemonic table.

5. Finger gymnastics “New Home”

Knock-knock-knock, knock-knock-knock! (hit fist on fist)

Take the hammer, my friend!

We will build a new house, (hands above head)

There is a window in the house. (hands draw a square)

There is another one, higher, (fold fingers into a triangle)

There is a pipe up on the roof. (fist, thumbs up)

The house is ready, we invite guests: (hands forward)

“Come quickly!” (inviting gesture with hands)

6. Dramatization of the fairy tale “Zayushkina’s Hut”

7. Nursery rhymes about bunny

The bunny jumped out of the bush

But the clearing is not the same.

I thought I was having fun

Look, there's a fox there.

And he took off running,

He ran over the hill,

Downhill quickly

Jump - jump.

8. Riddles based on a fairy tale

9. Non-traditional drawing technique “Zayushkina’s hut” - Introduce non-traditional drawing methods, draw bricks with potatoes on an ice house, draw lines on a wooden house with a brush.

WORKING WITH PARENTS

Making costumes and attributes for theatrical activities.

1. Reading the Russian folk tale “The Three Bears.”

2. Demonstration of the table theater “Three Bears”.

3. “Guess the riddle” (guessing riddles about fairy tale characters).

4. Listening to an audio recording of the fairy tale “The Three Bears.”

6. Construction of a “House for a Bear” from building materials, a table, a chair, a crib for Masha.

7. Outdoor game “The bear got out of the den”

The bear crawled out of the den,

I looked around on the threshold. (Turns left and right)

He stretched out of sleep (Stretching - arms up)

Spring has come to us again.

To quickly gain strength,

The bear turned his head (Head rotation)

Bent back and forth (Bends back and forth)

Here he is walking through the forest (We're waddling)

The bear is looking for roots

And rotten stumps, we squat, turn our heads left and right)

They contain edible larvae -

For the bear vitamin (Tilts: touch your left leg with your right hand,

vice versa)

Finally the bear had his fill

And he sat down on a log (Children sit on the floor)

8. Modeling “Bowls for Bears” - Practice rolling plasticine balls with circular movements of your hands, flattening a lump in your palms, and teach yourself to make a depression with your fingers.

10. Dramatization of the fairy tale “The Three Bears” at the last birth. meeting for parents.

WORKING WITH PARENTS

Design of an exhibition of drawings: “My favorite fairy tale” (co-creation of children and parents)

Making costumes and attributes for theatrical activities.

State Autonomous Institution of the Amur Region "Shimanovsky Social Rehabilitation Center for Minors"

"___" ______________ 2017

Self-education plan

«

teacher - psychologist

social rehabilitation departments

Ivanenko Svetlana Ivanovna

Shimanovsk, 2017

Subject: " Fairytale therapy - as a means of development of preschool children"

Goal: Improving your professional level; prevention and correction of cognitive and personal development of preschool children.

Tasks:

1. expansion and improvement of psychological methods of education and training of preschool children;

2. mastery of new forms, methods and techniques of work

3. study and introduction into practice of advanced pedagogical experience of the latest achievements of pedagogical and psychological sciences, new pedagogical technologies.

“Fairy tale therapy” is a health-saving pedagogical technology that includes a system of measures to ensure the preservation of the child’s health at all stages of his learning and development.

The basic principle of fairy tale therapy: pedagogical support - solving a complex problem using joint methods and techniques acceptable for a particular student. The main criterion for the implementation of this principle is children’s satisfaction with the activity itself and its results, and the release of emotional tension.

Fairytale therapy is education and treatment with fairy tales. A fairy tale not only teaches children to worry, rejoice, sympathize, and be sad, but also encourages them to make verbal contact. This is the most effective way of corrective influence on a child, in which the principle of learning is most clearly manifested: learn by playing. As a result, vocabulary, grammatical structure of speech, sound pronunciation, and coherent speech skills are activated and improved.

Study of psychological-pedagogical,

methodological literature

on the topic of self-education.

Studying materials on Internet resourceswww. cka3 ka- ix. ru , ,

Online seminar "Fairytale therapy in working with children" Institute of Psychotherapy and Clinical Psychology, Moscow

Watch the video of the training “The Ordinary Miracle of Fairytale Therapy”

January March

Diagnostic

Creation of a program of correctional classes for preschoolers using p-Early diagnosis, identification of disorders and deviations in the development of preschool children;

Prevention and correction of cognitive and personal development;

Correction of deviations in the cognitive and personal development of preschool children;

Prevention of negative trends in the social development of preschool children.

techniques and methods of fairy tale therapy.

"Ladder" - a study of self-esteem.

The “Completing Drawing” test is a study of imaginative thinking.

Conversation about fears. Modification by: Zakharov A.I.

April June

Practical

Introduction to the practice of correctional work of fairy tale therapy methods.

Development of consultations for preschool teachers, parents of pupils based on the content of fairy tales, for group and training work with preschool children.

Generalization of one’s own experience of psychological activity.

July - October

Analytical

Analysis of the created pedagogical conditions for the development of the topic of self-education.

November – December 2017

Bibliography:

N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva “From birth to school” Moscow 2010

Vachkov I.V. Introduction to fairy tale therapy. - M. Genesis. 2011

ON THE. Sakovich "The use of creative methods in the correctional and developmental work of psychologists in the educational system" (Educational manual) Part 2. Fairytale therapeutic technologies, Minsk 2003

Zinkevich-Evstigneeva T. D. Training in fairy tale therapy. /Collection of programs on fairy tale therapy - St. Petersburg: Speech

Zinkevich-Evstigneeva T. D. Forms and methods of working with fairy tales. - St. Petersburg: Speech

Breslav G.M. Emotional processes. – Riga, 1984.

Bylkina N.D., Lyusin D.V. Development of children's ideas about emotions in ontogenesis // Questions of psychology. 2000. No. 5.S. 23-27.

Dodonov B.I. In the world of emotions. – Kyiv, 1987.

Zaporozhets A.V. Education of emotions and feelings in a preschooler // Emotional development of a preschooler. – M., 1985.

Zaporozhets A.V. and others. Emotional development of a preschooler: a manual for kindergarten teachers. – M., 1985.

Izotova E.I., Nikiforova E.V. The emotional sphere of the child: Theory and practice. - M., 2004.

Kryazheva N.L. Development of the emotional world of children. – Ekaterinburg, 2004.

Mikhailova A.Ya. The modern child and the fairy tale: problems of dialogue. – M., 2002.

Panfilova M.A. Game therapy of communication: tests and correctional games. - M., 2002.

Polyak L.Ya. Theater of Fairy Tales: scripts for preschoolers based on Russian fairy tales. - St. Petersburg, 2001.

Tsygankova Larisa Viktorovna teacher I qualification category

“The child learns not only by conventional sounds, recognizing his native language, but drinks spiritual life and strength from the birthplace of his native word.”

K.D.Ushinsky

FULL NAME. teacher

Education:

Diploma specialty

Place of work: MBDOU No. 8 “Sun”

Position held: educator.

09/10/2007

14 years old.

Teaching experience: 12 years old.

DOW is working on the problem

Self-education topic : « Fairytale therapy as a means of shaping the development of speech of preschool children in the context of the implementation of the basic educational program based on the Federal State Educational Standard » .

Target : to improve professional qualifications on the development of the speech system in preschool children in the context of the implementation of the basic educational program based on the Federal State Educational Standard.

Tasks:

• study of psychological, pedagogical, educational, reference, scientific and methodological literature;
• software development – methodological support of the educational process;
• project and research activities;
• analysis and evaluation of the results of one’s activities and the activities of children;
• continue to study the teaching experience of other teachers;
• planned and systematic improvement of educational methods – educational process.

Expected result:

Form of report on the work done: presentation

Form of self-education: individual

Relevance: The relevance of the topic is due to the fact that currently problems associated with the process of development of coherent speech are the central task of speech education of children. This is primarily due to social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech and mental activity, which determines the level of speech and mental development of the child. It is within the competence and responsibility of each educational institution to develop and approve the main educational program based on the Federal State Educational Standard. As the fundamental basis of any basic general education program for preschool education and an exemplary general education program, there are documents at the federal level. Between the theoretical elaboration of the issues of training preschool specialists and the practical application of the teacher training program for the changes being introduced.

Literature:

Regulations

Law of the Russian Federation “On Education”;

• "Convention on the Rights of the Child";
• Model regulations on a preschool educational institution;
• Federal state educational standards for the basic general education program;

- “The concept of preschool education.”

Direction of my activity:

• Fairy tales, children's performances, holidays and entertainment, theatrical games, didactic, finger games in the development of speech in preschool children.

Interrelation of various activities

Communicative

Labor

Activities

Cognitive and research

Musical and artistic

Productive

Tasks:

• Determine the main methods and forms of using folklore in the process of children's speech development.

• To develop in children the skills of artistic and speech activity, interest and love for folklore.

• Monitor changes in the level of speech development during work.

4. Involve parents in active participation in the life of the preschool educational institution.

Principles

- The principle of activity and feasible independence;

• The principle of cognitive activity;
• The principle of effective participation;
• Systematic principle;
• The principle of visibility;
• Problematic principle;
• Principle of residence;
• The principle of openness;
• The principle of positivism;
• The principle of variability;

- The principle of consistency.

In order to enrich speech, I outlined the following tasks:

• Learning with children nursery rhymes, proverbs, sayings, proverbs, tongue twisters.

2) Using conversations after reading fairy tales, asking riddles; acting out nursery rhymes, dramatizing fairy tales, acting out game situations.

Various methods are used in the work

Visual methods allowed the child to form vivid ideas about folklore, gave the child the opportunity to peer into the phenomena of the surrounding world, highlight the essential, fundamental in them, notice the changes taking place, establish reasons, and draw conclusions;

Practical methods made it possible to clarify and deepen children’s ideas about folklore and contributed to the emergence of an atmosphere of interest;

Verbal methods helped to form in children an emotionally positive attitude towards the genres of oral folk art, and made it possible to convey information to children in the shortest possible time.

Techniques:

The technique of staging a work using specially selected means;

• teacher's story using illustrations, pictures, slide shows, videos;
• the method of effective participation is designed for children to actively participate in the action unfolding before their eyes;
• the technique of enhancing visual impressions is designed to maintain orienting activity by visual means;

Reception of a speech sample - correct speech activity of the teacher;

Choral and individual repetitions, which provide training for children’s speech-motor apparatus;

Memorizing roles, composing fairy tales;

Receiving evaluation of a response or action and correction;

Showing methods of action.

Forms of work with parents

• conversations, questionnaires, moving folders;

Consultations for parents:

“Proverbs and sayings are a source of education for the moral qualities of a preschooler;

“The use of children's folklore in speech development”;

• Hosting an event:
• "Fairy tales walk around the world"
• “Journey to the Land of Fairy Tales”, “Zimushka - Winter”;
• joint participation of parents and children in holidays and entertainment;
• exhibitions of children's drawings: “My favorite book”, “Fairy-tale hero”, “My home, my family”.
• Promotion: “Give children a book”

Thank you

for your attention!

Municipal budgetary preschool educational institution

“General developmental kindergarten No. 8 “Sun”

Menzelinsky municipal district of the Republic of Tatarstan

Tsygankova Larisa Viktorovna

Topic: “Fairytale therapy as a means of shaping the development of speech of preschool children in the context of the implementation of the main educational program based on the Federal State Educational Standard”

2016 – 2020

Junior group

PERSONAL CARD

FULL NAME. teacher: Tsygankova Larisa Viktorovna.

Education: Higher education, Yerevan State Pedagogical University (EI(K)PFU, 2009

Diploma specialty: Teacher of Russian language and literature.

Place of work: MBDOU No. 8 “Sun”

Position held: educator.

Date of appointment: 09/10/2007

Total work experience: 14 years old.

Teaching experience: 12 years old.

Advanced training courses: 2014

DOW is working on the problem : cognitive and speech development of pupils.

Self-education topic : “Fairytale therapy as a means of shaping the development of speech of preschool children in the context of the implementation of the main educational program based on the Federal State Educational Standard.”

Target : improve professional qualifications on the development of the speech system in preschool children in the context of the development and approval of the basic educational program based on the Federal State Educational Standard.

Tasks:

List of questions for self-education:

• study of psychological, pedagogical, educational, reference, scientific and methodological literature;
• development of software and methodological support for the educational process;
• project and research activities;
• analysis and evaluation of the results of one’s activities and the activities of children;
• continue to study the teaching experience of other teachers;
• planned and systematic improvement of methods of the educational process.

Expected result:

Work done report form: presentation

Self-education form: individual

Relevance: The relevance of the topic is due to the fact that currently problems associated with the process of development of coherent speech are the central task of speech education of children. This is primarily due to social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech and mental activity, which determines the level of speech and mental development of the child. It is within the competence and responsibility of each educational institution to develop and approve the main educational program based on the Federal State Educational Standard. As the fundamental basis of any basic general education program for preschool education and an exemplary general education program, there are documents at the federal level. Between the theoretical elaboration of the issues of training preschool specialists and the practical application of the teacher training program for the changes being introduced.

Literature:

9. Makhaneva M. Theatrical activities of a preschooler. M. Sfera shopping center, 2009...1999

14. Tsvintarny V.V. Playing with fingers and developing speech. Novgorod. Phlox 1995

Introduction

I would like to begin my presentation of the work with the words of the children's writer Irina Tokmakova: “Whoever does not have a fairy tale in childhood grows up to be a dry, prickly person, and people hurt themselves on him, like a stone lying on the road, and are pricked like a sow thistle leaf.”

The word FAIRY TALE itself is an oral, artistic work, mainly of a prosaic, magical, adventurous or everyday nature, with a fictional attitude. Mastery of the native language is one of the important acquisitions of a child in preschool childhood. Precisely acquisitions, since speech is not given to a person from birth. It takes time for the child to start talking. And adults must make a lot of effort to ensure that the child’s speech develops correctly and in a timely manner. In modern preschool education, speech is considered as one of the foundations of raising and educating children, since the success of children’s education at school depends on the level of mastery of oral coherent speech. It is difficult to deny the role of fairy tales in the formation of linguistic culture. Because when reproducing (retelling, repeating, dramatizing) fairy tales, the development of monologue and dialogic speech occurs. A fairy tale develops creativity, fantasy, imagination, and the ability to create words. What is fairy tale therapy?

Fairytale therapy is a method that uses the fairy tale form for speech development of the individual, expansion of consciousness and improvement of interaction through speech with the outside world.

The basic principle of fairy tale therapy– this is the holistic development of the individual, caring for the soul (translated from Greek – caring for the soul is therapy). The essence and vitality of a fairy tale, the secret of its magical existence is in the constant combination of two elements of meaning: fantasy and truth.

Problem

Resolving problems of moral and spiritual education requires searching for the most effective ways or rethinking already known ones. An effective means of educating the moral qualities of preschoolers is a fairy tale. Spiritual and moral education is the formation of a valuable attitude to life, ensuring sustainable, harmonious development of a person, including the development of a sense of duty, justice, and responsibility. Any society is interested in preserving and transferring accumulated experience. The preservation of this experience largely depends on the system of education and upbringing. Problems of spiritual and moral education of preschoolers have always been the focus of attention of outstanding teachers, such as V. A Sukhomlinsky, N. S Karpinskaya, L. N Strelkova, etc. They searched for the most effective ways and means of implementing spiritual and moral education in preschool educational institutions. In my opinion, one of the means of creating positive spiritual and moral ideas for children and establishing closer contacts between adults and children in the family and in kindergarten is a fairy tale. The period of preschool childhood is the most favorable for the spiritual and moral education of a child, because a person carries the impressions of childhood throughout his life.

Working with children on speech development using fairy tale therapy, I set myself the following goals and objectives:

Purpose of study: to identify the influence of Russian folk tales on the development of coherent speech in older preschoolers; promoting the development of children's speech, enriching vocabulary, developing figurative structure and coherent speech skills through a fairy tale.

Object of study: development of coherent speech in children of senior preschool age.

Subject of study: Russian folk tales as a means of developing coherent speech in children of senior preschool age.

Study Objectives :

Analyze psychological and pedagogical literature on this issue;

To experimentally identify the possibility of using Russian folk tales in classes on speech development and in everyday communication;

To develop a system of activities for children of senior preschool age based on the use of Russian folk tales.

Research methods: observations, conversations, explanation, repetition, teacher’s story, etc.

Improving the sound side of speech in the areas of pronunciation, perception and expressiveness.

Development of dialogic and monologue speech.

The effectiveness of play motivation in children's speech. The relationship between the visual, auditory and motor analyzers.

Collaboration between teachers and children and each other.

Introducing children to the past and present of Russian culture and folklore.

I work on speech development through fairy tale therapy in five areas: didactic games; theatricalization of fairy tales; mnemonics; show staging; psychogymnastics.

Long-term work plan for teacher self-education

Stages

Diagnostic (introductory) (theoretical)

Studying methodological literature on the problem and existing experience

Study of educational technologies (selection of one or more technologies to obtain predicted results)

Deadlines

Practical activities (outputs)

Refresher courses.

Study of Federal State Educational Standards

Studying psychological and pedagogical literature.

Creation of a mini-site

Prognostic

(implementation into practice)

Determining the goals and objectives of the topic.

Development of a system of measures aimed at solving the problem.

Predicting results

Research work in small groups (implementation of elements of selected technologies, monitoring work results)

Participation in personal growth trainings and seminars

Publication “From work experience” (article, report – show intermediate results) on the website

Practical

Introduction of work experience.

Formation of a methodological complex.

Correction of work.

Research work (application of the selected technology to work in an experimental group)

Report at the pedagogical council, methodological association

Publication of articles

Development of lesson notes

Development of teaching aids

Generalizing (Theoretical understanding, analysis)

Summarizing.

Collective discussion of the pedagogical literature read.

Creative reports on the progress of self-education at the Moscow Region.

Visit to discuss open classes

Final control

Implementation

Summarizing.

Presentation of work results.

Sharing your work experience

Working with documents (regulatory framework on the topic of self-education):

Ways and methods of solving the problem

Deadlines

Forms of work

Working with students:

Result, reporting form

Name of the month

Presentation

"What is a fairy tale"

Leisure

"Journey to a fairyland"

Didactic game

"Show and tell a story"

Reading and discussing a fairy tale

"By magic"

A game

"Let's save the beautiful princess"

Didactic game“Tell a story” based on a series of pictures. Making masks for fairy tale heroes

Replenishing the book corner

Reading and discussing a fairy tale

"Sivka-burka"

Conversation

“Let’s change the situation in familiar fairy tales”

Exhibition of crafts made from waste materials"My favorite fairy tale hero"

Reading and discussing a fairy tale: "Snow Maiden"

Creative evening"Fairy tales walk around the world"

Making holiday cards

Reading a fairy tale"Morozko"

Leisure"Visiting a fairy tale" Designing baby books

Reading and discussing a fairy tale

"Ivan Tsarevich and the Grey Wolf"

Didactic game“Tell a fairy tale using illustrations”

Creating a presentation"The Magic World of Fairy Tales"

Reading and discussing a fairy tale"Khavroshechka"

Conversation"A fairy tale, but in a new way"

Presentation"Visiting a fairy tale"

Finger Theater

Looking at illustrations for fairy tales

Book exhibition: “My favorite fairy tale”

Using brainstorming in working with a fairy tale"Cat, Rooster and Fox"

Fairy tales quiz

Table theater "Teremok"

Looking at the Book of Fairy Tales

Finger Theater

We compose a fairy tale

Viewing the fairy tale “Kolobok”

Fairy tale heroes

Watching your favorite fairy tale

Completion mark

Exit theme

September

Done or not

Presentation

October

Book exhibition

November

December

Exhibition of children's works

Postcards

January

February

Presentation

Finger Theater

March

April

Exhibition of children's drawings

Pageant

Visiting a fairy tale.

Working with parents:

Questionnaire for parents “Russian folk tale in the life of your child”

September

Consultation“Mom, read me a story”

October

Making costumes and attributes for theatrical activities.

November

Coloring pages with heroes of Russian folk tales

December

Information in the parents' corner:“Russian folk tale as a means of developing the speech of preschoolers”

January

Consultation“The role of fairy tales in the development and upbringing of a child”

February

Exhibition of family drawings"My favorite fairy tale."

March

Promotion"Give children a book"

Contest"Write a fairy tale"

April

Questionnaire for parents"A book in a child's life"

Working with literature:

1. Collection of scientific and methodological articles. Eagle 2015 Edited by O. V. Berezhnov.

2. Ilyin I.: “The spiritual world of fairy tales.”

3. Zinkevich - Evstigneeva: “Workshop on fairy tale therapy.”

4. E. And Ivanova: “Tell me a story.” Literary fairy tales for children. Enlightenment 2001

5. Lancheeva - Repeva: “Another kingdom of Russian fairy tales.”

6. Antonova L. G. Development of speech. Rhetoric lessons. Yaroslavl "Academy of Development". Holding1997

7. Artemova L.V. Theatrical games for preschoolers. M. Education 1991

8. Dzhezheley O. “Help”. M. Education 1994

9. Makhaneva M. Theatrical activities of a preschooler. M. Sphere shopping center, 2009

10. Makhaneva M. Theatrical classes in kindergarten. M. TC-Sfera 2003

11. Novotvortseva N.V. Teaching literacy in kindergarten. Yaroslavl "Academy of Development" 1998

12. Streltsova L. Word Workshop. Preschool education No. 10. 1996

13. Tsarenko L. From nursery rhymes to Pushkin’s ball. M. Linka-Press 1999

14. Tsvintarny V.V. Playing with fingers and developing speech. Novgorod. Phlox1995

September

December

February

Attending events

Date and place

Group, age and number of children

Subject. target

Conclusions from the analysis

classes

Conducted open classes and events

Topic, group

Level (educational institution, district, city, interregional, republican, federal, international level)

Type, topic, location of the methodological event, within which an open lesson, event was held (meeting of a methodological association, subject week, seminar, competition, etc.)

date

Conducting and participating in seminars, methodological associations, conferences.

Topic of speech

The topic of the seminar, by whom and for whom it was organized,

location

date

Methodological publications

Topic (title), type of publication, number of pages

Level (educational institution, municipal, republican federal, international level)

OD on experimentation in the preparatory group with the presentation “Water is not

limitless gift"

Where is it printed?

(name of scientific and methodological publication, institution that published the methodological publication

All-Russian

№ 1613163022 from 10/13/2016

Certificate of registration of mass media EL No. FS 77-66047 dated June 10, 2016.

Results confirming the success of professional activities

Academic year

Type of activity, name of event

Description of the result

Organization of subject-development environment

Topics, titles

Development of teaching materials, their type ( notes, scripts, recommendations, projects, etc.)

Evaluation (where and when the evaluation, discussion and/or approval, and/or review procedure was carried out)

Production of teaching aids (educational games, handouts, models, diagrams)

Working with parents of students

event title (consultations, conferences, concerts, seminars, round table meetings, joint entertainment, publication of a newspaper, methodological recommendations, visualization for parents about the success of their children, etc.)

Topic, title

Level (educational institution, district, city, zonal, republican, federal, international level)

date

Self-education report.

Self-education topic: “ Fairytale therapy as a means of shaping the development of speech of preschoolers in the conditions of development and approval of the basic educational program based on the Federal State Educational Standard"

Goals of work on the topic of self-education: improve professional qualifications on the development of the speech system in preschool children in the context of the development and approval of the basic educational program based on the Federal State Educational Standard.

Problems (relevance of topic selection): The relevance of the topic is due to the fact that currently problems associated with the process of development of coherent speech are the central task of speech education of children. This is primarily due to social significance and role in the formation of personality. It is in coherent speech that the main, communicative, function of language and speech is realized. Coherent speech is the highest form of speech and mental activity, which determines the level of speech and mental development of the child. It is within the competence and responsibility of each educational institution to develop and approve the main educational program based on the Federal State Educational Standard. As the fundamental basis of any basic general education program for preschool education and an exemplary general education program, there are documents at the federal level. Between the theoretical elaboration of the issues of training preschool specialists and the practical application of the teacher training program for the changes being introduced.

Literature studied on this issue:

1. Collection of scientific and methodological articles. Eagle 2015 Edited by O. V. Berezhnov.

2. Ilyin I.: “The spiritual world of fairy tales.”

3. Zinkevich - Evstigneeva: “Workshop on fairy tale therapy.”

4. E. And Ivanova: “Tell me a story.” Literary fairy tales for children. Enlightenment 2001

5. Lancheeva - Repeva: “Another kingdom of Russian fairy tales.”

6. Antonova L. G. Development of speech. Rhetoric lessons. Yaroslavl "Academy of Development". Holding1997

7. Artemova L.V. Theatrical games for preschoolers. M. Education 1991

8. Dzhezheley O. “Help”. M. Education 1994

9. Makhaneva M. Theatrical activities of a preschooler. M. Sfera shopping center, 2009...1999

10. Makhaneva M. Theatrical classes in kindergarten. M. TC-Sfera 2003

11. Novotvortseva N.V. Teaching literacy in kindergarten. Yaroslavl "Academy of Development" 1998

12. Streltsova L. Word Workshop. Preschool education No. 10. 1996

13. Tsarenko L. From nursery rhymes to Pushkin’s ball. M. Linka-Press 1999

14. Tsvintarny V.V. Playing with fingers and developing speech. Novgorod. Phlox 1995

Analysis of the successful implementation of the goals and objectives set when choosing the topic of self-education.

Results (everything done during the year)

a) compiling memos, lesson notes, collections, etc.

b) speaking at methodological associations, seminars

c) pedagogical diagnostics of the results of applying new methods and techniques of work

Difficulties encountered during work this academic year

Use in work: TSO, Internet resources, creative experience of a teacher, etc.):

Job prospects for next year.

Glossary

• Agrammatism impressive - lack of understanding of the meaning of grammatical forms in perceived oral speech and (or) reading.
• Agraphia (a-grapho-I don’t write; lat.) speech disorder, expressed in writing impairment, complete loss of the ability to write. expressive - the inability to change words grammatically correctly and construct sentences in one’s active oral and (or) written speech.
• Accentuation of character Excessive expression of certain character traits, manifested in a person’s selective vulnerability in relation to certain situations and stimuli.
• Alalia(a-lalia - no speech; lat.) absence or underdevelopment of speech in children with normal hearing and intact mental abilities.
• Alexia (a-lego-don’t read; lat.) inability to master the reading process.
• Apperception The dependence of perception on past experience, the content of a person’s mental activity and his individual characteristics.
• Articulation(articulare - clearly pronounce; lat.) the work of the speech organs when pronouncing syllables, words, phrases. Organs of articulation: lips, tongue, lower jaw, pharynx. Accurate articulation produces clear, clear speech.
• Autism (Early childhood autism (ECA) A deviation in the mental development of a child, the main manifestation of which is a violation of the child’s communication with the outside world.
• Aphasia(a-phasis - no speech; lat.) loss of speech - complete or partial, caused by brain damage. Aphasia differs from alalia in that with aphasia there is a loss of already developed speech, while with alalia the process of speech development itself is disrupted.
• Aphonia (a-phone-no voice; Greek) absence of a sonorous voice.
• Special ability batteries Groups of tests that measure relatively independent characteristics of individuals, which together contribute to the successful implementation of a particular activity.
• Battarism a speech disorder in which words are spoken at an excessively fast pace, are not clearly spoken, and are not spoken correctly.
• Conversation Method of collecting primary data based on verbal communication. If certain rules are followed, it allows one to obtain reliable information about events of the past and present, stable inclinations, motives for certain actions, and subjective states.
• Bradylalia pathologically slow rate of speech.
• Validity A comprehensive characteristic that includes, on the one hand, information about the suitability of the technique for measuring what it was created for, and on the other hand, information about its effectiveness, efficiency, and practical usefulness.
• Statement a unit of message that has semantic integrity.
• Higher mental functions (HMF) Complex self-regulating reflexes, social in origin, mediated in structure and conscious, voluntary in the method of implementation.
• Gammacism lack of pronunciation of the sound [G].
• Hypersalivation increased salivation.
• Voice sounds that arise as a result of vibration of the vocal cords when talking, singing, laughing, etc.
• Dysarthria dis-arthron articulation disorder; Latin) pronunciation disorder caused by organic insufficiency of innervation of the speech apparatus. The mobility of the speech organs is limited and limited, so pronunciation is difficult. Often speech is poorly developed in general.

Diction(dictio-pronunciation; Latin) distinct, clear, pure pronunciation of words, sounds in conversation, singing, etc.

Dislalia(dis-lalia - I speak poorly; Latin) a disorder of oral speech, expressed in a violation of the pronunciation of speech sounds. In children, as a rule, it is accompanied by impaired written speech.

Dyslexia(dis-lego - I read poorly; Latin) a reading disorder associated with disruption or underdevelopment of certain areas of the cerebral cortex. Reading is slow, guessing with phonetic distortions; misunderstanding the meaning of what is read.

Delayed speech development (SDD) disruption of the normal rate of speech development, delay in speech development.

Stuttering logoneurosis, disruption of the smooth flow of speech by convulsive hesitations.

Impressive speech perception, understanding of speech.

Intelligence A relatively stable structure of an individual’s mental abilities, manifested in various areas of practical and theoretical activity. Characteristics of an individual, manifested in the success of an intelligence test(s); determined by IQ value.

Intonation(intono-pronounce loudly; Latin) a set of sound elements of speech (strength, pitch, timbre, duration of sound). Intonation creates an additional shade of meaning, subtext of speech, and helps to better understand the statement. If the speech is full of intonations, it is especially clear and beautiful.

Introspection A method of research and knowledge by a person of his thoughts, images, feelings, experiences and other acts of his own activity.

Iteration non-convulsive hesitations, repetitions in speech.

Yotacism violation of the pronunciation of the sound [j].

Kappacism lack of pronunciation of the sound [K].

Speech kinesthesia sensation of the position and movement of organs involved in speech production.

Communication(communico-communicate; Latin) contacts, communication, exchange of information between people.

IQ A quantitative indicator of an intelligence test, indicating the success of the test taker in comparison with the sample on which the test was standardized.

A culture of speech a multi-valued concept that includes: correctness of speech, that is, mastery of the norms of oral and written literary language (rules of pronunciation, stress, word usage, vocabulary, grammar and stylistics), and speech skill, that is, the ability to choose the most semantically accurate from existing options , stylistically and situationally appropriate, expressive, etc. Speech culture presupposes a high general human culture.

Lambdacism incorrect pronunciation of the sound [L]. Common speech impediment.

Lexicon lexicon.

Logical pause a pause that divides the speaker's speech into speech beats in accordance with semantic and grammatical connections between words is characterized by a change in pitch and voice.

Logical stress highlighting the most important word among other words to give the sentence its exact meaning. Logical stress falls on the word that has an essential meaning, according to the speaker’s intention.

Logicality of speech communicative quality of speech. To achieve logical speech, one should strive for semantic consistency of the statement.

Logoneurosis neurosis, manifested in the form of speech disorder.

Logophobia(logos-teaching, phobos-fear; Greek) fear of uttering words, speech.

Melody of speech raising and lowering the tone of voice. There are three types of speech melody: narrative- a sharp drop in voice on the last stressed syllable; interrogative- raising the voice on the word that serves as the semantic center of the question; exclamation point- indicates the emotional motivation accompanying the speaker’s speech.

Motor skills a set of motor reactions.

Mutism refusal of verbal communication while the speech apparatus is intact, observed in cases of mental illness, in shy children, etc.

Nonverbal communication gestures, facial expressions, pantomime, expressive movements.

Negativism unmotivated resistance of a child to the influence of an adult on him. Speech negativism is a persistent refusal to communicate.

Communication a complex, multifaceted process of establishing and developing contacts between people.

Organs of articulation lips, tongue, lower jaw, pharynx. Accurate articulation produces clear, clear speech.

Pantomime a set of expressive body movements accompanying speech and emotions.

Paraphasia a speech disorder in which individual sounds or words are used incorrectly.

Pathogenesis Regular or individual reactions with which the body responds to pathological influences.

Pause stopping during speech. Pauses are: 1) logical; 2) psychological; 3) physical.

Poltern pathologically accelerated speech with the presence of intermittent speech tempo of a non-convulsive nature.

Portamento easy slow glide from sound to sound while maintaining full clarity of all speech sounds.

Psychological readiness for schooling A set of mental qualities necessary for a child to successfully start school.

Resonator a cavity capable of reflecting sound waves. The voice acquires timbre thanks to a system of resonators.

Speech hearing a person’s ability to perceive and reproduce all phonological means of language when perceiving speech. Components of speech hearing: physical hearing- the ability to perceive spoken speech in different ranges of volume and height; phonemic awareness- the ability to distinguish and reproduce speech sounds.

Speech tact(syntagma) a word or group of words within a sentence that are united by meaning.

Speech a system of sound signals, written signs and symbols used by humans to transmit and store information. external- speech for others, heard and understood by others; consists of written and oral speech; internal- speech for oneself, devoid of sound design, mental speech.

Expressive speech active oral and written expression.

Rhythm of speech sequential alternation of speech elements over the same amount of time.

Rhetoric theory and mastery of harmonious speech.

Rhinolalia(rhinos-lalia - I speak through my nose; Greek) a pathological change in voice timbre (nasal tone) and distorted pronunciation of speech sounds.

Rhinophony change only in voice timbre (nasal tone, nasal tone) with normal sound pronunciation.

Rotacism a disorder in the pronunciation of phonemes [p] and [p"], which is expressed in the absence of these phonemes in speech or their distortion.

Reflection The process of self-knowledge by the subject of internal mental acts and states.

Self-regulation the process of a person managing his psychological and physiological states and actions.

Sigmatism deficiencies in the pronunciation of whistling sounds: [S, Z, Ts] and hissing sounds [Zh, Sh, Ch, Shch].

Tahilalia speech disorder, expressed in excessive speed of its tempo.

Tetism a disorder of sound pronunciation, in which instead of all or many consonant phonemes, only 2-4 stereotypical phonemes are pronounced, usually t", m, n; usually thetism is associated with general underdevelopment of speech, characteristic of hearing loss, alalia, etc.

Phoneme sound of speech. There are 42 phonemes in the Russian language.

Phonemic hearing the ability to auditory perception of speech sounds - phonemes. Phonemic hearing plays a huge role in mastering written language.

Hittism lack of pronunciation of the sound [X].

Echolalia involuntary repetition of heard sounds, words and phrases.

Language the most important means of communication, a tool for thinking and influencing people on each other.

My teaching activities are carried out in accordance with the State General Education Standard of the Russian Federation, which establishes a system of norms and requirements for the content of education and training, and for children to master key competencies in a kindergarten setting.

The relevance and novelty of fairy tale therapy lies in combining many methodological, pedagogical, psychological techniques into a single fairy tale context and adapting them to the child’s psyche
The advantages of using the fairy tale therapy method in the educational process are great, for example, through the analysis of a fairy tale invented by a child, the teacher receives information about his life, current state, ways of overcoming difficulties and ideological positions. Being not in ordinary, but in dramatic reality, the child and teacher are emotionally protected. Trust increases. By complementing, changing, enriching the fairy tale, the child overcomes self-limitations and complements, changes and enriches his life.

When turning to fairy tale therapy, a teacher can use various dolls, costumes, musical instruments, and artistic products.

Art therapy - healing through creativity -

(therapyfrom Greek - care, care)

caring for a person, psychological assistance and support.

“She evokes sympathy and respect not only because

which replaces syringes and potions with more pleasant things.

There's another good reason to tip your hat to her.

Transforming art into a means, into a “drug” for the health of children,

art therapy easily and cheerfully manifests a deeply humane position:

the person is more important than the art!” - Yuri Krasny, teacher, artist, poet.

Art therapy is a method of psychocorrection based on the disclosure of a person’s creative potential, internal mechanisms of self-regulation and healing, as well as “caring for the emotional well-being and psychological health of the individual” Natalya Tkachenko, psychologist, art therapist.

Art therapy uses various forms of creative (artistic) self-expression, using:

movements (dance, play, exercise)

drawing (drawing with pencils, crayons, felt-tip pens)

painting (drawing with paints)

sculptures (modeling from clay, salt dough, etc.)

music (listening, performing specially selected musical compositions)

vocalization (singing specially selected pieces of music)

improvisation (for example, playing musical instruments, singing, dancing, etc.)

- in conditions that provide support to the person,

in order to stimulate his personal growth, development and healing.

The purpose of art therapy -

help a person find harmony with himself and the world around him; for a child - to form the right attitude towards himself and the surrounding reality, to contribute to his healthy and joyful growing up!

Basicobjectives of art therapy:

Self-expression is to help a person express his feelings and emotions.

Self-knowledge is to help a person understand himself, his needs,

desires, abilities, your potential.

Expanding personal experience

Internal integration of personality

Integration with external reality -

the use of art therapy methods contributes to the acquisition of new skills of interaction, self-understanding, self-acceptance, as well as understanding and acceptance of the world around us.

Art therapy is most often used to identify and relieve a patient's emotional and psychological problems. People intuitively feel that self-expression is a way to heal, and creativity is one of the most effective ways to heal. This method of therapy does not require special skills and abilities, and many problems (including depression, low self-esteem and difficulties in relationships with others) can be resolved through the creative process.

Feature of art therapy: the importance of the creative act as such - spontaneous drawing and modeling are a type of imagination, and not a manifestation of artistic talent. For art therapy, the process itself and those features that the final product of creativity helps to detect in the mental life of the creator are important. Fine art is a bridge between the world of fantasy and reality. It includes elements of both, allowing the creation of a certain synthesis that neither a child nor an adult can create without the help of artistic means.

The art therapy method knows no age restrictions and is very effective when working with children. Can be used by both professional psychologists and teachers, and parents .

Art therapy for children.

Visual activity is a very important area in a child’s life: fine motor skills, the eye, coordination of movements develop, and interhemispheric interaction of the brain is actively working. But how to organize this activity correctly?

Creativity is initially inherent in a child, and careless intervention by adults destroys the sprouts of uniqueness, originality and individuality, turning the child into a poor apprentice, trying to embody the images and fantasies of an adult with his meager means.

Most children cannot find the path to creation on their own, cannot sufficiently master the means of drawing, sculpting, designing, creating appliqué, cannot comprehend their emotional experiences and experience of comprehending reality, and translate them into a plan and artistic image.

Factors of psychotherapeutic influence in art therapy:

Artistic expression factor: through an artistic image, color, shape, line, a person can express his feelings, needs and thoughts. - factor of interpretation and verbal feedback - during a conversation and discussion of a product, creativity occurs transformation, transfer of material (the process and result of creativity) from the emotional level to the level of understanding.

The advantages of the art therapy method are that it:

Provides an opportunity to express aggressive feelings in a socially acceptable manner: drawing, painting, or sculpting are safe ways to release tension; - accelerates progress in therapy: subconscious conflicts and internal experiences are more easily expressed through visual images; - provides grounds for interpretation and diagnostic work during therapy;

Allows you to work with thoughts and feelings that seem insurmountable (losses, death, trauma and violence, fears, internal conflicts, childhood memories, dreams);

Helps strengthen relationships between participants; - promotes a sense of internal control and order; - develops and enhances attention to feelings; - enhances the sense of one’s own personal value, increases

artistic competence.

Of great importance in art therapy - for personal development - is the satisfaction that arises as a result of identifying and developing hidden skills and abilities.

Long-term plan for the implementation of “Art therapy for the health of children” in preschool educational institutions for the 2014-2015 school year. year

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