Treason / 31.10.2020

Fairy tale and its meaning in raising children. The role of fairy tales in the upbringing and development of children

“And we can’t live without a fairy tale, friends,

After all, with a fairy tale it is easier to believe in miracles.

After all, with a fairy tale it’s easier to find our way.

Into a small heart, open the door.”

How many good memories from childhood we have are associated with fairy tales, where good and evil heroes live. With the help of fairy-tale characters, adults can interest a child, produce an educational effect on him, and even solve any psychological problem.

Reading fairy tales gives a lot to children and adults; it helps them become closer spiritually.

Through a fairy tale, it is easier to explain to a child what “good” is and what “bad” is.

After all, fairy-tale characters can be very different: good and evil, cunning and envious, affectionate and rude. With the help of such characters, we can show children the good and the bad, what they can and should do, and what they shouldn’t do, in certain situations. life situations.

A fairy tale is a way to communicate with a child in a language that is understandable and accessible to him; these are the first small, safe lessons in life. In our work with younger children preschool age, we use fairy tales very often, since fairy tales are an integral element in raising children. By reading and telling fairy tales, the child’s inner world develops. Children who are read fairy tales from early childhood begin to speak faster. Fairy tales teach children to compare, empathize, help form the foundations of behavior and communication, develop the child’s fantasy and imagination, coherent speech and thinking, attention, memory, facial expressions, gestures, as well as his creative potential. Working with young children, we very often use Russian folk tales, which we not only read and tell, but also show with the help of a puppet theater - these are “Turnip”, “Kolobok”, “The Ryaba Hen”, “Masha and the Bear”, etc. .d."

After all, fairy tales and the inner world of a child are inseparable from each other. Therefore, a fairy tale is a necessary stage in the development of children, a stage that forms a reserve of vitality, or is a kind of library of life situations. We are very glad that in our kindergarten the week of May is dedicated to theatrical activities, since they are close and understandable to the child, bring joy, develop imagination and fantasy, promote creativity and speech development child and the formation of the basis of his personal culture.

The educational possibilities of theatrical activities are enormous: its topics are not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them - through images, colors, sounds, music. Skillfully posed questions by the teacher encourage preschoolers to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary is activated and the sound culture of speech is improved.

As a result, the child learns about the world with his mind and heart, expressing his attitude towards good and evil; learns the joy associated with overcoming communication difficulties and self-doubt.

The main goal of this week is to create conditions for the development of speech and creativity in children by introducing them to regular theatrical activities with the interaction of teachers and parents!

Children's fairy tales, their role

in education

All parents with preschool children know how much children love fairy tales. Parents lose their temper when reading for the hundredth time the same fairy tale that the child knows by heart. At the same time, skipping a piece of text causes the child to scream indignantly: “Mom, did you miss how the cockerel called the cat for help! "

What kind of phenomenon is this - children’s love for fairy tales, and what is their role in education? Let's try to figure this issue out together.

Why do children love fairy tales?

According to psychologists, preschool children have difficulty distinguishing reality from fiction, because their whole life passes in the world of concrete things: a bed, a toy, a mother, milk in a cup. The child understands that there are things outside his field of vision: for example, the dacha or mother’s work. But you can come to the dacha or your mother’s work, they actually exist. And where the Sunny City is located, in which Dunno or the Magic Forest lives, it is difficult for a child to imagine.

Thanks to the fairy tale, the child experiences exciting adventures and travels without leaving home.

Development of speech and imagination with the help of fairy tales

Reading fairy tales expands a child's vocabulary and helps develop speech. Listening to a fairy tale, the child gets acquainted with folklore, remembers proverbs and sayings (“Don’t sit in the wrong sleigh”, “There is no better friend than your own mother”). It is no coincidence that teachers and speech therapists use fairytale therapy for classes with children with speech delays.

Fairy-tale images help develop children's imagination. Putting himself in the place of a positive hero, a child can engage in battle with an enemy (a thicket of nettles) using a magic sword (stick) or go to Mars in a rocket made of pushed together chairs. Psychologists say that fantasy helps a child develop intelligence, so imagining for a child is very useful.

Reading a fairy tale as a communication option

with parents

In order for the child to listen carefully and with pleasure reading fairy tales, it is best to choose a time before bedtime, when the child is tired and will not be fidgeting, wanting to run and jump. Reading a fairy tale is communication with a child through a fairy tale, during which we come into contact with the child’s inner world. Reading fairy tales to children is a necessary moral and spiritual work, which is no less important than the child’s nutrition and sleep.

Therefore, those parents who replace reading a fairy tale by watching cartoons or listening to an audio recording of a fairy tale are doing the wrong thing.

The connection between your favorite character and your child’s character

The choice of a child’s favorite fairy-tale character gives parents a reason to think about their children’s problems and fears. For example, if your favorite character is the Ugly Duckling, you should think about and find out whether your child is the subject of attacks and ridicule in children's team, doesn’t he feel lonely there, not like everyone else? If your favorite character is Dunno, this is also a reason to think about why your child likes a lazy, stupid and sloppy character.

Raising children with fairy tales is that often the parents themselves, while reading the fairy tale, give their assessment fairy-tale heroes. For example, they say that the fox is cunning, and the wolf is a simpleton and believes her, or, conversely, the fox is smart and deceived the stupid wolf. These comments also greatly influence the moral education of children and the formation of their value system.

The victory of good over evil as an important educational moment

Raising children with fairy tales convinces us that fairy tales are moral lessons for children. Fairy-tale heroes are endowed with courage, beauty, hard work, honesty, and love for the Motherland. Fairy tales show children what happens when heroes deceive or act dishonestly. From the fairy tale, the child learns that friendship helps to defeat evil and that evil is always punished. Thanks to the fairy tale, the child learns that good is always stronger than evil, and this helps him in later life to follow the path of goodness and think positively.

Teachers and psychologists note the invaluable the role of fairy tales in children's development. The fairy tale is loved by children of all ages, because when listening to it, the child gets the opportunity to become an energy center of creative activity. He is not just in the role of a passive observer, but becomes the creator of his own original images and tries them on himself. This allows the child to test himself for courage and perseverance, to recognize good and evil, and to develop his own style of behavior in a given situation.

The role of fairy tales in children's development younger age difficult to overestimate. A fairy tale contributes to the development of a child’s worldview and introduces children to the simplest model world order, enriches the child’s subject and social experience, promotes the development of the combinatorial ability of the mind.

Not always educational meaning of the fairy tale presented openly. In some cases, on the contrary, it may even seem that the fairy tale carries a negative semantic load and promotes cruelty, violence, and suppression of the individual. This is a bun eaten by a fox, and a humiliated Cinderella, and a bunny kicked out of her own house. However, fairy tales with sad endings for children are not at all accidental. From them, the child gets the idea that home is protection, and the outside world can be dangerous, and if you are still small and weak, then for the time being you do not need to go there alone.

The fairy tale, being a kind of horror film, is designed to alert the child, to build, on the basis of basic trust in the world, a healthy distrust of strangers and sweet words. Perceiving the fairy tale, the child begins to realize that external attractiveness, kind words another cannot be a screen hiding a “rotten” soul. The fairy tale forms the foundation of safety for children: you can’t run away from your mother, you can’t go with someone else’s uncle, you can’t open the door to strangers, etc.

The role of fairy tales in the development of children also lies in the fact that it lays the foundations for the child’s critical thinking and teaches them to understand that not everything that adults say is the “ultimate truth.” But at the same time, it is important to understand that you should not just tell a fairy tale to a child, but constantly comment on what you are talking about. You don’t need a lot of words, sometimes facial expressions, intonation, a heavy sigh, and shaking your head are enough. And then the fairy tale will become a wonderful way to teach your child safety rules.

Teachers: Vlasova O.I.

The role of fairy tales in a child’s life has enormous educational significance. The language of the fairy tale is understandable to the child and allows him to explain to the child the difference between good and evil.

A fairy tale is of enormous importance in a child’s life. It becomes a means of development and education literally from the first day of the baby’s life and accompanies him until adolescence. Its role is especially great in the education of children of primary preschool age.

A fairy tale awakens all the good that is in a child’s soul, forms moral values and a love of reading, teaches proper communication, and develops the emotional sphere and speech.

Reading together helps parents and children get closer, understand each other better, and brings pleasure from communication.

Moral aspect

The fairy tale is an integral element. It is based on the perception of such basic philosophical concepts as good and evil. The language of a fairy tale is accessible to a child and makes it easy to explain to him the difference between good and bad.

The relationships between characters and the plot help to understand the reasons for an action and its consequences. The fairy tale shows a direct relationship between a person’s moral qualities and the specific life situations in which he finds himself. She teaches herself valuable quality– the ability to empathize and understand another person.

The tale forms the foundations of correct behavior and communication skills, that is, it has the most important social significance. For the formation of a child’s moral values, the comments that parents give while reading together are very important. An equally important educational moment is the obligatory victory of good over evil. Good heroes always hardworking, brave, beautiful, savvy, honest. By identifying himself with them, the child adopts high moral qualities and learns to find right decisions, think positively.

Developmental aspect

A fairytale work develops the most important communication and intellectual skills in children:

imaginative thinking;
active speech;
attention;
the ability to coherently express thoughts;
creativity and imagination;
all types of memory;
ability to use facial expressions correctly.

The characters' remarks train the articulatory apparatus and enrich the vocabulary. The culture of speech develops, the skill of correct pronunciation of rarely used words is formed. If the fairy tale is a Russian folk tale, then the child’s speech organically includes proverbs and sayings. Thus, thanks to folklore, the child is drawn into the space of folk culture.

Numerous options for using literary material give the baby the opportunity to fully realize their potential. Expressive reading, theatrical performance, puppet or finger theater, drawing - you can play the plot in different ways. The child feels joy, creative freedom, elation, becoming an inhabitant of a fairy-tale world.

Important to know:

Exploring the world

The most important meaning of a fairy tale is that with its help the child sees the world in its integrity. Living through the plot of the work, he learns to compare, analyze, draw conclusions using non-boring didactic material, and plunging into the world of amazing characters - colorful, alive, filled with sounds and colors.

Not a single detail can escape the baby's attention. A mother, telling the same story for the hundredth time, may miss some line or plot twist, but a child never does. For him, every word is filled with meaning, and verbal “gaps” threaten the destruction of the fairy-tale world.

Masha and the Bear

The fact is that preschool children perceive fiction as reality. They transfer all fairy-tale objects into the familiar environment of their room, house, street, because they cannot imagine anything else. This is an excellent training for the intellect, since it is very difficult for a child to come up with a fantasy world on his own; his thinking is objective. A fairy tale, thus, becomes the first simple model of the world, forms a worldview and, at the same time, the ability to fantasize.

Video examples of good children's fairy tales:

Psychologists recommend using fairy tales to solve psychological problems, getting rid of fears. There is a wonderful one that allows the baby to feel more confident, part with complexes, and change internally. The child will identify himself with the fairy-tale character who is closest to him in moral and personal qualities. And this is invaluable material for the work of a psychologist or an attentive loving parent.

The fairy tale teaches not only to rejoice in goodness. The negative experience that the baby learns about is also important. For the time being, he must not leave the confines of his home universe, which provides protection and warmth, otherwise he may encounter serious danger (“Cinderella”, “Kolobok”, “The Three Little Pigs”, “Zayushkina’s Hut”). Words are not always true, which means you should not take the word of strangers. The critical thinking that such fairy tales form will help the child apply basic safety rules in practice.

The role of fairy tales in the development and upbringing of a child is so great that without it it is difficult to imagine the growing up of a modern preschooler. Good and evil, generous and stingy, cunning and simple-minded heroes fairy tale work should always be close to the baby. They are the ones who give him the necessary support in life, teach him to distinguish good from evil, and develop his imagination and intellect.

The educational function of fairy tales in the education of preschool children

On the role of fairy tales in raising children

Target: Disclosure of historical and psychological aspect the role of fairy tales in raising children;
Tasks:
1. Give an idea of the role of fairy tales in raising a child;
2. Reveal the importance and necessity of introducing a child to a fairy tale early age.
3. Foster a love of reading fairy tales.
Struba Olga Mikhailovna, methodologist of the Municipal Educational Institution “Childhood and Youth House in Cheremkhovo”, Irkutsk region.
This material is intended for an adult audience: 18+. It will be useful for teachers preschool institutions, teachers primary classes, teachers - organizers, teachers additional education, (most likely young professionals) and parents.

A fairy tale is the great spiritual culture of the people that we collect
bit by bit, and through a fairy tale, the thousand-year history of the people is revealed to us.
(Alexey Nikolaevich Tolstoy)

A fairy tale is always present in our lives: we heard it in childhood, we tell it to our children and grandchildren. For as long as we can remember, next to us are “Kolobok”, “Turnip”, “The Fox and the Wolf”... Russian folk tales, fairy tales of the peoples of the world, author’s: everyday, magical, about animals. A child of any age will definitely say that fairy tales are Pushkin. There is no doubt that Alexander Sergeevich is first remembered as the author of the most famous and beloved fairy tales: “The Tale of Pop and his worker Balda”, “The Tale of the Golden Cockerel”, “The Tale of the Dead Princess”, “The Tale of the Fisherman and the Fish”, “ The Tale of Tsar Saltan", "Groom". The love of fairy tales was instilled in little Sasha by his nanny, Arina Rodionovna, for whom the poet carried love and affection all his life. His warmest memories were associated with her. Frozen with delight, little Pushkin greedily absorbed every word of the wonderful fairy tales. The nanny brightened up his loneliness in exile in Mikhailovskoye, on long winter evenings, continuing to captivate the poet with fairy tales, sayings, proverbs, and songs.
“I listen to the fairy tales of my nanny, the original nanny Tatyana; she is my only friend, and with her I’m the only one who doesn’t get bored...” Pushkin wrote to his brother from Mikhailovsky.
Pushkin transferred many images from nanny's fairy tales into his works. He always remembered Arina Rodionovna with great warmth and dedicated poems to her.

I myself am not happy with my talkativeness,
But I love the memories of my childhood years.
Oh! Shall I keep silent about my mother?
About the charm of mysterious nights,
When in a cap, in an ancient robe,
She, evading the spirits with prayer,
He will cross me with zeal,
And he will tell me in a whisper
About the dead, about the exploits of Bova...
I don’t move from horror, it happened,
Barely breathing, I snuggle under the blanket.
Without feeling either my legs or my head.

No one knows exactly when the first fairy tale appeared. She has been living among people for a long time. It is known from history that it was customary for our ancestors not to punish those who obeyed, but to guide them on the right path through a fairy tale, story, or instructive story. Reading a fairy tale is considered the most ancient method of learning and education. By communicating with our children through a fairy tale, we pass on to them knowledge about the spiritual world, about the purpose of man in society, we educate them, develop their inner world, and cure them of fears and worries. A fairy tale gives knowledge about life, the laws of existence, awakens creativity, imagination, fosters love for the Motherland, work, teaches to respect elders, protect the weak, help the sick and infirm. Definitely, a folk tale contributes to the formation of certain moral values and ideals. Girls are aimed at the “fair maiden”, who is definitely a needlewoman, and beautiful in mind and face; for boys - a good fellow (necessarily brave, courageous, strong, honest, kind, hardworking, ready to defend his Motherland at any moment). Such perfection for a child is a distant prospect, to which he will strive, comparing his deeds and actions with it. The highest goal set at a young age will largely determine him as a person. Adults need to know the child’s dream in order to correct and eliminate negative aspects in a timely manner.
It is considered good form in parenting to read a bedtime story to a child. With the dim light of a night lamp and the soft sound of a native voice, a magical story will lull the baby to sleep and give him good healthy dreams. In addition, the feeling that there is a presence next to him close person, has a positive effect on the formation of the child’s psyche. This helps him calm down and feel safe. The child feels that he is loved and cared for. Obviously, the benefits of bedtime stories are truly undeniable.
Scientists have long been talking about the therapeutic role of fairy tales, using them in psychological training, in the form of treating the mental state of a small patient. Unfortunately, modern television is loaded mostly with foreign cartoons, often aggressive, with brutal fights, with obscure characters, but children imitate their favorite characters, adopt their ways of behavior and manner of speaking. That is why parents and teachers need to be very strict in choosing fairy tales and watching cartoons.
It has been proven both scientifically and in real life that children of different ages They love to listen to fairy tales and extraordinary stories, which expand the range of their knowledge and horizons, help them gain the necessary knowledge about a person, about life’s problems, and ways to solve them. They give the idea that in addition to the real world, there is also a magical one, filled with miracles and adventures, that good always triumphs over evil.
The usefulness of fairy tales is undeniable. Using their example, you can “correct” “wrong” character traits. So, for greedy and selfish children, it is useful to read the fairy tales “About the Fisherman and the Fish”, “About Three Greedy Bear Cubs”, “The Tale of the Golden Cockerel”, “Frost”, “Ali Baba and the Forty Thieves”, timid and timid, - “ About the Cowardly Bunny”, “Cowardly Vanya”, “The Adventures of Pinocchio”, “The Snow Queen” are suitable for the naughty and gullible.
Each of us had a favorite fairy tale, which we listened to and read an incredible number of times. What is the secret of this literary genre? Why do our children, and we adults too, love fairy tales so much, what is their role, what is the benefit?
Let us remember that in the old, ancient times, our ancestors were in no hurry to punish children, but told an instructive story so that the offender could comprehend his behavior, draw conclusions and not repeat mistakes. A fairy tale is a very good method of raising and teaching children. By telling fairy tales, we convey the experience of our ancestors, complementing it with our own, no less rich. Through a fairy tale, a child enriches his inner spiritual world, gets rid of worries and fears, gains knowledge about life and its laws, develops imagination and creativity, learns to empathize and anticipate events. Thanks to a fairy tale, a child can play out negative roles and feelings without being punished. Life stories very well separate the idea of male and female behavior.
Every fairy tale has main character. More often this is an active, brave character who knows how to survive in difficult situations. Even if at first he looked negative, the story ends with his correction, comprehension of the negative sides of his character. Each fairy tale teaches that good triumphs over evil, which is important when developing character.
The role of fairy tales in shaping a child’s personality has been proven by centuries of experience. These instructive stories teach kindness, forgiveness, tolerance, understanding of what is good and what is bad. They stimulate concentration, develop positive qualities, encourage thinking, encourage questions and search for answers. It is fairy tales that begin a child’s acquaintance with literature and instill in him a love of reading. A fairy tale is a game necessary for personality development.
Raising children through a fairy tale is undeniable, because it carries a huge store of knowledge from previous generations. It is she who has an unobtrusive influence on the formation of the child’s thinking, absorbing information through folk art. Through fairy tales it is easier to explain common truths to children than moral teachings. A fairy tale is a powerful teaching tool for children and preschoolers. It is through the example of fairy tale heroes that important life information is best learned. Vivid examples modeling correct behavior, are such tales as “Kolobok”, “The Gray Goat”, “Teremok”, “The Wolf and the Seven Little Goats”, “Turnip”. They very clearly show different oppositions: courage and cowardice, wealth and poverty, hard work and laziness, ingenuity and stupidity, the success of collectivism and the difficulty of loneliness. Using the example of fairy-tale characters, children learn to distinguish between good and evil, empathize with positive heroes, and mentally overcome difficulties and obstacles with them. Having believed in the simple truth that good triumphs over evil, the child will learn to overcome life’s adversities more steadfastly. We can safely say that from the first minutes of acquaintance with the fairy tale, the child’s character begins to be tempered.
It is a known fact that many in childhood experience a feeling of fear: doctors, darkness, being alone in a room. Again, fairy tales can help in this situation. The child observes a seemingly hopeless situation from the outside, and then finds a way to successfully resolve it. The heroes are happy, healthy, evil is defeated. Knowing about the positive outcome of the case, the baby gradually conquers his fears.
Many experienced teachers note that children of the 21st century are characterized by a decrease in mental performance, excessive excitability, irritability, emotional exhaustion, and unstable mood. There is inhibition, or vice versa - irritability, aggressiveness. Children are often left at home alone, experiencing a lack of communication with parents and peers, and confining themselves to the TV or computer. With the help of modern technologies, they are bombarded with a barrage of information, often negative. Children have become less sensitive, responsive, and lack communication skills. Therefore, work aimed at developing the emotional sphere is extremely relevant and important. And the main assistant is a fairy tale. K. D. Ushinsky also called the fairy tales of the Russian people the first brilliant attempts at folk pedagogy. Admiring fairy tales as monuments of folk pedagogy, he wrote that no one is able to compete with the pedagogical genius of the people.
Remember the Armenian fairy tale in verse “Greedy Vartan”, for whom the furrier sewed as many as seven hats from sheep’s skin, but none of them can be worn? Moral: greed and envy will not lead to good. And “Porridge from an Axe”? About the resourcefulness and ingenuity of the Russian soldier? These instructive stories are a vivid example of folk pedagogy.
Fairy tales are an important educational tool, developed and tested by people over centuries. Teachers know different shapes work with fairy tales: reading, retelling, discussion, theatrical performance of fairy tales, watching fairy tale films, holding a connoisseur competition, exhibition of drawings, etc. Life and folk education practices have convincingly proven the pedagogical value of fairy tales. Children and fairy tales are inseparable, and therefore adults should introduce their children to the great spiritual culture of the people from an early age.
Some advice for young parents and novice teachers: read a fairy tale,
1. concentrating the child’s attention on it;
2. with expression, highlighting intonation climactic moments;
3. pronouncing words clearly;
4. only one, for deeper understanding;
5. chosen by the child (even if for the hundredth time!);
6. analyzing;
7. ask to retell;
8. preferably before bedtime.
“There are no fairy tales better than those that life itself creates.”
(Hans Christian Andersen)

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Introduction

One of the most important tasks of our time is to increase the level of morality and humanization of relations in society. The implementation of this task leads to the need to strengthen educational work at all stages of education. Since the main indicator of a person’s high morality is humanity, and the sensitive period for the development of humanity is preschool childhood, the education of humane feelings and relationships in preschoolers is of particular importance.

Currently, issues of moral education of children are becoming increasingly relevant. As you know, today material values dominate over spiritual ones, and children have distorted ideas about kindness, mercy, generosity, and justice. Therefore, the moral development of the child is placed in first place in education.

The problem of educating humane feelings and relationships has been studied in Russian preschool pedagogy quite detailed and different positions. The child's attitude towards adults, towards peers, towards older and younger children was considered; the means of educating humane relations (fiction, games, activities, work) in family and preschool settings were studied. A significant contribution to the development of the problem was made by the research of L.A. Penevskaya, A.M. Vinogradova, I. S. Demina, L. P. Knyazeva, L. P. Strelkova, A. D. Kosheleva, I.V. Knyazhina, T.V. Chernik, etc.

The formation of humane feelings begins in childhood, from the child’s very first contacts with people around him - adults, peers, younger children. IN joint activities, in communication, if they are constructed correctly, a commonality of emotional experiences arises, and the possibility of enriching the feelings of another appears. However, today the features of the manifestation of humane feelings in children and the formation of their humane relationships in kindergarten and family have not yet been sufficiently studied. fairy tale education humane moral

Education and training programs, accordingly, provided for various forms of intensifying moral manifestations in children’s communication with adults and peers. However, as it turned out, even children’s observance of the rules of moral behavior does not guarantee the formation of their humanism. Their actions and deeds in communication with peers often lack that sensory basis that is necessary to empathize with the sorrows or joys of a friend. In this regard, there was a need to take a deeper look at the problem of educating children with humane feelings and relationships.

Fairy tales are an important means of moral education for children of middle preschool age.

A fairy tale for a child is not just fiction, fantasy, it is a special reality, the reality of the world of feelings. A fairy tale expands the boundaries of ordinary life for a child; only in a fairy tale form do preschoolers encounter such complex phenomena and feelings as life and death, love and hate, anger and compassion, betrayal and deceit.

We still need a fairy tale today. It not only amuses and entertains, it affirms a sense of justice and love of goodness, it fosters courage of thought and audacity of imagination. These qualities are necessary for a person in all eras, and in ours - more than ever before.

This feature allowed us to determine the problem of our research: how to use a fairy tale to most successfully form humane relationships in children 4-5 years old.

The solution to this problem is the goal of the study: to study fairy tales as a means of educating humane feelings in children 4-5 years old.

The object of study is a fairy tale.

The subject of the study is the process of educating humane feelings in children 4-5 years old through fairy tales.

The research hypothesis is that the education of humane feelings and relationships among 4-5 year old preschoolers will be significantly improved if it is implemented through the use of fairy tales.

In accordance with the problem, goal, subject and object of the study, the following tasks were set:

Give the concept of morality and moral qualities Oh;

Consider the formation of moral qualities in children 4-5 years old;

Conduct a psychological and pedagogical analysis of the fairy tale;

To study the role of fairy tales in the formation of humane feelings in children 4-5 years old.

The course work consists of an introduction, two chapters with subparagraphs, a conclusion and a list of sources used.

Chapter 1. Features of the development and education of moral qualities in children 4-5 years old

1.1 The concept of morality and moral qualities

The concept of moral education is based on the terms morality and ethics.

Morality is a traditional meaningful form of social consciousness and relations between people, approved and supported by group, class, national public opinion. Morality is determined by the nature of social relations. It contains generally accepted norms, rules, laws, commandments, taboos, prohibitions that are instilled in a growing person from early childhood.

Morality ensures the child’s adaptation to the conditions of social life and keeps him within the framework of generally accepted norms and rules of behavior.

Morality is a concept that is synonymous with morality. However, morality is considered as a form of consciousness, and morality is the sphere of morals, customs, and practical actions.

Morality is an integral side of the individual, ensuring his voluntary compliance with existing standards, rules and principles of behavior. It finds expression in relation to the Motherland, society, the team and individuals, to oneself, work and the results of work.

Morality as a personality property is not innate; its formation begins in childhood, under conditions of specially organized development.

The formation of a person as an individual is a purposeful process of education, a process of socialization of the individual, in which the child develops human moral and ethical qualities and social consciousness. The structure of personality is complex and multifaceted. The most characteristic components are its orientation - worldview, ideals and beliefs, spiritual needs and interests. These components are in unity, connection and interaction. They constitute the essence of the personality, which is the guiding, directing force in activity and behavior.

In pedagogical literature, moral qualities are defined as moral norms and principles that have become internal motives of behavior and determine its usual forms.

What moral qualities of an individual need to be developed and why will this be useful in life?

Philanthropy, politeness, selflessness, tolerance, tact, hard work, loyalty, respect for nature, constant cultural development and adherence to moral rules - all this can be attributed to the moral qualities of a person.

Only fully moral person can be hardworking. Constant diligence and effort in various types of labor can lead a person to results.

Philanthropy lies in his good disposition towards people, the ability to empathize with them and help in difficult times. Not every person is ready to provide support and express sympathy even to loved ones, not to mention unfamiliar people. It is difficult to show warmth and care towards others, but it is even more difficult to be mentally compassionate and worry about another person.

Selflessness is a spiritual quality that gives a person the opportunity to act not in his own interests, but in favor of other people. Such an action can be called impeccable and highly commendable. It is believed that such actions always return to the actor like a boomerang with positive aspects.

A faithful person is a highly moral person, since he always fulfills his obligations and is constant in relationships. Loyalty characterizes the ability to be disciplined.

The moral qualities of a person include ordinary politeness. However, it is precisely this that allows us to characterize a person as a harmonious and intellectually developed person. Having met a polite person showing good manners behavior, those around him certainly note that he has a decent upbringing. A polite person makes people respectful and friendly.

Tactfulness is a quality that is difficult to develop; it is an internal sense of proportion. You can still learn to control your emotions and speech. A person who is able to recognize the line between redundancy and sufficiency in conversation or action will certainly find it easier to make people feel positive about themselves. Often, tact allows you to avoid many conflicts.

It is necessary to take care of nature. The barbaric treatment of trees, flowers and animals is nothing more than an indicator of the primitiveness of human consciousness and his poor upbringing. Understanding the importance of nature in human life, its influence on the future of humanity is accessible only to a mentally and morally prepared person.

Thus, it is very important to develop the moral qualities of an individual. If every person on the planet realizes the need for this, then it will be much less likely to encounter various types of crimes. At a minimum, a person will become less rude and selfish, as he will gain intellectual and moral strength.

1.2 Formation of moral qualities in children 4-5 years old

The goal of education is to develop in a child a personality distinguished by wisdom, independence, creativity and love for others. At the same time, we must remember that this cannot be done by force - you can only assist the child in developing certain qualities and ideals.

In preschool age, a child acquires knowledge about the world, norms of behavior, and relationships between people. Often preschoolers do not have a correct idea of morality or their moral qualities have not been formed, and when interacting with other children or adults, they encounter difficulties.

The main tasks of moral education of preschoolers include the formation in children of moral feelings, positive skills and habits of behavior, moral ideas and motives of behavior.

In raising a child from the first years of life, an important place is occupied by the formation of moral feelings. In the process of communicating with adults, a feeling of affection and love for them is cultivated, a desire to act in accordance with their instructions, to please them, and to refrain from actions that upset loved ones. The child experiences excitement when he sees disappointment or dissatisfaction with his prank or mistake, rejoices at a smile in response to his positive deed, and experiences pleasure from the approval of people close to him. Emotional responsiveness becomes the basis for the formation of his moral feelings: satisfaction from good deeds, approval from adults, shame, grief, unpleasant experiences from his bad deed, from an adult’s remark, dissatisfaction. In preschool childhood, responsiveness, empathy, kindness, and joy for others are also formed. Feelings encourage children to take active actions: help, show care, attention, calm, please.

The sincerity of children's feelings and actions caused by them should be especially emphasized. So, the kid looked at a picture that depicted a child taking a ball from a peer and swinging his fist at him. Having then seen his peer crying, he pats him on the head (as his mother does when comforting him) and gives him the toy that he had just played with.

The basis of education, which determines moral development, is the formation of humanistic relations in children. Nurturing humane qualities and attitudes of goodwill, responsiveness, justice, caring, and attentiveness in children begins from an early age.

The peak development of all mental processes occurs at the age of 4-5 years. This age, also called the “golden age”, the most productive period in the life of a preschooler. It is at this stage that many cognitive abilities and personal characteristics. In the process of development, he approaches an older age to a much greater extent and retains to a lesser extent the features of the previous younger age.

In middle preschool age, moral feelings become more conscious. Children develop a feeling of love for their native land, a sense of respect and gratitude for working people.

The most important formation of this period is voluntary behavior: impulsive and spontaneous, it is now mediated by norms and rules. For the first time the question arises: how should one behave? In other words, a preliminary image of one’s behavior is created, which acts as a regulator. The child begins to master and control his behavior, knows his limited place in the system of relationships with other people; is aware not only of his actions, but also of his internal experiences - desires, preferences, moods; is able to voluntarily regulate behavior, accept and understand speech instructions, adult demands, and consciously carry out a task if it does not contradict his interests.

At this age, the most favorable conditions are created for the moral development of children. During this period, the child’s system of relationships with adults and peers is expanded and rebuilt.

In the actions of children, in their relationships, positive qualities are also manifested, which, when strengthened, create the basis of goodwill, delicacy, truthfulness, and organization.

Children aged 4-5 years develop ideas about justice, kindness, friendship, responsiveness, and courage.

In the emotional and sensory sphere, the child learns to understand his own experiences, those of other people or literary characters. Children 4-5 years old usually emotionally evaluate the actions of their peers and heroes of literary works. They smile and laugh when evaluating positive actions or become indignant and wave their arms when they see a negative action.

In the sphere of development of moral behavior, the formation of abilities, skills and habits of cultural behavior continues, which are manifested in the ability to take into account the desires and intentions of other children in the game, give up space, play together with common toys, regularly participate in work, independently carry out assigned tasks, work in nature .

An important task that acquires special significance at this age level is the formation of relationships with peers and adults: a polite, attentive attitude towards adults, the ability to play friendly with children, to protect the weak, the offended, to help comrades, to show care for little ones, to show generosity, to be able to correctly evaluate your own and your friends’ actions, adjust your behavior when communicating with peers.

An important ability for the formation of the moral development of children is the child’s ability to worry about another - empathy.

For the development of empathy, it is very important that the teacher himself is emotionally responsive to the child’s experiences and knows how to come to his aid in a timely manner. Sympathy as a stable property encourages a person to altruistic behavior, since this property is based on the moral need for the well-being of other people, and an idea of the value of another is formed. As mental development empathy itself becomes a source of moral development.

Gradually, children begin to understand the essence of the concepts: polite, neat, caring, fair, honest. Negative actions are accompanied by an assessment: “This is shameful” - and an explanation why. Children understand that it is a shame to offend another, to deceive, to tease; are proud of what they have learned to do certain rules: “I’m not greedy”, “I’m not lazy”, “I’m obedient”, “I’m honest”. Consequently, they have already established themselves in those moral values that are encouraged by adults.

“From childhood, a child should strive to do good to loved ones, to all people, to bring them joy, to understand when to come to the rescue, when to express sympathy, and when to remain silent, so as not to reopen a person’s emotional wounds. The concepts of human dignity and honor must be accessible to him. Only on the basis of these simple concepts and habits does the “desire to be good” grow - the desire for moral self-improvement.”

IN middle group, the main way of social and moral education consists in the active practical introduction of preschool children to accessible forms of humane cultural behavior. It is necessary to organize the lives of children so that they steadily accumulate positive experiences of good feelings, actions, and mutual assistance.

By cultivating a friendly and caring attitude towards others, the teacher constantly draws children’s attention to the emotional state of a particular peer, explains what feelings he experiences and why such experiences arose. Having evoked sympathy for a peer (he misses home, is upset about a friend’s illness, the “new kid” cannot cope on his own), the teacher encourages the children to actively show concern and rejoices at the children’s kind actions.

The basis of social and moral education is the teacher’s friendly attitude towards each child and the ability to maintain a calm, cheerful atmosphere in the group. The teacher’s kind smile, sincere, friendly tone, figurative, emotional speech become for middle preschoolers an example of a culture of communication, which they imitate.

An effective way of moral development of preschool children is the inclusion of all children in various types activities and relationships by expanding the scope of these activities.

In a familiar environment, a child must independently follow the familiar rules of communication with adults (say hello, say goodbye, address them as “you”). In a new environment, follow the rules based on the reminder and example of an adult.

Show a friendly attitude towards the teacher, parents and loved ones. Be attentive to the instructions and requests of elders, carry them out willingly and with pleasure. At the encouragement of elders and on their own initiative, try to show concern for loved ones, for the teacher: offer a chair, treat them, show them their favorite toys and books. On behalf of elders, be able to do something nice for loved ones on a birthday or holiday (draw a picture, give a postcard, hug, sing a song, read poetry). Speak with elders in a friendly tone, answer questions in a friendly manner, ask questions in turn, talk about events in kindergarten. Following the example of elders, react to the state and mood of others.

Thus, it is necessary to ensure that everything that children achieve by the end of the fifth year of life forms the basis for further moral, mental and aesthetic development child.

Chapter 2. The influence of fairy tales on the education of humane feelings in children 4-5 years old

2.1 Psychological and pedagogical analysis of the fairy tale

It can be argued that questions related to the fairy tale are the most ancient, because problems of upbringing and education could not help but be based on a fairy tale.

A fairy tale as an object of scientific analysis has long attracted the attention of linguists, psychologists, philosophers, anthropologists, ethnographers and many researchers, each of whom finds his own specific section of research. Such specificity of a fairy tale is explained by its universal universality, when the plots, composition and characters of a fairy tale become recognizable for all times and peoples.

Among the numerous existing approaches to the study of the genesis of fairy tales, one can distinguish the philosophical and historical one, presented in the works of such authors as V.P. Anikin, A.N. Afanasyev, M.M. Bakhtin, A.F. Losev, V.Ya. Propp, Yu.V. Filippov. The works of the listed authors contain a wealth of theoretical and empirical material; they document the ethnic uniqueness of mythological creativity, which is of interest for our research.

Science has accumulated extensive material on the study of fairy tales from philological and literary positions. Here we can highlight the works of V.I. Dalia, N.A. Dmitrieva, A.I. Nikiforova, V.Ya. Proppa, E.V. Pomerantseva. These works explore the artistic and figurative features of the fairy tale, the specifics of folk and author's fairy tales, etc.

In psychological and pedagogical research M.V. Ermolaeva, A.V. Zaporozhets, M.I. Lisina, D.B. Elkonin, the features of children’s perception of fairy tales, the influence of fairy tales on the development of a child’s personality, the formation play activity children through fairy tales, etc.

In the ethnographic works of E.N. Eleonskoy, A.F. Loseva, N.I. Kravtsova, D.S. Likhacheva, K.M. Nartova, B.N. Putikov contains an analysis of the specific features of fairy tales of the peoples of the world.

Analysis of the fairy tale from a psychological and pedagogical position made it possible to identify its undoubted educational potential. Being effective pedagogical means, a fairy tale contributes to the implementation of basic educational goals, namely “assistance in the process of social formation of the individual, ensuring his adaptation to existing social conditions and at the same time preserving one’s “I”, developing individuality.”

Today, education is increasingly viewed in the context of the process of purposeful socialization of the individual in the surrounding society. A fairy tale, being a social phenomenon, allows us to form a holistic perception of the world, which reveals its enormous potential for socialization. It contains the fundamental foundations of good and evil, time and space, and social relations. However, its significance for the process of socialization is seen not so much within the framework of a specific and rather narrow function, but rather in the ability to become a guide in the process of forming knowledge, skills, values, motives of behavior, and the child’s social experience in general. This is the mission of the fairy tale.

A fairy tale naturally helps to identify, shape, develop and realize the creative potential of an individual, his imaginative and abstract thinking. The ability of a fairy tale to “invite to cooperation”, to become a co-author of a fairy-tale text, also contributes to the manifestation and development of an individual’s creative abilities. In addition, here we need to talk not so much about the creative result, but about the process of creation itself, when both reproductive, standard, traditional and innovative, creative elements are presented in unity. However, whether a fairy tale in its pure form will realize the creative function, encourage creativity, fantasize, and find non-standard solutions to various situations depends to a large extent on the teacher’s work methodology, on those forms, methods, techniques and techniques that will allow the child to fully realize his creative potential .

One of the forms of organizing work with a fairy tale is a game. A game, like a fairy tale, is the oldest element of culture and effective means education of the younger generation. Two main phenomena of play - the activity of fantasy and absorption in fiction - have been emphasized and highlighted by many psychologists. This is one of the main elements of the commonality between fairy tales and games. In addition, games, like fairy tales, have a deep social basis that allows the child to develop the appropriate skills: household, motor-motor, cultural speech, etc. In the game, like in a fairy tale, problems of the child’s personality development are solved. He develops those aspects of his psyche on which the success of his social practice, his relationships with people around him and himself will subsequently depend, and he acquires new social experience.

A fairy tale is presented as a kind of multidimensional universal world, reflecting the three-dimensionality of spatial (height, width, length; heavenly, earthly, underground worlds) and temporal dimensions (past, present and future). Thus, a so-called “holographic continuum” is formed in a fairy tale, characterizing its multidimensionality and allowing the child to simultaneously imagine, fantasize, and create his own “real-fictional” world according to all space-time laws, while simultaneously cognizing them. Reading a fairy tale and getting to know its characters, the child gradually gets used to the plot outline of a fascinating story, is immersed in exciting events, and begins to see, hear, and feel everything that is happening. As the plot develops, empathy for the characters intensifies, cause-and-effect relationships are established, thereby the child begins to develop an emotional assessment of events, and forms his own emotional experience of living the events. A fairy tale has an amazing ability to reflect the significant and large-scale in a specific, laconic plot. It is the fairy tale, according to I.V. Koltsova, as the oldest form of folk worldview, possessing holographic potential and being a syncretic manifestation of the “collective unconscious”, which has enormous potential for preserving and developing a child’s holographic worldview.

IN real life The education process is most often focused on a chain of prohibitions: “no” - “impossible” - “impossible” - “inadmissible”. A fairy tale provides an opportunity to move from the categories of negation to the categories of “getting what you want” with the help of magical “helpers” (a magic wand, a flying carpet, a seven-flowered flower), which appear in fairy-tale texts as independently acting objects or means that impart magical properties. the hero himself, in whom the child sees himself.

Through a fairy tale, any listener, especially children, can absorb all the richness of ethnic culture, becoming familiar with the historical experience of their people. It is through a fairy tale that a child gets the opportunity to freely navigate the ethnic environment around him, use most cultural objects created by previous generations, and find mutual understanding with other peoples. A fairy tale creates a portrait of an ethnic group in a unique way, since the thoughts, judgments, moods and actions of the fairy tale’s heroes contain and convey information about the morals and way of life of the people.

From the point of view of psychology, fairytale therapy is aimed at solving the problem of personality development, acquiring “selfhood” based on an analysis of one’s own capabilities, and the problem of responsible choice through the use of fairy tales. K. G. Jung was the first psychologist to speak about the psychological purpose of a fairy tale - it reflects the mental reality of a person, his internal rhythms, contradictions, and scenarios of spiritual quests.

Modern researchers this direction(I. Vachkov, A. Gnezdilov, O. Zashchirinsky, T. Zinkevich-Evstigneeva, D. Sokolov) have repeatedly noted in their works the effectiveness of the impact of fairy tales on the developing personality, both from the standpoint of socialization and individualization. Today, fairy tale therapy is understood in science as “a way of transmitting knowledge about the spiritual path of the soul and the social realization of a person.”

From the standpoint of fairy tale therapy, a fairy tale solves several important problems - to form a person’s ability to learn, awaken his dormant creative power and direct it to knowledge of the inner and surrounding world. She offers and explains to the reader various forms of behavior, focuses on role interactions, personalized emotions, and in general on the process of personality transformation.

One of the most important areas of fairy tale therapy is working with fairy tales as a means of transmitting knowledge about life. Since ancient times, life experience has been passed down from generation to generation through imaginative stories and fairy tales. All fairy tales contain information about the dynamics of life processes. In them you can find a complete list of human problems and imaginative ways to solve them.

Listening, reading, dramatizing fairy tales, according to T. Zinkevich-Evstigneeva, a child accumulates in the unconscious a certain symbolic “bank of life situations”, which can be activated if necessary, or remain passive. If you work with a child on each fairy tale, then the knowledge encrypted in it will be in a permanent asset, not in the subconscious, but in the constant consciousness. In this way, the child will be successfully prepared for life and the most important values will be formed in him.

By reading fairy tales to a child, we help him form a model of the world, in which he gradually begins to build himself as an individual and relate himself to others. By analyzing the relationships between the characters, their actions and the results of their activities, the child learns to establish cause-and-effect relationships. By synthesizing all of his senses (vision, touch, hearing, smell, kinetics and kinesthetics) to perceive fairy-tale images, the child’s objective perception and thinking develops: he learns to see, perceive and analyze the world in which each object has its own shape, its own contour, your face and place in the surrounding reality.

Thus, a fairy tale is an oral story that exists among the people for the purpose of entertainment, containing events that are unusual in the everyday sense (fantastic, miraculous and everyday) and is distinguished by a special compositional and stylistic structure. A fairy tale is an effective pedagogical tool that allows an individual not only to develop his own potential, but also to join the social experience of humanity, to socialize to the surrounding reality, thereby accumulating individual social experience.

2.2 The role of fairy tales in the formation of humane feelings in children 4-5 years old

A fairy tale enters a child’s life from a very early age, accompanies him throughout childhood and remains with him throughout his life. His acquaintance with the world of literature, with the world of human relationships and with the entire surrounding world in general begins with a fairy tale. Fairy tales present children with a poetic and multifaceted image of their heroes, while leaving room for imagination. Moral concepts (honesty, kindness, philanthropy), vividly presented in the images of heroes, are reinforced in real life and relationships with loved ones, turning into moral standards that regulate the desires and actions of the child. A fairy tale, its composition, a vivid opposition of good and evil, fantastic and morally defined images, expressive language, dynamics of events, special cause-and-effect relationships and phenomena that are understandable to a child - all this makes the fairy tale especially interesting and exciting for children, irreplaceable a tool for the formation of a morally healthy personality of a child.

A fairy tale is a special world where everything is possible. As you grow up, you begin to understand that everything is not so simple. And children later understand that the fairy tale is just a fiction, but they still love it. Fairytale expert V.P. Anikin notes: “Fairy-tale fiction affirms a person in a bright acceptance of life, full of worries and accomplishments. Pursuing social evil, overcoming life’s obstacles, exposing intrigues against good, fairy tales call for the transformation of the world on the principles of humanity and beauty.”

The child gains life experience through the example of fairy-tale characters. Fairy tales are an important educational tool, developed over centuries by proven people. According to G.N. Volkov, “children and fairy tales are inseparable, they are created for each other, and therefore familiarity with the fairy tales of one’s people must necessarily be included in the course of education and upbringing of every nation.”

The role of fairy tales in instilling humane feelings in preschoolers is great.

Despite the fact that in fairy tales, as in life, there is a lot of betrayal and evil, nevertheless, good and justice always triumph, and evil is punished. Positive fairy-tale heroes use various magical objects in the fight against enemies; birds, animals, fish and even nature itself help them in the fight against evil. Thus, fairy tales inspire confidence in the triumph of truth and goodness.

The fairy tale tells about extremely important things in life; it teaches us to be kind. The first educational aspect of a fairy tale is its content. They tell about the life, way of life, activities, customs and morals of the people. A fairy tale helps a child believe in the power of good, which wins not on its own, but by overcoming difficulties and fighting evil.

Fairy-tale characters are perceived not only as animals and birds, but also as people with certain traits. The child has no doubt about how to relate to the hero of the fairy tale: lazy, greedy, kind, brave. Elementary but important ideas about intelligence and stupidity, cunning and straightforwardness, good and evil, heroism and cowardice, generosity and greed, gleaned from fairy tales, form his norms of behavior.

Small plot works give the little listener useful information about plants and natural phenomena, explaining the essence of many things in nature and society. Simple stories about animals are easily remembered and reproduced by children, giving them simple but vital ideas about the world. Delivering aesthetic pleasure, fairy tales teach us to think, generalize, and make comparisons. Speech, figurative and logical thinking, the ability to express thoughts briefly, succinctly and beautifully.

Fairy tale characters with their incredible adventures teach how one should and should not behave in the simplest life situations. Good luck and wealth fall to the heroes of fairy tales primarily for their moral actions, for the ability to do good to others without expecting reward for it.

In fairy tales, violence, robbery, deceit are condemned, and intrigues against good are exposed. Directly or indirectly, they express approval or condemnation of the actions of the heroes.

A fairy tale has a strong emotional impact on a child: empathizing with fairy-tale characters, he, as it were, becomes an accomplice in events, gains emotional experience, which is the special value of fairy-tale fiction.

A fairy tale especially awakens a child’s activity, since it incites the child to empathy and sympathy: the child mentally goes with the hero the whole way. The very construction of the fairy tale: its composition, the vivid opposition of good and evil, fantastic and very definite in their moral essence images, expressive language, the dynamics of events, special cause-and-effect relationships of phenomena that are understandable to a preschooler, the results of various characteristic actions, repetitions - all this makes a fairy tale especially interesting and exciting for children. They are captivated by fairy-tale events; children sometimes find it difficult to remain in the role of spectator or listener; they want to act, actively help or reject.

A fairy tale activates the child’s imagination, makes him empathize and internally assist the characters, and as a result of this empathy, the child acquires not only new knowledge and ideas, but also, most importantly, a new emotional attitude towards the environment: people, objects and phenomena.

It is not enough to develop a sense of empathy in children. It is much more difficult to teach children to enjoy the successes and achievements of others, especially their peers. These emotions are difficult to form in an educational sense. Children who can sympathize and empathize with others bad mood, sometimes, they do not rise to the heights of disinterested joy for another. To develop such feelings, you can draw children’s attention to how adults and children can rejoice at the joys of others, how self-interest and envy are punished in fairy tales (for example, Cinderella rejoices at the beauty of her sisters, who will shine at the ball in the royal castle, while she will have to do a lot of hard, exhausting work, etc.). You can play out various moments from fairy tales and other works, carefully selecting those in which there would be selfless joy for another.

Considering a fairy tale as a textbook of life, we can draw some conclusions. Children cannot live and grow up without fairy tales. The pedagogical significance of fairy tales lies in their emotional power of influence on children.

Conclusion

A fairy tale is an oral story that is popular among the people for the purpose of entertainment, containing events that are unusual in the everyday sense (fantastic, miraculous and everyday) and is distinguished by a special compositional and stylistic structure. A fairy tale is an effective pedagogical tool that allows an individual not only to develop his own potential, but also to join the social experience of humanity. The pedagogical significance of fairy tales lies in their emotional power of influence on children.

Researchers of fairy tales consider it from different positions. For linguists, a fairy tale is the subject of linguistic analysis; researchers in the field of folklore consider fairy tale material from the perspective of its genre evolution. The subject of study of ethnographers is the analysis of specific features of development different nations world, reflected in a fairy tale, psychologists note the obvious therapeutic and corrective effect of fairy tales on the process of personality formation; philosophers see a fairy tale as a synthesis of being and non-being, actual and potential.

Fairy tales enter a child’s life from the moment he gains the ability to understand speech. Sad and funny, scary and kind, they introduce children to the vast world, to their first ideas about good and evil, justice and order, and become their favorite pastime.

Fairy tale - strong remedy education of moral qualities of children.

Moral education a child begins with what he hears, sees and what causes a response in his soul.

A fairy tale is especially effective for preschoolers, who can be surprised by the world and strive to understand and change it. Thanks to education through fairy tales, children develop the boundaries of their inner world. The ability for empathy and imagination gives rise to independent creative speech activity and awakens their imagination. Fairy tales teach children kindness, wisdom, the ability to make choices, make independent decisions in life, finding the most unpredictable solutions in standard situations.

The fairy tale helps to cultivate humane feelings in children, such as kindness, responsiveness, respect for elders, mercy, and the ability to determine where a good or bad deed is.

Methods of working to develop humane feelings in preschoolers 4-5 years old make it possible to enrich the experience of children, consolidate knowledge about moral qualities, and change their behavior for the better.

The main goal of the teacher is to use non-standard teaching methods and techniques that contribute to the development of humane feelings in children. Everything we let children listen to should only have a positive effect. In this case, our work will be an effective and necessary alternative to everything negative and destructive.

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Fairy tale and its meaning in raising children. The role of fairy tales in the upbringing and development of children