Article by a primary school teacher
MBOU Secondary School No. 17 named after I.L. Kozyra village Shaumyansky
Georgievsky district, Stavropol Territory
Tsygankova Tamara Aleksadrovna
“The role of Russian folk tales in the spiritual and moral education of children”
“If you want your children to be smart, read them fairy tales. If you want them to be even smarter, read them more fairy tales."
A. Einstein
The profound socio-economic transformations taking place in modern society force us to think about the future of Russia, about its younger generation. The deterioration of the spiritual and moral situation in the country is due to the lack of clear positive life guidelines among young people. Often, material values dominate over spiritual ones, so children have distorted ideas about kindness, mercy, justice, citizenship, and patriotism. Young people can be accused of lack of spirituality, lack of faith, and aggressiveness, which is confirmed by frequent examples of children’s cruelty towards each other, loved ones, and animals. We are increasingly noticing that not all children know how to communicate with each other; some show a tendency towards hostility, a reluctance to share toys, or to help a friend in a difficult situation. Children have poorly developed skills of sympathy and empathy. But it is from an early age that a person’s moral qualities are formed and developed. Therefore, the issue of spiritual and moral education and development of children is one of the key problems facing every teacher, parents, society and the state as a whole. Thus, our main goal is to awaken in a child a love for his native land as early as possible, to lay down the most important traits of the Russian national character, such as kindness, decency, conscientiousness, the ability to compassion, hard work, etc.
The means of introducing children of preschool and primary school age to Russian folk culture include folk art, arts and crafts, including various genres of oral folk art. The use of one of the powerful means - fairy tales - is very helpful in the moral education of children. Introducing children to Russian folk culture through the study of Russian folk tales contributes to the development of patriotic feelings and spirituality in students. After all, a fairy tale enters a child’s life from a very early age, accompanies him throughout the preschool and primary school years, and can remain with him for the rest of his life. Fairy tales are an important educational tool, developed and tested by people over centuries.
A fairy tale is one of the most accessible means for the spiritual and moral development of a child, which has been used by both teachers and parents at all times. Advanced Russian teachers, such as V.G. Belinsky, K.D. Ushinsky always had a high opinion of the educational and educational significance of folk tales and pointed out the need for their widespread use in pedagogical work. They valued the nationality and national character in fairy tales, and noted the direct relationship between the simplicity, spontaneity of folk art and the same properties of child psychology. Children and fairy tales are inseparable, they are created for each other, and therefore familiarity with the fairy tales of one’s people must be included in the education and upbringing of every child.
Folk tale - This is an element of oral national creativity. By inventing instructive stories, our ancestors not only entertained their children, they put wisdom, experience, knowledge into these laconic, witty stories - everything that they wanted to preserve and pass on. Unfortunately, in pursuit of fashion trends, many forget about what Russian folk tales teach. Problem is that in our age of spiritual impoverishment, the fairy tale, like other values of traditional culture, is losing its high purpose. But the influence of fairy tales on the spiritual and moral development of children of preschool and primary school age lies in the fact that in the process of differentiating ideas about good and evil, the formation of humane feelings and social emotions occurs, and there is a consistent transition from the psychophysiological level of their development to the social one. A fairy tale begins children's acquaintance with the world of literature, human relationships and the entire world around them in general.
In order to make the most effective use of a fairy tale for the purpose of educating the moral qualities of children, it is necessary to know the genre features of the fairy tale as a genre. Fairy tales inspire confidence in the triumph of truth, in the victory of good over evil. The optimism of fairy tales is especially popular with children and enhances the educational value of this medium. The second important characteristic of a fairy tale is the fascination of the plot - imagery and fun make fairy tales a very effective pedagogical tool. Imagery makes it easier for children who are not yet capable of abstract thinking to perceive a fairy tale. The imagery is complemented by the funniness of fairy tales. A wise teacher, the people took special care to ensure that fairy tales were entertaining.
The language and style of Russian folk tales are characterized by incredible musicality, poetry, imagery, melody, wit, sparklingness, phraseological units and phrases that have become catchphrases.
Working with fairy tales also takes various forms: reading fairy tales, retelling them, discussing the behavior of fairy-tale characters and the reasons for their successes or failures, theatrical performances of fairy tales, holding a competition for fairy tale experts, exhibitions of children's drawings based on fairy tales, and much more. Living a fairy tale, children learn to overcome barriers in communication, subtly feel each other, and find adequate bodily expression for various emotions, feelings and states.
Conventionally, Russian folk tales are divided into three groups: everyday tales, tales about animals and fairy tales. And each has its own characteristics.
An everyday fairy tale is simply a storehouse of knowledge, because first of all it contains a description of folk life, which is where its name comes from. Since these works are created for children, everyday folk tales contain a lot of humor and exciting adventures. The hero of an everyday fairy tale is not a hero, but an ordinary person, for example, a soldier, peasant or blacksmith. He does not perform feats of arms and has no magical gifts, but overcomes all difficulties with the help of his ingenuity and dexterity. Everyday tales - these are real satirical folk works. Satire consists of a clear mockery of the greed, stinginess, and stupidity of people, most of them the rich. Everyday fairy tales teach us that happiness is not measured in money. And real happiness is family, work, love. (“Turnip”, “The Master and the Man”, “Porridge from an Axe”, “The Ryaba Chicken”, etc.)
Animal Tales –this is one of the oldest folklore genres. It intertwines echoes of myths about totem animals, stories about the origin of animals and birds, legends about the relationship between the human world and the animal world, etc. It captures centuries of human experience in mastering the natural world. Tales about animals differ significantly from other types of fairy tales. Their specificity is manifested primarily in the features of fantastic fiction. Each animal is endowed with special features. The bear is always good-natured and strong, the wolf is strong, but stupid and rude, the fox is the embodiment of female cunning and resourcefulness, the hare is “their guy,” but is cowardly and defenseless. Tales about animals are a real chronicle of human relationships. (“Teremok”, “Fox and Crane”, “Winter Hut of Animals”, “Cat, Rooster and Fox”, “Zaykina’s Hut”, etc.)
Fairy tales are a huge layer of poetic embodiment of the most important law of life: good always triumphs over evil. They are called magical because everything that happens in this type of fairy talefantastic and significant for the task:its hero, finding himself in one or another dangerous situation, saves friends, destroys enemies - fights for life and death. The danger seems especially strong and terrible becausemain opponentshis - not ordinary people, but representativessupernatural dark forces: Serpent Gorynych, Baba Yaga, Koschey the Immortal, etc. By winning victories over these evil spirits, the hero, as it were, confirms hishigh human principle, closeness to the lightforces of nature. In the struggle, he becomes even stronger and wiser, makes new friends and receives every right to happiness. (“Vasilisa the Beautiful”, “Geese-Swans”, “At the Order of the Pike”, “The Frog Princess”, “The Magic Ring”, etc.).
All fairy tales, regardless of type, teach children to love their family, to build family relationships (“The Wolf and the Seven Little Goats”, “Morozko”), (“The Cat, the Thrush and the Rooster”, “The Winged, the Hairy and the Buttered”); do not offend the little ones, treat old age with respect (“Zayushkina’s hut”, “Geese-Swans”, “Sister Alyonushka and brother Ivanushka”); fight laziness, greed, stinginess, stupidity (“The Fox and the Crane”, “Winter Hut”); solve difficult situations with the help of ingenuity, cunning, wit, perseverance and work (“The Bean Seed”, “Tops and Roots”, “Smart Farmhand”, “The Fox and the Crayfish”); defeat evil with good (“The Frog Princess”, “Finist the Clear Falcon”). In addition, a fairy tale is inseparable from beauty, it contributes to the development of aesthetic feelings, without which the nobility of the soul, heartfelt sensitivity to human misfortune, grief, and suffering are unthinkable. Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. A fairy tale is a fertile and irreplaceable source of instilling love for the Motherland.
Thus, introducing children of preschool and primary school age to fairy tales will allow them to join national traditions, experience pleasure from their feelings and emotions, and provide the opportunity for self-expression. From the details of everyday life, from folk holidays and traditions, and works of oral folk art, the image of the Motherland will be formed for the child.
Russian folk tale is also an invaluable assistant in the development of a child’s language and speech skills. Words and expressions from fairy tales with their ancient and deep meaning are embedded in our minds and live in us, no matter where we are. Fairy tales teach us to understand others, show empathy, honestly admit our mistakes, be hardworking, be amazed at the beauty of the surrounding nature, and treat it with care. Introducing children to Russian folk culture through the study of Russian folk tales contributes to the development of patriotic feelings and spirituality in each of them.
A large number of images of fairy tales developed in ancient times, in the very era when man’s first ideas and concepts about the world arose. Of course, this does not mean that every magical fantasy originates from the depths of centuries. Many images of fairy tales developed in the relatively recent past. In each new era, a fairy tale had certain fantastic material, which generations passed on from old people, preserving and developing previous oral and poetic traditions.
The Russian people have created about one hundred and fifty original fairy tales, but there is no strict classification of them yet.
Fairy tales are specific artistic works of folk art. Each of them has its own idea, which is clearly expressed in all versions of the same fairy tale plot.
Fairy tales as individual phenomena of art can be compared only according to significant historical, folklore, ideological and figurative characteristics.
The people understood that they do not achieve justice through miracles, that real action is necessary, but the question is - what kind? Fairy tales do not answer this question. Storytellers wanted to support the very desire of the people for justice with magical storytelling. The successful outcome of fairy tales is undoubtedly utopian in nature. He testified to the time when the people were painfully searching for a way out of tragic social conditions.
The fairy tale also established its own poetic forms, a certain composition, and style. The aesthetics of beauty and the pathos of social truth determined the stylistic character of the fairy tale.
There are no developing characters in a fairy tale. It reproduces, first of all, the actions of the heroes and only through them the characters. The static nature of the characters portrayed is striking: a coward is always a coward, a brave man is brave everywhere, an insidious wife is constantly engaged in insidious plans. The hero appears in a fairy tale with certain virtues. He remains like this until the end of the story.
Russian beauty and elegance distinguish the language of fairy tales. These are not halftones, these are deep, dense colors, emphatically defined and sharp. The fairy tale talks about a dark night, a white light, a red sun, a blue sea, white swans, a black raven, and green meadows. Things in fairy tales smell, taste, have bright colors, distinct shapes, and the material from which they are made is known. The armor on the hero seemed to be burning with heat, he took out, as the fairy tale says, his sharp sword, and pulled a tight bow.
A fairy tale is an example of national Russian art. It has its deepest roots in the psyche, in the perception, culture and language of the people.
The fantasy of fairy tales was created by the collective creative efforts of the people. Like a mirror, it reflected the life of the people, their character. Through a fairy tale, its thousand-year history is revealed to us.
Fairytale fiction had a real basis. Any change in the life of the people inevitably led to a change in the content of fantastic images and their forms. Once having arisen, fairy tale fiction developed in connection with the entire set of existing folk ideas and concepts, undergoing new processing. Genesis and changes over the centuries explain the features and properties of fiction in folk tales.
Having developed over centuries in close connection with the everyday life and life of the people, fairy-tale fiction is original and unique. This originality and uniqueness are explained by the qualities of the people to whom the fiction belongs, the circumstances of its origin and the role that the fairy tale plays in people's life.
1.Definition of a fairy tale, its role in raising a child
Before we begin our conversation about the possibilities of fairy tales as a developmental and psychotherapeutic tool, let's remember one old eastern parable.
A wandering seeker of truth saw a large stone on which was written: “Turn over and read.” With great difficulty, he turned over the heavy stone and read on the other side: “Why are you looking for new knowledge if you do not pay attention to what you already know?”
What is this parable about? Maybe just about fairy tales? After all, we all strive to learn something new, get acquainted with the latest developments in the field of pedagogy and psychology, and use previously unknown technologies. But we often forget about what we have known since early childhood - about fairy tales.
All people perceive the word “fairy tale” differently and put different meanings into it. Let's try to turn to science and find out how the fairy tale is interpreted by different researchers. Here are several definitions of a fairy tale, taken from various sources:
A fictional story, an unprecedented and even impossible story, a legend. V. Dahl. Explanatory dictionary of the living Great Russian language.
A narrative, usually folk poetic, work about fictional persons and events, mainly involving magical, fantastic forces. S. I. Ozhegov. Dictionary of the Russian language.
A narrative work of oral folk art about fictitious events, sometimes involving magical, fantastic forces. Dictionary of the Russian language.
One of the main genres of oral folk poetry, an epic, predominantly prosaic work of art of a magical, adventurous or everyday nature with a fictional focus. Literary encyclopedic dictionary.
A short instructive, often optimistic story, including truth and fiction. S.K. Nartova-Bochaver.
A work in which the main feature is the orientation towards revealing the truth of life with the help of conventionally poetic fiction that elevates or reduces reality. IN AND. Anikin.
An abstracted form of local legend, presented in a more concise and crystallized form... The original form of folk tales are local legends, parapsychological stories and stories of miracles, which arise in the form of ordinary hallucinations due to the intrusion of archetypal contents from the collective unconscious. M.-L. Von Franz
Psychology of fairy tales. Interpretation of fairy tales. The psychological meaning of the motive of redemption in a fairy tale
As you can see, even a far from complete list of definitions of a fairy tale allows us to see a variety of approaches and almost completely coinciding views. It is noteworthy that the authors of explanatory dictionaries usually talk about the folklore origin of the fairy tale, but do not include in the definition this type of fairy tale as the author's one. This position does not seem entirely legitimate, especially since in articles about fairy tales, as a rule, the fairy-tale works of Pushkin, Hoffmann, and Andersen are necessarily mentioned, which have become an integral part of the literary heritage of all mankind.
Russian pedagogy more than a hundred years ago spoke of fairy tales not only as educational and educational material, but also as a pedagogical tool and method. Thus, the nameless author of the article “The educational significance of fairy tales” (1894) admits that “if children repeat the same moral maxim at least a thousand times, it will still remain a dead letter for them; but if you tell them a fairy tale imbued with the same thought, the child will be excited and shocked by it.”
Fairy tales represent, in our opinion, rich material for the moral education of children. It is not for nothing that they form part of the texts in which children comprehend the diversity of the world. V.G. Belinsky saw the fairy tale as a profound educational tool: “In childhood, fantasy is the predominant ability and power of the soul, its main figure and the first intermediary between the spirit of the child and the world of reality located outside it.”
The great Russian teacher K.D. Ushinsky had such a high opinion of fairy tales that he included them in his pedagogical system, believing that the simplicity and spontaneity of folk art corresponded to the same properties of child psychology. Ushinsky developed in detail the question of the pedagogical significance of fairy tales and their psychological impact on the child.
A fairy tale does its job: it helps a child navigate the world around him, enriches his mental life, makes him feel like a fearless participant in imaginary battles for justice, for goodness, for freedom, and when the need for it passes, the child himself destroys it. But until the age of seven or eight, the fairy tale for every normal child is the healthiest food - not a delicacy, but daily and very nutritious bread, and no one has the right to take away this irreplaceable food from him. A child needs a fairy tale in order to experience this most beneficial period for his mental development as fully, magnificently, and richly as possible. It is necessary to use the child’s attraction to fairy tales in order to develop, strengthen, enrich and direct their ability to creative dreams and fantasy. The future belongs to those who fantasize. It is now considered generally true that a fairy tale improves, enriches and humanizes the child’s psyche, since a child listening to a fairy tale feels like an active participant in it and always identifies himself with those of its characters who fight for justice, goodness and freedom. It is in this active sympathy of small children with the noble and courageous heroes of literary fiction that the main educational meaning of the fairy tale lies. Our task is to awaken, educate, strengthen in the receptive child's soul this precious ability to empathize, sympathize, and rejoice, without which a person is not Human.
Only this ability, instilled from early childhood and brought in the process of development to the highest level, created and will continue to create the Bestuzhevs, Pirogovs, Nekrasovs, Chekhovs, Gorkys...
In order to make the most effective use of a fairy tale for the purpose of educating the moral qualities of children, it is necessary to know the features of a fairy tale as a genre. Let's look at the most typical ones.
Many fairy tales inspire confidence in the triumph of truth, in the victory of good over evil. The optimism of fairy tales is especially popular with children and enhances the educational value of this medium.
The fascination of the plot, imagery and fun make fairy tales a very effective pedagogical tool. In fairy tales, the pattern of events, external clashes and struggles is very complex. This circumstance makes the plot fascinating and attracts the attention of children to it. Therefore, it is legitimate to say that fairy tales take into account the mental characteristics of children, primarily the instability and mobility of their attention.
Imagery is an important feature of fairy tales, which facilitates their perception by children who are not yet capable of abstract thinking. The hero usually very clearly and clearly shows the main character traits that bring him closer to the national character of the people: courage, hard work, wit, etc. These features are revealed in events and through a variety of artistic means.
The imagery is complemented by the funniness of fairy tales. A wise teacher, the people took special care to ensure that fairy tales were entertaining. As a rule, they contain not only bright, lively images, but also humor. All nations have fairy tales, the special purpose of which is to amuse listeners.
Didacticism is one of the most important features of fairy tales. Allusions in fairy tales are used precisely for the purpose of enhancing their didacticism. “A lesson for good fellows” is given not by general reasoning and findings, but by vivid images and convincing actions. This or that instructive experience gradually takes shape in the consciousness of the listener.
working with fairy tales has various forms: reading fairy tales, retelling them, discussing the behavior of fairy-tale characters and the reasons for their successes and failures, theatrical performances of fairy tales, holding a competition for fairy tale experts, exhibitions of children's drawings based on fairy tales, and much more.
Types and type of fairy tales
There is a wide variety of classifications of fairy tales. Based on theme and style, fairy tales can be divided into several groups, but usually three large groups are distinguished:
1.fairy tales about animals
2.fairy tales
.everyday (satirical) tales
Animal Tales
Young children, as a rule, are attracted to the animal world, so they really like fairy tales in which animals and birds act. In a fairy tale, animals acquire human traits - they think, speak, and act. Essentially, such images bring to the child knowledge about the world of people, not animals.
Tales about animals took forms of fiction from the animistic and anthropomorphic ideas and concepts of people, who attributed to animals the ability to think, speak and act intelligently.
In this type of fairy tale, there is usually no clear division of characters into positive and negative. Each of them is endowed with one particular trait, an inherent character trait, which is played out in the plot. So, the traditional trait of a fox is cunning, so we are talking about how it fools other animals. The wolf is greedy and stupid; in his relationship with the fox, he certainly gets into trouble. The bear does not have such an unambiguous image; the bear can be evil, but it can also be kind, but at the same time it always remains a klutz. If a person appears in such a fairy tale, then he invariably turns out to be smarter than the fox, the wolf, and the bear. Reason helps him defeat any opponent.
Animals in fairy tales observe the principle of hierarchy: everyone recognizes the strongest as the most important. It's a lion or a bear. They always find themselves at the top of the social ladder. This brings fairy tales about animals closer to fables, which is especially evident from the presence in both of them of similar moral conclusions - social and universal. Children easily learn: the fact that a wolf is strong does not make him fair (for example, in the fairy tale about the seven kids). The sympathy of the listeners is always on the side of the just, not the strong.
It has been noticed that children easily remember fairy tales about animals. This is explained by the fact that folk pedagogical experience correctly captured the characteristics of children's perception. The fairy tales “Turnip”, “Ryabka Hen”, “Kolobok”, “Teremok” and some others hold the child’s attention with a special composition: episode clings to episode, often they are repeated with the addition of some new detail. These repetitions promote memory and understanding.
Fairy tales about animals can be called children's stories because they contain a lot of action, movement, energy - something that is also inherent in a child. The plot unfolds quickly. Happy endings to fairy tales correspond to the child’s cheerfulness and his confidence in the successful outcome of the struggle between good and evil.
There is a lot of humor in animal stories. This wonderful property of theirs develops in children a sense of the real and simply amuses, entertains, pleases, and sets in motion their spiritual strength. However, fairy tales also know sadness. How sharply contrasting are the transitions from sadness to joy here! The feelings talked about in fairy tales are as vivid as children's emotions.
There are many songs in fairy tales about animals. The song-rhythmic beginning imparts strong emotional expression to the narrative, diversifies it, and gives the fairy tale features of the unusual, the properties of a game. The songs and funny sayings are so expressive that they live independently, concentrating the poetic meaning of fairy tales in a compressed rhythmic and playful form. Having sunk into memory, fairy tales become an inseparable part of the child’s consciousness.
Fairy tales
A fairy tale is distinguished from fairy tales about animals, as well as from other varieties of the fairy tale genre, by its fiction and the special forms of oral narration associated with it. Not a single fairy tale is complete without a miraculous action, without the intervention of a miracle in a person’s life. Wonderful fiction underlies the magical fairy-tale plot.
This is the most popular and most loved genre by children. Everything that happens in a fairy tale is fantastic and significant in its purpose: its hero, finding himself in one or another dangerous situation, saves friends, destroys enemies - fights for life and death. The danger seems especially strong and terrible because his main opponents are not ordinary people, but representatives of supernatural dark forces: the Serpent Gorynych, Baba Yaga, Koschey the Immortal, etc. By winning victories over these evil spirits, the hero, as it were, confirms his high human principle, closeness to the bright forces of nature. In the struggle, he becomes even stronger and wiser, gains new friends and receives every right to happiness - to the great satisfaction of his little listeners.
In the plot of a fairy tale, the main episode is the beginning of the hero’s journey for the sake of one or another important task. On his long journey, he encounters treacherous opponents and magical helpers. He has very effective means at his disposal: a flying carpet, a wonderful ball or mirror, or even a talking animal or bird, a swift horse or a wolf. All of them, with some conditions or without them at all, in the blink of an eye fulfill the requests and orders of the hero. They do not have the slightest doubt about his moral right to give orders, since the task assigned to him is very important and since the hero himself is impeccable.
Children of older preschool age love fairy tales. The development of action, associated with the struggle of light and dark forces, and wonderful fiction are equally attractive to them.
The fairy-tale world awakens and develops the child’s imagination. The kid follows with warm sympathy everything that is said in the fairy tale.
In fairy tales there are no irreparable misfortunes in life, but at the same time they do not hide the fact that the real world knows severe human suffering, but everything ends happily thanks to a miracle. The imaginary miraculous victory of good over evil always activates the child’s feelings. The need for justice, the desire to overcome life's adversities forever become part of his worldview. This is extremely important for developing a person’s vitality and the qualities of a fighter for justice.
A fairy tale with its consistent composition teaches a child to think logically: the events in it unfold in strict sequence. The tale captures the dynamics of the plot. The closer the end, the sharper and more intense the relationships between the characters become. Very often, having brought the hero to the moment of almost complete achievement of the goal, the fairy tale allows for a sharp turn of events to the starting position - and again he begins the struggle for the triumph of justice. This technique helps the child understand that achieving a goal requires perseverance, loyalty to duty, and the desire to win at any cost.
Fairy tales are characterized by such a compositional feature: a threefold repetition of an episode with a subsequent intensification of the effect.
The construction of phrases and the selection of words are determined by the nature of the content. A calm narrative gives way to a rapid one when it comes to sudden and quick actions - this is achieved with the help of verbs of movement. The selection of verbs clearly conveys the dynamics of events and the severity of the situation. At the same time, the little listener becomes, as it were, a participant in what is happening, actively empathizing with the heroes of the fairy tale.
Household (satirical) tales
This tale is closest to everyday life. Approval or condemnation is always given openly, the assessment is clearly expressed: what is immoral, what is worthy of ridicule, etc.
The fairy tale loves an entertaining plot, replete with comic situations. The tale is designed for continuity and unity of perception. It excludes inserted and parallel episodes. As a rule, we are talking about one conflict with a very limited number of actors.
The constant heroes of satirical fairy tales are “ordinary” poor people. However, they invariably prevail over a “difficult” person - a rich or noble person. Unlike the heroes of a fairy tale, here the poor achieve the triumph of justice without the help of miraculous helpers - only thanks to intelligence, dexterity, resourcefulness and even fortunate circumstances.
In everyday fairy tales, sometimes animal characters appear, and perhaps the appearance of such abstract characters as Truth and Falsehood, Woe and Misfortune. The main thing here is not the selection of characters, but the satirical condemnation of human vices and shortcomings.
3. National fairy tales, their meanings for the overall development of the child
The ethnopedagogy of the people, created over centuries, includes many elements that make up a unified system of educating the younger generation. There was only one task: to raise a person capable of surviving in this (often hostile) world. And all this - through participation in a complex system of religious (less often secular) rituals, games, knowledge of legends and traditions that can form a mentality (national identification), instill moral standards, give the necessary knowledge about the world around us (and an understanding of one’s place in this world) , develop intelligence, hard work, endurance, caring attitude towards Nature (nature is what surrounds the world of the human race, is around).
Fairy tales played a special role in raising children. She, and only she, had within herself such educational capabilities that even now the most powerful and modern educational technologies are not able to compare with. There is not a single people, not a single tribe lost in the vastness of our planet, where fairy tales are not told. Only a fairy tale among any non-literate people is able to explain where you came from, why, how you should live this life and where you will go later... The language of a fairy tale is universal - you can listen to it with pleasure at any age. No wonder the Pomors always took the storyteller with them to the sea to fish, and all the costs for his accommodation the artel took over
Storytellers were especially valued among hunters in Siberia, when they needed to spend several months in a winter hut, far from people. Professional storytellers, feeding on their skills, also lived with us.
Today the need for a fairy tale seems especially great. The child is literally overwhelmed by a constantly increasing flow of information. And although the mental receptivity of children is great, it still has its limits. The child becomes overtired, becomes nervous, and it is the fairy tale that frees his consciousness from everything unimportant and unnecessary, concentrating his attention on the simple actions of the characters and thoughts about why everything happens this way and not otherwise.
For children, it does not matter who the hero of the fairy tale is: a person, an animal or a tree. Another thing is important: how he behaves, what he is like - handsome and kind or ugly and angry. The fairy tale tries to teach the child to evaluate the main qualities of the hero and never resorts to psychological complication.
A fairy tale, more fully and vividly than any other type of folk art, reproduces the world in all its integrity and beauty. It provides rich food for children's imagination, develops imagination - this most important trait of a creator in any area of life. And the precise, expressive language of the fairy tale is so close to the mind and heart of a child that it is remembered for a lifetime. It is not without reason that interest in this type of folk art does not dry out. From century to century, from year to year, classic recordings of fairy tales and their literary adaptations are published and republished. Fairy tales are heard on the radio, broadcast on television, staged in theaters, and filmed
Fairy tales included in the educational program
The kindergarten where I work educates children according to the “Program of Education and Training in Kindergarten” edited by M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. Our kindergarten has been operating under this program for several decades; it has been comprehensively tested by educators.
In accordance with the modern scientific “Concept of Preschool Education” on the recognition of the intrinsic value of the preschool period of childhood, the program brings to the fore the developmental function of education, ensuring the development of the child’s personality and revealing his individual characteristics.
The program is based on the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in education and compensates for the shortcomings in the spiritual, moral and emotional education of the child. Education is seen as the process of introducing a child to the main components of human culture (idea, knowledge, morality, art, work).
A special place in the program is given to introducing children to fiction as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books.
In accordance with this, the lists of fiction in the program include classic works from the golden literary fund. The literary material of the program is selected in such a way as to ensure the development of children’s artistic and creative abilities, aesthetic taste, and culture of perception of literary works.
I work with the second group of young children (one to two years old). Our task in the program in the fiction section is to teach students to listen to and understand short, accessible folk songs, nursery rhymes, fairy tales, as well as original works (prose, poetry).
Here are the stories included in the program for the age group I work with:
· “Chicken Ryaba” (arranged by K. Ushinsky)
· “Turnip” (arranged by K. Ushinsky)
· “How a goat built a hut” (arranged by M. Bulatov)
Using fairy tales in working with children
Among the variety of means of expression in a children's institution, it is recommended:
· to form the simplest figurative and expressive skills in young children (to be able to imitate the characteristic movements of fairy-tale animals)
· While reading a fairy tale, you should not make comments to children or urge them to sit quietly. This helps them fully experience the events of the fairy tale.
Imitation movements (of fairy-tale animals) can be taught to children in physical education and music classes, and in free activities.
At first, fragments from fairy tales can be used as exercises. For example, children are asked to pull out a turnip (r. n.s. “Turnip”). It is important to give children more freedom in action and imagination when simulating movements.
At an early age, children already begin to understand the text, so it is useful for them to be offered dramatizations of children's fairy tales to listen to.
In our group with children, we use theatrical games based on fairy tales. Theatrical games include:
Flonelegraph (carpet)
Pictures are good to show on the screen. They are held in place by the adhesion of the flannel that covers the screen and the back of the picture. Drawings can be selected from books, and missing ones can be completed. This gives the kids joy and pleasure. Screens of various shapes allow you to create “live” pictures that are convenient to show to the whole group of children.
Shadow theater
What is needed is a screen made of translucent paper, expressively cut out black flat characters and a bright light source behind them, thanks to which the characters cast a shadow on the screen.
Finger Theater
This theater is worn on the fingers. As the action progresses, the teacher moves one or all fingers, pronouncing the text. Finger theater is good when you need to show several characters at the same time. For example, in the fairy tale “Turnip” new heroes appear one after another.
Tabletop toy theater
The tabletop toy theater allows you to freely simulate and simultaneously record various situations, and it is also convenient to imitate the movements of animals and other characters.
Lesson notes
Topic: Telling children the fairy tale “Ryaba Hen”
1.teach children to listen to a fairy tale in a dramatized version and in a regular retelling
2.develop attention, memory, perseverance
.in speech understanding: vocabulary enrichment: chicken, mouse
.to instill in children a desire to listen to fairy tales and instill a love for Russian folk tales.
Developmental environment: table theater of the fairy tale “Ryaba Hen”
The teacher tells a fairy tale, accompanying the story with a demonstration of tabletop theater figurines and showing some of the characters’ actions (“beat - beat - didn’t break”, “touched with his tail, the egg fell”). Then the teacher tells the story again (without visual accompaniment). In conclusion, the teacher invites the children to the table, offering to take a good look at the woman, grandfather, chicken and egg. You can play. Children move the figures, accompanying the actions with speech.
List of used literature
1.V.G. Anikin, Yu.G. Kruglov. “Russian folk poetic creativity” manual for students of Moscow: “Enlightenment” 1983.
2. “Introduction to the psychology of fairy tales” Igor Vachkov / http://psy.1september.ru/2001/12/12_13.htm
Children's literature: Textbook for students. higher ped. textbook Establishments / I.N. Arzamastseva, S.A. Nikolaev - 3rd ed., revised. and additional - M.: Publishing Center "Academy", 2005.
Children's literature: Textbook. manual for students of pedagogy. special education school No. 03.08 “Doshk. education" / V.P. Anikin, V.V. Agenosov, E.Z. Gankina and others; Ed. HER. Zubareva. - 3rd ed., revised. - M.: Education, 1989.
.“Fairy tales are a means of moral education for children of primary school age” E.S. Trishina / Education: Abandoned Territory 2/04
Belinsky V.G. Full collection works T. 4. - M.: Education, 1959
Volkov G.N. Ethnopedagogy. - M.: Publishing house. Center "Academy", 1999.
.“The magical world of traditional Russian pedagogy” A.B. Namzin / http://starina.library.tver.ru/us-0062.htm
Program of education and training in kindergarten / ed. M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova. - 3rd ed., rev. and additional - M.: Mosaika-Sintez, 2005.
.“Playing puppet theater” N. Sorokin / Preschool education No. 10 1997.
M.D. Makhaneva “Theatrical classes in kindergarten”, a manual for workers of preschool institutions - M.: Education 1999.
Tutoring
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Author: Kusakina Elena Nikolaevna, teacher of Russian language and literature MBOU "Secondary School named after Karl Marx" Pochepa, Bryansk region
Goal of the work: the need to use fairy tales to shape the child’s personality.
Tasks:- show how, thanks to a fairy tale, the moral foundations of a future personality are formed;
- analyze, using the example of a specific folk tale, what specific inclinations and qualities of character can be formed;
- warn against the danger of ignoring fairy tales and fairy-tale plots in raising a child.
The work is intended not only for teachers working with children and preschool teachers, but also for parents who care about how their children will grow up.
The relevance of this work is due to the fact that today the most effective and proven methods and means of raising children have become undeservedly forgotten. Fairy tales are one of the most ancient means of moral and ethical education, and also form behavioral stereotypes of future members of society. In this regard, the rejection of this method of raising children seems, if not a mistake, then a noticeable omission on the part of the school and parents.
The work analyzes the pedagogical impact of a fairy tale on a child: how a fairy tale introduces children to the world around them, moral norms, the laws of life and teaches them to live according to these laws. Thanks to artistic images and a special fairy-tale language, children develop a sense of beauty; in addition, they develop an interest in the life and culture of the Russian people, i.e. conditions are created for the formation of the foundations of the child’s patriotic consciousness.
“On the role of fairy tales in raising children”
“A fairy tale is a lie, but there is a hint in it, a lesson for good fellows...” These words of the poet and great storyteller A.S. Pushkin best characterize the features of this most popular of folklore genres. A fairy tale is a necessary element of a child’s spiritual life. With its help, a little person enters not only the world of miracles and magic, but also plunges into the depths of his soul. Fairy tales teach kindness towards people, show high feelings and aspirations, and express deep moral ideas. Another kind storyteller, Korney Ivanovich Chukovsky, wrote: “The purpose of a fairy tale is to cultivate humanity in a child - this marvelous ability of a person to worry about other people’s misfortunes, to rejoice at the joys of another, to experience someone else’s fate as if it were his own.”
Since ancient times, people have told each other fairy tales around the fire or hearth so that each member of the tribe (especially the young) can successfully survive. Telling stories was the oldest practical psychology. The fairy tale did not appear by chance. It is the result of a fusion of fantasy and the life experiences of millions of people. Perhaps many fairy tales were written after a person had resolved his problems, personal or social.
Thanks to a fairy tale, a child (and an adult too) can find the answer to a question that interests him, form his views on life, understand the main mistakes of his behavior and draw conclusions from this. In the process of listening and understanding a fairy tale, a person forms life principles on which the scenario of his life depends. The most important episodes of a fairy tale remain in the child’s mind, which help to form life values, a way of thinking, and the distinction between the most important moral categories: good and evil, justice and injustice, beauty and ugliness. Through fairy tales, our ancestors passed on moral norms, traditions and customs, their life experiences and attitudes to the world to the younger generation. The heroes of fairy tales were an example for the child: from their experience he learned how to act and what not to do. Such an example is more understandable to the child than the categorical parental “No!” In order for education with fairy tales to be effective, it is not enough to simply tell the child the first fairy tale that comes across. A fairy tale should be selected depending on the age of the child and his character traits. For example, at 2.5 - 3 years old, fairy tales like “Turnip”, “Teremok”. They are short and based on repetitions of phrases, which is important for a small child who finds it difficult to master a large amount of information at that age. By the age of 3, fairy tales about animals (“The Wolf and the Fox”, “The Three Little Pigs”) will be added. At this age, it is easier for a child to associate himself with an animal hero than with a person. The world of adults seems too complicated to a child; there are many rules and restrictions. And the plots of fairy tales about animals are simpler and more accessible to his understanding. From 3 to 5 years is the period of self-identification, therefore the fairy-tale hero must correspond to the gender of the child. At 5-6 years old, you can offer literary fairy tales. The child no longer just identifies himself with the main characters, but can draw parallels between their behavior and his own: “But if I were in his place, I would do something wrong...”. At this age, education with a fairy tale helps the child understand that there are no absolutely bad and absolutely good people in the world: positive heroes can make mistakes, and negative ones can do good deeds (even unconsciously). But there is no need to rush: until the child clearly understands from simpler fairy tales what “good” is and what “bad” is, he will not be able to distinguish the nuances. And any fairy tale should be chosen with caution: in many cases, the child repeats the life scenario of his favorite fairy tale. It is very useful for young children who cannot yet read to listen to fairy tales as retold by their parents. Of course, it is better to read Korney Chukovsky or the unfading “The Little Humpbacked Horse” so as not to lose the grace and originality of these tales, but the rest of the tales are worth retelling. And so that it is not a movie fairy tale, not an audio recording, but the living voice of a mother or grandmother. When a heroine walks in front of you on the movie screen, the child loses the opportunity to use fantasy and imagination. But it is precisely from the happiness of the imagination that creative power is born, which will later enrich the life of a child, no matter who he becomes.
Do not think that the fairy tale is very simple and accessible. Complex life and even philosophical categories are discussed here using simple examples.
Suppose an adult is told that working in a team greatly enhances work efficiency compared with working as an individual. An adult will understand this from a scientific point of view, but it is easier for a little person to explain the meaning of collectivism using the example of the fairy tale “Turnip”: the heroes pull the turnip, pull, but cannot pull it out until the mouse also joins them. So, thanks to a fairy tale, a child can develop the ability to work in a team and an awareness of the need for teamwork, which will be useful to him later, in adulthood.
Or the well-known fairy tale “The Frog Princess”. Its main meaning is quite complex: do not judge a person by their appearance, look deeper, evaluate people by their deeds, by their inner merits. How skillfully the fairy tale leads to this idea! Here Ivan Tsarevich sees his betrothed, and she is a frog. The prince’s appearance frightens him; he is afraid that “people will laugh at him.” But the frog turns out to be extraordinary, speaks in a human voice, notices the sadness of Ivan Tsarevich, and tries to calm him down. Behind the ugly appearance lies attention, kindness, caring, modesty. And she is a skilled craftswoman. And the apotheosis of the princess’s wisdom and beauty is her appearance at the royal feast. But we understand that the true beauty of the princess is in her soul. And the behavior of Ivan Tsarevich also teaches the little man a lot. For example, the fact that you should never rush into a decision without assessing all the probabilities. It turns out that all events in the world are interconnected and have their own reason. He burned the frog's skin, was in a hurry - and was punished for it. The further difficult path of the hero teaches that in life you need to overcome many difficulties in order to achieve your goal. But the most valuable thing is given to a person through trials. What is given just like that, without effort, is not valued and is easily lost. And not only objective difficulties are encountered by the hero, but also a struggle with himself. The hero is kind and fair, that’s why everyone helps him: birds and animals. By this, the fairy tale teaches that you need to be attentive and kind to others, and not only observe your own selfish interests: help another, have pity on another - and the day will come when he will help you in difficult times. There are many helpers around us, but they will come to the rescue if we cannot cope on our own. This is how both independence and trust in the world around us is formed. It is such difficult life conclusions that such a seemingly simple and uncomplicated work - a fairy tale - makes you think about.
The fairy tale gradually teaches us the realities of the world and human society.
For example, transformations and transformations of heroes (external or internal) give an idea of the versatility of life, the many roles that will have to be played. Shakespeare said: “All life is a theater, and the people in it are actors, and everyone plays more than one role,” and in fairy tales the gray wolf turns either into a golden-maned horse or into Helen the Beautiful. This is how one comes to understand the social roles that one will have to play in life: son, student, friend, husband, father, employee, etc. Fairy tales give the child an understanding of the multi-role principle of life. Another metamorphosis - the hero becomes better, kinder - allows the child to understand that it is possible to change for the better, that it depends only on the person himself.
The fact that a child identifies himself with a fairy-tale character develops the ability to understand another, to put himself in his place. The fact that in a fairy tale good always triumphs over evil gives the child a sense of psychological security and a sense of security. The child sees that trials strengthen the hero, make him stronger and wiser, that everyone is rewarded according to their deserts, in fairness.
Our ancestors believed in the spirits of nature and respected the laws of relationships with nature. Nature gives something to a person, and takes something away if the laws of interaction with it are violated. A child needs to comprehend a caring attitude towards the nature around him as a living being, and such an attitude is built on the basis of love for all living things. This is how a child’s environmental education occurs.
In a fairy tale, the hero always overcomes difficulties and matures as the tale progresses. Overcoming obstacles - a necessary element of a fairy tale - forms an active life position in the child, and also provides a psychological basis for understanding that everything does not always work out easily and immediately according to your desire, but he can do it, it can be achieved.
It is no coincidence that in a fairy tale the hero who personifies goodness is always beautiful. This is either an invincible hero who protects his people, or simply a man who defeats evil with intelligence, wisdom and resourcefulness. In any case, the positive hero is distinguished by intelligence, beauty, skillful hands or good magic, and the negative one is distinguished by evil, ugliness and deceit. Therefore, children love fairy-tale characters, believe them and transfer this faith and love from the fairy-tale world to the real world. Thanks to the fairy tale, children begin to understand the most important truths of human life. A fairy tale helps to form the foundations of morality, morality, by the laws of which they will have to live.
With the triumph of civilization, the true role of fairy tales was forgotten, and the fairy tale began to move into the background. A fashion has emerged among parents for early development, and therefore for early maturation of children: “My child started walking at 6 months, mine already re-read all the encyclopedias at 5 years old and writes poetry himself (sings, dances, composes music,” etc.). ) Of course, parents can be understood. Some openly plan for their offspring social success in life in their own image or likeness, or out of a desire for the children to compensate for the failures of their parents. When a little person enters adult life early, there cannot be a fairy tale around him. We strive to give children the opportunity not to get lost in a difficult future life, in conditions of real competition of affairs and positions, money and titles, outside of which no society exists. But there is no normal personality without harmony of heart and mind. There are no great artists who are fools or famous scientists who are “crackers.” Only a balanced mind and heart helps to achieve a lot. Do not be afraid that if you tell your child fairy tales, he will grow up to be an absurd dreamer, unadapted to life. There is no need to deprive children of childhood and deceive them with apparent adulthood.
The fairy tale gives confidence that life is fair, that good must necessarily defeat evil, no matter how powerful and insidious evil may be. Young children internalize this as a fact. They don't doubt anything yet. And such confidence is needed, because it is very difficult to live without it. Communication with a kind and humanistic fairy tale will make this unnoticed.
In our modern, technogenic world, the traditions of the people and the moral rules of the family have faded into the background, and kindergartens, hobby groups and studios, and general education schools are involved in raising children. Until recently, mothers and grandmothers told fairy tales to their little children, and thereby raised them. When putting the child to bed, the mother or grandmother began to tell various fairy tales, the essence of which was simple worldly wisdom, i.e. in other words, Russian folk tales acted as a kind of tool for socialization in the modern world. Listening to fairy tales in detail, the child comprehended the relationships between people, looked for a way out of difficult situations and overcame various difficulties, and most importantly, learned to distinguish good from evil, believe in the power of truth and justice, which was very important in the moral development of the child.
Using the language of artistic images, using vivid examples, the fairy tale helps children understand the characters of the characters, their actions, their relationships with other characters in the fairy tale, teaches children about life, and shows the good and the bad. All these points make fairy tales valuable material for raising preschool children.
Fairy tales develop imagination, thinking, attention and memory. Almost all children like to repeat phrases from fairy tales three times, they like to add endings to phrases when reading fairy tales, they like songs and short rhymes from fairy tales. This process of repetition contributes to the development of the child’s spirituality, his morality, and develops the child’s speech and creative abilities. And then, using specific examples of fairy tales, it is better to learn wisely than just listen to your mother’s moral teaching.
Everyone knows that a fairy tale plays a very important role in the development of a child’s emotional qualities, and these, in turn, influence the formation of the child’s moral assessments. Psychologists say that childhood impressions will remain in the child’s mind for a very long time, and at the same time they influence the behavior and mood of an adult. Children do not forget those readings and discussions of fairy tales that they had with their mother or grandmother in the evening hours together. Despite the fact that in our time there are fairy tales in audio files, in media files, no one can replace live communication between an adult and a child. No one is demanding that we abandon modern technical means of using fairy tales, but old-fashioned reading of fairy tales with the family should not be forgotten. After all, a tape recorder or computer cannot ask a child a question, understand incomprehensible words, or compare the actions of the characters. This can only be done by a living person, primarily a mother.
Children who often listened to fairy tales in childhood adapt much faster and less painfully to kindergartens and schools. These children quickly find a common language with unfamiliar children and adults, and they are the ones who have practically no complexes in life. It is necessary to take into account the child’s condition and choose the right time for reading fairy tales. It is necessary that the baby is in a good mood and not excited; in this state he is most inclined to listen to a fairy tale, to communicate with his mother or other adults.
The optimal time is to read a fairy tale before bedtime, since at this time the child is relaxed, in a calm mood and ready to receive fairy-tale information. Adults should remember that a fairy tale should be read with pleasure, in a good mood - in this case, your emotions, your mood, your pleasure will be passed on to the baby.
When reading a fairy tale, remember that your attitude towards it is also important. If you feel a fairy tale world, if you want to believe in the miracles that are described in a fairy tale, then the fairy tale you read will become even more interesting for your child.
You need to read fairy tales with good diction: pronounce all sounds clearly, as the child listens and repeats what he hears. If a child likes a fairy tale, he can listen to it for several days in a row.
Properly selected fairy tales, taking into account the age and psycho-emotional characteristics of children, can not only positively influence the emotional state of children, but also correct their behavior.
What fairy tales should you tell (read) to your child?
The choice of a fairy tale for a child, especially a small one, should be approached consciously. To choose the right fairy tale, you need to take into account both the child’s age and the characteristics of his temperament. A fairy tale should make your child’s soul feel joyful. But books that will cause him emotional stress and make him noisy and irritable should be abandoned.
It is known that parents know their baby very well; they can accurately predict his reaction to each specific story and feel whether a given fairy tale is suitable for him or not. Of course, when choosing any fairy tale, if you are unfamiliar with it, you should first familiarize yourself with its content and analyze: how much your child will like the characters, whether they will scare him, etc.
You need to start with short and simple fairy tales so that the child can follow the plot. The main characters of the first fairy tales are people and familiar animals. For example, the fairy tales “Kolobok”, “Hen Ryaba”, “Teremok”, “Turnip” will definitely appeal to a child aged 1-3 years: there are few characters, the plot is simple and there are elements of repetition.
When starting to read a fairy tale to your child, you need to interest him. Fairy tales for little ones should be read slowly, in a sing-song voice. During the reading process, mom or dad can imitate the voices of the characters, intone, gesticulate, and grimace. It is very important to be able to show surprise, curiosity and other emotions, and rejoice with the child. For small children, you need to choose beautifully designed books. Large and bright pictures, not overloaded with details.
Older children (3-6 years old) can read fairy tales with more complex content, but they should still have a specific plot, and the characters should be well known to your child.
Children of this age really like to read fairy tales in verse - poems are easy to understand, children subconsciously like them, and soon the baby, following you, will begin to repeat lines from “Moidodyr”, “Mukha-Tsokotukha”, “Doctor Aibolit” or Marshak’s poems. A child of this age can begin to be introduced to such fairy tales as “The Three Little Pigs”, “Cinderella”, “Pinocchio”, “Dunno”. Many fairy tales from around the world, Russian folk tales, as well as fairy tales by Andersen, the Brothers Grimm, Bazhov, and some fairy tales by Pushkin are perfect for preschoolers.
A fairy tale at this age should not only please the child, but also be instructive and benefit him. The most important thing for a child is a correct understanding of the meaning of what he read.
Therefore, if you want your child to perceive life positively, to easily accept failures, while learning the proper lesson from them, to rejoice at success and move towards his goal, read fairy tales to him. Read fairy tales as often as possible and for as long as possible: remember, fairy tales are not just a pleasant, interesting pastime, but they are also one of the most powerful tools that help children develop correctly and harmoniously.
Literature:
LIST OF SOURCES USED
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2. Kozlova S.A., Kulikova T.A. Preschool pedagogy: Textbook. M.: Academy, 2002. – 416 p.
3. Bunyatova, A.R. The role of fairy tales in the formation of spiritual and moral values in preschool children / Bunyatova // Advances in modern natural science [Electronic resource]. -2010. – No. 6. – Access mode: www.rae.ru/use/?section=content&op=show_article& article_id=7785424 – Access date: 11/01/2011.
4. Propp V. Ya. Russian fairy tale. M.: Labyrinth, 2000. – 416 p.
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