ON THE PROBLEM OF FAIRY TALE THERAPY IN THE EDUCATIONAL PROCESS OF ELEMENTARY SCHOOL: THE CONCEPT OF A THERAPEUTIC FAIRY TALE AND THE METHOD OF ITS COMPOSITION

Abstract

The relevance of the topic of the scientific article is considered in the context of the need to analyze pedagogical technologies that express the methodology of using fairy tales and stories in the educational process of the school for the purpose of educational and therapeutic influence. The purpose of the study is to analyze the didactic and methodological aspects of the use of fairy tale therapy in the educational process of elementary school. In the process of scientific research, the following research methods were used: analysis; generalization and systematization; comparison; method of analysis of the knowledge system; comparative. The names of Ukrainian personalities who researched the psychological aspects of fairy tale therapy (O. Vasilevska, I. Danyliuk, S. Zolnikova, K. Kolomina, O. Kosarieva, L. Magdysiuk, R. Fedorenko, M. Zamelyuk, N. Nikitina, V. Solodukhov, A. Fradynska) and didactic and methodological dimensions of using fairy tales in the educational process of primary school (I. Garmash, O. Muzychuk, L. Slyvka, K. Striletska, O. Fil, V. Tsys) have been announced. It is noted that the range of domestic developments that systematically cover the research problem is very narrow. The essence of the concept of «fairy tale therapy» is clarified, and the difference between a therapeutic fairy tale and an ordinary fairy tale is emphasized. It is noted that fairy tale therapy becomes a protective barrier and can free a child from traumatic experiences, relieve tension, and promote the development of communication skills, emotional, and cognitive spheres. It is emphasized that a fairy tale for fairy tale therapy is composed for each child separately, taking into account their characteristics and based on the problems and fears that are inherent in a particular child. The algorithm for composing a therapeutic fairy tale is described. The main techniques for working with a fairy tale are detailed (analyzing a fairy tale; telling a fairy tale; rewriting a fairy tale; staging a fairy tale with the help of puppets; drawing based on a fairy tale; playing episodes of a fairy tale; composing a fairy tale). Examples of methodological recommendations for composing a therapeutic fairy tale, which are presented in available sources, are given. It is concluded that the didactic and methodological aspects of using fairy tales in the educational process of primary school have not yet found sufficient coverage in the research of domestic scientists. A promising field for further directions of scientific research has been identified, such as: analysis of educational programs for primary schools for the potential use of fairy tales in the educational process; study of foreign experience in using fairy tale therapy in the educational process of primary schools.