How to write a fairy tale? Instructions for parents with examples

For centuries, fairy-tale and magical stories have been educating little people who are preparing to enter the world of adults. And whatever the era, fairy tales were, are and will be one of the most important educational elements of modern human society.

But has the structure of the fairy tale changed, have the rules for writing a magical or fantasy story changed? After all, modern children are interested in completely different things and their interests are completely different from the hobbies of their peers even some 20-30 years ago.

Are there any rules for creating and writing a fairy tale, and if there are, what constituent elements should you pay attention to first?

So. Let's look at the main stages of creation and desirable elements of a fairy tale. Of course, no matter what country or what language the fairy tale is created in, children are children, so the general structure is always approximately the same.

Thesis 1. The relevance of the fairy tale

Any story, even the most fabulous, must contain a moral message. That is, it is important what you want to tell the child with your fairy tale, what problem should be raised in the story told.

Yes, the child is not yet a fully formed person, he is just getting acquainted with the laws of Life, so he probably has not yet fully formed many concepts.

Let's highlight the most common childhood problems:

Indecisiveness, timidity;
Childhood fears;
Inability to make friends, timidity in relationships, fear of open companies;
Physical timidity in comparison with larger, stronger and more arrogant peers.

In addition to these age-related problems, you can focus on those aspects of the child’s behavior that are undesirable and bring additional problems into his life:

Childish selfishness;
Greed;
Impudence;
Disobedience;
Laziness;
Haste;
Lack of perseverance;
Naivety.

It is entirely acceptable to use well-known images from folk tales in your own story.

Heroes of folk stories have long proven their relevance, and their positive or negative traits are quite characteristic of both your child’s contemporaries and himself.

With such a rich list of traits, it is possible to very colorfully and at the same time clearly describe the main character of the fairy tale, his actions, as well as all the difficulties that he will definitely overcome.

Fairy tale on a free theme

This genre is the pinnacle of a child’s verbal creativity. He must independently come up with the name of the fairy tale, the characters, the conditions for the action of the heroes, the action itself: the beginning, the climax, the ending. The child learns to use his life experience and convey it in a coherent narrative. He develops the ability to clearly, clearly, and consistently express his thoughts. The mother’s task is to create an emotional mood and give impetus to the creative imagination. It is important that the child strives to make the plot entertaining, not forgetting about the verbal presentation of the fairy tale.

Create, invent, try! Children's fairy tales have always been a very special genre of folk tales and served not only as a means of amusement for children who write them, but also as one of the most important means of developing children's thinking and mastering the experience of previous generations.

Ekaterina Asonova teacher, philologist

Thesis 2. The main character of the fairy tale

Of course, no fairy tale can do without a main character. As a rule, all the main events take place around it.

Since a fairy tale can be the most unusual, the main central character or character can be completely different and very original.

It could be:

An ordinary person who finds himself in a mysterious story and receives unusual and even fantastic abilities, a kind of superhero;
A familiar domestic or earthly animal, but always intelligent and speaking, because it will tell many important and useful things in the course of history;
An invented creature, here you can already give free rein to your imagination, so all kinds of trolls, dragons, and other living creatures can and should be in a fairy tale;
Ordinary household and other objects that surround us in everyday life, but in a fairy tale they can acquire amazing qualities.

Example: An ordinary boy’s school bag, which unexpectedly “came to life” in a fairy tale and taught the child to do his homework. Since almost every child has such a briefcase, he will perceive the fairy tale story with it much more familiarly, and will also remember everything that happened with his smart briefcase.

Important:

When writing a fairy tale and including the main characters in it, there are two key points to always keep in mind.

No matter how unusual or fantastic the main characters of a fairy tale are, they must convey the main goal to the child. The moral and educational aspect is a mandatory attribute of every story.
The characters should be so simple and close to the child that he would be imbued with their behavior and feelings. Then he will believe them and remember their words.

It is best to first make a portrait sketch of the future main character:

Nickname , name, nickname, nickname.
Age (young, old, wise, experienced).
Origin . If the main character is a person, then you can indicate who he is: perhaps a beautiful princess, or maybe a prince on a white horse. Although a poor artist or a lonely orphan may also very well turn out to be the central character of your fairy tale.
Appearance . When describing your hero, you should not chase the smallest details. A child may simply get tired of trying to understand the nuances, so 2-3 bright colors can be used to describe the hero and that will be quite enough.
Character of the hero . Here we pay attention to what your main character is like. Is he brave and courageous? Or he's a secretive cunning guy. Or maybe he is open and good-natured - such a good guy?
Dreams . In addition to character, it is worth highlighting what the main character wants and dreams of. If this is a shy character, then his dream may be a real friend, but the poor hero, of course, dreams of how to get rich. An orphan leading a lonely lifestyle, he would like to live with his parents.
Capabilities . The main characters are not just the main characters of the fairy tale. They must have some special features and not always ordinary ones. For example, the main character can talk with otherworldly forces or understand the language of animals. Or maybe he can even switch to their speech and conduct conversations. It is quite possible that the hero, even if he has some unusual abilities, is endowed with some kind of flaw. This will immediately attract additional attention from the child.

Example : The main character is a hero. Then you can focus on his powerful broad shoulders and tall stature. Confident gait and thick beard. The main character is a gentle princess. Here you can pay attention to delicate skin, beautiful hair and huge eyes.

It is important that the main character has not only positive traits, but also certain shortcomings. In this way, the child will gradually learn that nothing is ideal even in the world of fairy tales. And that the all-powerful noble beautiful warrior defeats everything bad is too simplistic. Let’s not forget that the main purpose of most fairy tales is the moral, educational aspect. And without an instructive lesson, without overcoming difficulties, it will not be complete.

Example : The main character of the fairy tale is a boy who did not want to study at all, but his “come to life” briefcase shocked and surprised him so much that doing homework became the most interesting thing in life for the child.

Example : The main character of the fairy tale is a weak boy who finds himself in a dark forest. Afraid of everything around him, he begins to communicate with the local animals, suddenly discovering that he understands them. Having become bolder and learning to survive, the child becomes much more independent and bolder.

It is the protagonist’s overcoming of obstacles that will increase attention to him, arouse compassion and interest. Watching how the character changes for the better, the child himself will begin to try to be better in his life. And certain shortcomings can be corrected.

“How to teach children to write fairy tales?” consultation on speech development (senior group) on the topic

How to teach children to write fairy tales?

A fairy tale enters a person’s life from early childhood and remains with him throughout his life. A fairy tale begins a child’s acquaintance with the world of literature, with the world of relationships and with the entire surrounding world in general. The influence of the magic of fairy tale storytelling on the formation of a child’s personality cannot be overestimated. After all, fairy tales teach children to distinguish between fiction and reality, set moral standards, present multifaceted images of their heroes, leaving room for imagination and fantasy.

In preschool pedagogy, great importance is attached to teaching children of senior preschool age to compose creative stories; composing fairy tales and stories is considered as a manifestation of children’s independent artistic activity. The process of teaching preschoolers to invent fairy tales and stories is a very important stage in the development of monologue speech skills in children. Creative storytelling is built on a special psychological basis - children's imagination. When writing a fairy tale, a child needs to mentally analyze the fairy-tale plots known to him, and then creatively synthesize a new phenomenon: a new composition, images of fairy-tale characters, the circumstances of their lives. And in order to convey a fairy tale story to the viewer, a child must have a rich vocabulary and the ability to construct a contextual statement.

But as the practice of recent years shows, many preschool children, unfortunately, have an extremely low level of speech development. After all, in order to talk about something well and coherently, you need to clearly imagine the object of the story, be able to plan, analyze, establish cause-and-effect relationships, temporal and other relationships between objects and phenomena.

It is very important that parents and educators, after reading a fairy tale, discuss with their children the life problems raised in it, and the children learn to think and express their thoughts creatively. Questions, games and creative tasks develop imagination and intuition, dexterity and eye; teach communication and observation skills; foster a sense of mutual assistance; help the child deeply and actively comprehend the basics of their native language, mathematics, and art.

All work takes place in the form of a game, but at the same time elements of cognitive and educational communication are preserved. The role of the teacher in joint adult-child activities when working with fairy tales is to move away from traditional methods and techniques of working with fairy tales (reading, telling, retelling, watching plays, cartoons and films based on fairy tales) and approach the use of fairy tale material in an unconventional way. This means initiating in children the ability to perceive the content of fairy tales in a non-standard, original way, to reflect it in all types of activities, and also to create the prerequisites for the child to compose his own fairy tale. At the same time, we take into account the individual psychophysiological characteristics of children; We follow the principle “From simple to complex”; We create a comfortable subject-spatial development environment in the group.

It is important not to give the child a ready-made answer, but to help find this answer together; want to listen to the child; smile and use soft intonations; be in the position of the eye - in - the eye.

Let's consider individual methods and techniques for working with a fairy tale.

Modeling fairy tales.

Using models to compose a fairy tale allows children to better understand the sequence of actions of the characters in the fairy tale and the course of fairy-tale events; develops creative imagination and abstract logical thinking, the ability to operate with symbols and signs; enriches vocabulary, activates speech; affects all senses.

In our work, we propose to use various geometric shapes as substitutes. Replacement is carried out based on the color and size ratio of the heroes. For example, in the fairy tale “Three Bears” these are three brown circles of different diameters, and in the fairy tale “Teremok” - stripes of different heights and colors (corresponds to the color of the character: frog - green; fox - orange, etc.).

Expressive movements.

The main task when using expressive movements in working with a fairy tale is the development of children's creative abilities. The assimilation of one or another expressive movement or gesture occurs in specially selected exercises, as well as in free games. Words and music are auxiliary means of mastering expressive movements. For example, when conveying the psycho-emotional state “Sadness,” the play “Doll’s Disease” from “Children’s Album” by P.I. Tchaikovsky. Depicting the flaring “Fire” to “Sabre Dance” by A. Khachaturian, children convey this image with sharp movements and facial expressions.

Problem situations are situations for which an individual or a team must find new means and methods of activity to master them; teach you to think and creatively absorb knowledge. The way out of a problematic situation is the discovery of new, still unknown knowledge. Problem situations activate the cognitive, speech, and creative activity of children and are built on materials from the development of action, on the event side of the work. Creating a problematic situation requires asking a problematic question:

Why did little Gerda turn out to be more powerful than the Snow Queen? (H.-H. Andersen “The Snow Queen?”).

Why didn’t anyone want to be friends with Shapoklyak? (E. Uspensky “Crocodile Gena”).

Why did the fox and the hare quarrel? (“The Fox and the Hare.” Russian folk tale).

Creative tasks can be individual and collective. The result of performing creative tasks is the appearance of a product that is distinguished by novelty, originality, uniqueness (a new image, drawing, fairy tale)

Let us give examples of children performing creative tasks based on the fairy tale “Turnip”.

· Tell a familiar fairy tale in a circle.

· Act out a fairy tale. Children distribute roles.

· Talk about the benefits of turnips and what dishes can be prepared from them.

· Inventing your own fairy tale “Carrot” (by analogy).

· Design of the book “Useful Tales” (cover, illustrations).

· Production of suits-bibs “Vegetables” (fabric, paper).

· Acting out imaginary fairy tales. And so on.

There may be other creative tasks: Fairy tales, but in a new way - children endow familiar fairy tale characters with qualities that are opposite to them.

Tales about everyday objects - the beginning of a fairy tale is a story about any everyday object.

A real beginning, a fabulous continuation.

Find out the fairy tale by the heroes' song:

***Don’t sit on the tree stump, don’t eat the pie (“Masha and the Bear”)

***Creak, leg, creak, fake! (“Bear is a fake leg”)

*** Little goats, guys!

Open up, unlock! ("The wolf and the seven Young goats")

Continue the fairy tale - instead of the well-known ending of the fairy tale, you need to come up with your own. Children learn to fantasize and think.

Draw a fairy tale - children draw illustrations for familiar or their own fairy tales using unconventional methods (finger painting, wet watercolor painting).

You can also use the following methods to develop creative imagination: “Finishing a fairy tale” - the essence of the method is for the child to come up with an ending to the fairy tale that you tell him.

Goal: to develop creative and logical thinking, the ability to correctly finish a thought and comprehend what is heard.

To do this, it is necessary to voice the beginning of the invented fairy tale to the child. For example: “The girl Tanyusha went to visit her grandmother to give gifts from her mother. She walked for a long time through the forest. And suddenly it turned out that she had forgotten the way - she got lost. Tanyusha wandered through the forest for a long time until she met a hare. So the hare says to Tanyusha...” Let the child continue the tale himself in accordance with the meaning. If difficulties arise, you can ask your child clarifying questions, observing the child’s reaction and encouraging him to think about his answer. At the end, you can even ask your child to illustrate the continuation of the story.

“A story about a specific character” is the essence of the method in inventing a character in a fairy tale, determining his character, actions, goals and actions. The purpose of the method: the development of creative imagination, the formation of the child’s moral education, as well as interpersonal communication skills with adults and peers.

Any fairy tale is built according to a certain structure. It has the main character, other people, the obstacles he overcomes, and the life lessons the character ultimately learns. We invite the child to come up with his own character and give him thoughts and feelings. Let him create difficulties for the hero, and the people around him with whom he will interact. The child must describe the actions of the main character, and the result to which the hero will ultimately come. The child must learn to talk about how the character has changed at the end of his fairy tale, what conclusions he has drawn. And then, come up with the name of your own fairy tale.

“Tale with pictures” is the essence of the method: using a series of pictures, the child can not only talk about the characters depicted in the pictures, but also think about what is happening around.

The purpose of the method: to develop creative imagination, teach the child the skills of correctly selecting verbs and adjectives to characterize characters, teach the child to build a plot in a logical sequence, and evaluate the location of the action. These exercises will help prepare your child well for school, since most often they cause difficulties for children when enrolling.

Pictures from children's books, manuals or primers are suitable for this. We show the child a picture and ask him to examine the image in detail, and then describe what he sees. You can help your child with leading questions, or pay attention to details that the baby did not notice. You can ask the child where the hero in the picture is going, what he thinks, whether he is good or bad, what indicates this, etc.

“Staging a fairy tale” is the essence of the method: embodying the plot of a read or composed fairy tale, inventing images and costumes for specific fairy-tale characters in accordance with their characters.

The purpose of the method: to activate a creative attitude to words, to develop skills to combine a fairy-tale image with a dramatic one.

In order to dramatize a fairy tale, it is necessary to involve a group of children. Prepare the necessary costumes or dolls. And give children the opportunity to think for themselves about the character of this or that character, about the scenery and staging of the fairy tale. It is necessary to distribute roles taking into account the individual characteristics of the children and the nature of the characters in the fairy tale themselves.

When working on fairy tales with children, an adult’s sincere interest in the growth of children’s creative potential, a smile and praise are necessary. It is advisable to involve the child himself in the assessment: What did you achieve today? What didn't quite work out?

It is necessary to alternate different types of tasks, do not play one game many times in a row. An adult should be nearby, but there is no need to complete the task for the child. You need to start with obviously easy tasks, take into account the temperament of each child, and think through variations of the same exercise.

There is no need to offer many games and tasks at once. In one lesson, take several games, different in nature. Taking into account the imaginative nature of the preschooler’s thinking, animate different game situations.

Stages of work when teaching preschoolers to write fairy tales

There are several stages of working on composing fairy tales.

Stage 1. Introducing children to fairy tales (reading, storytelling, conversations, looking at illustrations). While reading, several plots of one work help children better feel the content of a work of art and think about the actions of the characters.

During the conversation, the following tasks are offered:

— exercises to develop children’s vocabulary;

- come up with new names for famous fairy tales, for example, new names were invented for the fairy tale “The Mitten”: “Friendly House for Animals”, “How Grandfather Lost His Mitten”.

- posing a problematic question of a search nature: “Why, what for, what if, always?”, for example, “And if the cannibal had not turned into a mouse, how would the cat in boots have turned out to be the winner?”

— tasks: “Compare fairy-tale characters”, “Tell about your favorite fairy-tale character” teach preschoolers to describe the appearance and character of fairy-tale characters.

— exercises: “Fairytale Village”, “Far Away Kingdom”, “Enchanted Forest” form the ability to talk about the place and time where the plot of a fairy tale unfolds.

Stage 2. Reflection of the child’s emotional attitude to works of art through modeling, drawing, design, and making attributes for dramatization.

After getting acquainted with the fairy tale, you should invite the children to do something: cut out, glue, draw a diagram, show an episode from the fairy tale using facial expressions, gestures, make illustrations for the fairy tale on the theme “My favorite hero”, “Who did Kolobok meet”.

Use of schematic images.

Stage 3. Writing a fairy tale.

To the fairy tale “Ryaba Hen”: “Let’s come up with a continuation of the fairy tale - a kind hen laid a golden egg, but it was magical...”

To the fairy tale “The Three Bears”: “Let’s make up a fairy tale in reverse - three bears got lost and ended up at a girl’s house. There was no one at home, how did the bears behave?

Use of diagrams and pictures.

Stage 4. Acting out the plot of a fairy tale.

In the game exercises “Interview with a fairy-tale hero”, “Conversation of wonderful friends”, it is necessary to teach children to build a grammatically correct dialogue.

Exercises to develop attention, imagination, movement:

— carry a very “heavy” suitcase;

- reach for a high-hanging apple, pick it, bite it, it’s sour;

- pass the rope to each other, saying the word “snake”;

- “met a friend” (smiled);

- “surprised” (raise their eyebrows, open their eyes wide);

- “we know how to be disingenuous” (they blink either their right or their left eye).

These exercises allow children to learn how to switch from one movement to another, understand the shades in the facial expression of the hero of a fairy tale, better convey his character, and contribute to the development of creativity and imagination.

Preschoolers made illustrated homemade books based on their own fairy tales, wrote down fairy tales, and staged performances for kids and parents.

Types of work on teaching preschoolers to write fairy tales

Finish the story.

Goal: developing the ability to logically complete a story, the ability to comprehend what is perceived and correctly complete a thought, and activate vocabulary.

The teacher offers the child a simple plot of several sentences. For example: how the boy Styopa went into the forest to pick mushrooms and got lost. Then the teacher asks to finish the fairy tale in accordance with its meaning. If difficulties arise, you can help him with leading questions: “What did the boy see? What was he collecting? What could have happened to him in the forest? Who could help Styopa get out of the forest?

You can organize a competition of different endings to a fairy tale.

Essay based on a series of pictures

The purpose of this task is to help you see the colorfulness and brightness of the images created in the picture; develop the ability to correctly select verbs and adjectives to characterize characters; teaching the child to build a plot in a logically correct sequence, to characterize the place and time of action - this should contribute to the development of the child’s imagination and creative thinking.

Group essay

Children propose a theme, heroes of a fairy tale, an adult deals with the plot, involving the children in its development. The presence of several participants at once makes the composition of a fairy tale more diverse, interesting, and its content complete and deep. Involving other adults will only enrich the game. In the process of joint activity, the child gets a clear idea of what it means to come up with a fairy tale step by step. The game teaches him to compose phrases more clearly and thoughtfully, because the other participant must understand him in order to come up with his own continuation. First, offer to come up with a name for the fairy tale, characters, tell what they will be like, describe their appearance, mood. Then the fairy tale is “assembled” from the children’s answers to your questions: “Where does the fairy tale begin? How will events develop? (what happens next?) What will be the most poignant moment? Which one is the most interesting, funniest? How will the fairy tale end? Participants express their continuation answers in a chain, one after another. Changing questions during the process of composing a fairy tale activates children's attention.

re-enactment

Invite your child to “revive” the fairy tale: come up with costumes, develop the behavior of the characters in accordance with their personalities, think through the facial expressions, gestures, and intonation of each character. The purpose of such a task is to activate a creative attitude towards words. Creative comprehension should manifest itself in the ability to transform a verbal fairy-tale image into a dramatic one.

A tale about a specific character

The plot of many fairy tales is built on the basis of the various actions of a character who goes through a path (performs actions) with a specific goal. At the same time, he interacts with other objects: overcomes obstacles, solves problems, changing himself and changing the environment. If, according to the plot of a fairy tale, the hero solves creative problems when interacting with the environment, has a specific goal, changes himself, draws conclusions from life lessons, then his actions lead to a positive result. The child tells the story in the first person as a made-up character. First, an adult can offer the child his own version of a fairy tale or its approximate plan: you need to think about which hero to choose (good or evil, lazy or hardworking, etc.); determine his character, motives and goals of actions; decide in what situation to place it (choice of location); describe the actions of the main character to achieve the goal (the hero wanted to achieve something and as a result...). Then it is summed up: how has the hero changed? A name is invented for the resulting fairy tale.

A fairy tale on a given topic

The child is invited to compose a fairy tale on the proposed topic. This will require him to be able to act according to a given plan, to act within the framework of the proposed circumstances. Sometimes this approach makes the task easier: you just need to substitute words or sentences that are appropriate in meaning, but sometimes it can be very difficult to match someone else’s plan. An approximate algorithm for composing a fairy tale “The Adventures of a Kitten.” The adult asks the child questions leading to the description of the main character: “What kind of kitten is this? What words can you say about him? What kind of fur does the kitten have? What kind of ears and paws does he have? You can make a riddle about him. Then the child completes the following tasks: “Come up with a sentence about a kitten so that it contains the word fluffy (cowardly, cautious). Think of something to compare our hero with. Tell me what he can do. Come up with a sentence so that it contains the words “jumping”, “little white”, etc.” Thus, the baby is gradually preparing material for a fairy tale on the theme “The Adventures of a Kitten.” Now he can, using the sentences and phrases he invented, describe the character of the hero, tell how the kitten was getting ready for a walk, what interesting things he saw, what happened to him, how it all ended. When setting the theme of a fairy tale, formulate it in such a way that it emotionally prepares the child to write a fairy tale (the theme itself can already specify a fairy-tale character or suggest a fairy-tale situation). The result can be interesting if inanimate objects are used as a hero - for example, a bed or a bag.

The Tale of Toys

Choose toys for the fairy tale, for example, a cat and a mouse, and start telling the story, accompanying the words with a display of actions: “Once upon a time there was a fluffy cat (you must stroke the pussy, showing its fluffy fur), the cat found out that the mouse had made a hole for itself in her house ( show an imaginary house of a cat and a mouse in a hole). So she began to watch over her. The cat steps quietly with its fluffy paws, you can’t hear her at all. The mouse ran out for a walk and ran far from the hole. And suddenly I saw a cat. The cat wanted to grab her. No such luck! The clever mouse darted into its hole.” Then invite your child to think about what toys he would like to talk about. In the process of performing such a task, the child’s vocabulary is activated (he more actively uses those words that he already knows, but does not yet use in his speech), coherent speech develops: the child selects the necessary definitions, forming the appropriate grammatical form of the adjective, and builds on the same vocabulary material coherent statement. When answering questions, he pays attention to the characteristic features of the appearance of toys (color, shape, material), selects comparisons and definitions.

Fairy tale on a free theme

This genre is the pinnacle of a child’s verbal creativity. He must independently come up with the name of the fairy tale, the characters, the conditions for the action of the heroes, the action itself: the beginning, the climax, the ending. The child learns to use his life experience and convey it in a coherent narrative. He develops the ability to clearly, clearly, and consistently express his thoughts. The teacher’s task is to create an emotional mood and give impetus to creative imagination.

4. Working with parents

Work on composing fairy tales for children takes place in close contact with parents. Educators conduct consultations on the topics: “Features of the development of coherent speech in preschool children”, “We compose fairy tales with children”, “Education with fairy tales”, organize exhibitions of joint creativity of parents and children, for example, “Russian folk tale “The Frog Princess” , “Illustrations for a favorite fairy tale”, book design together with parents.

For the conscious and successful assimilation of educational material, the development of the communicative abilities of pupils, teachers suggest that parents write children's stories in the form of colorful essays, which are the final stage of work on the text, requiring close cooperation between the teacher and parents.

An essay is a story recorded at home by parents from the words of a child, compiled in a lesson with a kindergarten teacher.

Composing essays includes several stages based on visual, verbal and practical teaching methods.

1. Preparatory work is carried out by the teacher or parents on the instructions of the teacher. Includes a conversation on the topic, vocabulary work, looking at an object or painting (series of paintings) and familiarizing yourself with them, familiarizing yourself with works of art, and excursions.

2. Compiling a fairy tale by children in class under the guidance of a teacher.

3. Correction and consolidation of material in an individual lesson.

4. Consultation for parents, at which the objectives of this work are explained in detail and recommendations are given (carried out for each specific essay).

5. Homework on composing and decorating a fairy tale by a child together with his parents.

6. Checking homework.

Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. And he not only learns, but also responds to events and phenomena of the surrounding world, expresses his attitude towards good and evil. The first ideas about justice and injustice are drawn from the fairy tale. A fairy tale activates the child’s imagination, makes him empathize and internally contribute to the characters. As a result of this empathy, the child acquires not only new knowledge, but also, most importantly, a new emotional attitude towards the environment: people, objects, phenomena. Fairy tales allow you to develop creative abilities, i.e. the ability to be surprised and learn, the ability to find solutions in non-standard situations. The main indicators of creative abilities are fluency and flexibility of thought, originality, curiosity, accuracy and courage. The very nature of fairy tales provides opportunities for developing flexibility and originality of thinking. Fairy tales help develop a child’s imagination, make learning attractive, interesting, and creative.

Bibliography

1. Arkin E. A. Parents about education - M, 1957

2. Education of moral feelings in older preschoolers (Manual for kindergarten teachers) Edited by A. M. Vinogradova - M, 1980

3. Vygotsky L. S. Imagination and creativity in childhood. - St. Petersburg, 1997

4. Ozhegov S.I. Dictionary of the Russian language. - M., 1986.

5. Propp V. Ya. Mythology of fairy tales. Historical roots of fairy tales. (Collected works of V. Ya. Propp). - M., 2000.

6. Propp V. Ya. Russian fairy tale. (Collected works of V. Ya. Propp). - M., 2000.

7. Rodari J. The Grammar of Fantasy. - Kaluga, 1992.

8. Literature and fantasy / Comp. L. Streltsova.- M. 1992

9. Fesyukova L. B. Education with a fairy tale. - Kharkov, 1996.

Teaching preschoolers to write fairy tales.

Thesis 3. The villain in the fairy tale. Necessarily?

There is no strict rule that every fairy tale must have a villain. It is quite enough if the main character, as events unfold, finds himself in various difficult situations that will require certain efforts from him.

Example : A small child wakes up at night to the sound of a window opening. He had a fantastic fairy-tale dream. You need to overcome a dark long corridor, but it’s scary. Overcoming fear and encountering obstacles on his way, the child nevertheless closes the window and returns to his place. There is no need for some kind of villain here; the problem is the obstacles themselves, which the child must overcome by becoming bolder.

However, in many cases, a negative hero is quite appropriate. And if such a character appears in a fairy tale, then he must also be vividly described. His evil essence and desire to harm the main positive character should be revealed. But nothing prevents even the negative hero from improving as the plot develops. This way it will be shown once again that Good is creative, and Evil is destructive.

Where to begin

You can compose fairy tales casually, on the go. After all, when your hands are busy with housework, your head is free for creativity. The child will be happy to participate in the development of a fairy tale plot and in the game, quietly expand his vocabulary, consolidate the grammatical structure of speech, and, most importantly, practice the art of storytelling (oral monologue speech).

You can write fairy tales about anything, even about vegetables and household utensils, but first practice on “simple” material. There are different “recipes” for organizing such creative training. How you use them depends on the age of the child. A child over 4 years old can compose together with an adult, and a 5-6 year old can already compose quite freely on his own, and the adult’s task is to give impetus to composing. Much depends on his and your creative capabilities, the conditions in which you will start writing (whether it will be in a specially allotted time or you will have to write while doing other things, or maybe while on the road).

Thesis 4. Motivation of the main characters

So, having determined the motive, it will be easier to express the actions of the main characters in the fairy tale. Goals may be different:

The fight for justice: a noble goal that will push heroes to accomplish a feat;
Treasure hunt;
Experiment to acquire superpowers;
Helping friends and relatives: saving a friend or loved one is not a motivation for action;
Victory in competitions;
Victory in the fight against disease;
Overcoming fear.

A lot of goals should not be intimidating; the more there are, the easier it is to take something as a basis. Moreover, the Goal itself should be so important that it can really push the hero to take a desperate or, conversely, a very calculated step!

Create a main character

The main character of a fairy tale is the core around which events and miracles revolve. The main character can be your child, either a boy or a girl, whose behavior is very reminiscent of your baby. The main character can be a favorite toy, a cartoon character, an animal or bird, a car, an ordinary cone, dishes, a table, a computer, a telephone. Anything!

Give the hero some ordinary and unusual qualities. For example, bringing a table to life is already unusual in itself, but at the same time you can still do homework on it, while traveling around the world.

Thesis 5. Through thorns to the stars

To achieve a desired and noble goal, the main characters must not just go through a certain path. They must be forced to overcome a number of obstacles. In fairy tales, the most popular is the triple passage. That is, the main character has to do something three times, gradually approaching the goal.

If a fairy tale is intended for very young, but most grateful readers, then you should not overload the story. In this case, one obstacle will be quite enough. But in any case, every step is a step towards the goal!

The more complicated the better

In order for a fairy tale to be read with interest, it is necessary to really put ever more complex obstacles in front of the main character. The reader must realize that circumstances have erected a truly insurmountable barrier in front of the fairy-tale character. And if, nevertheless, the hero managed to overcome it, then in the next situation he finds himself in a completely hopeless situation.

It is necessary that the achievement of the Goal be on the verge of life and death. And any, even the smallest mistake could undo all the hero’s previous efforts. And so, in order to overcome all this, the main character must show his best qualities. Qualities you would like to instill in a child reading a fairy tale:

Courage;
Resourcefulness;
Determination;
Patience.

Unleash your imagination.

Imagination , like talent, lies dormant in each of us. True, for some it is dormant, and for others it sleeps soundly. But this can be fixed. The main thing is to believe in your creative streak and push it a little, and then, if you wish, it will slowly move along the rails of fabulous ideas, gradually accelerating its pace.

Imagination is the ability to see the unusual in the ordinary, the creation of images and plots, the revival of the inanimate and unreal. Imagination works on certain raw materials, when processed, a fairy tale is born. The raw materials of imagination can be found everywhere. These can be life situations (failures and problems, successes and achievements). The source of inspiration can be paintings by artists, classical and modern music, images from the world of cinema and well-known fairy tales. Solitude with nature can awaken ideas even in the most “tired” of worldly worries.

Talking with your child can help stimulate your imagination. With leading questions, the child himself will answer what and how should happen in the fairy tale. Writing a fairy tale with your children is fun and educational. After all, they have the most interesting and vivid imagination!

Unleash your imagination and bring the inanimate to life. Let the door speak, the bed begin to play before going to bed, or the road run away from under your feet...

Dream about yourself, depicting your dream in the form of a fairy tale. But! Attention! This method can bring a MIRACLE from unreality to reality and make your dream come true. So be positive!

also awaken inspiration through meditation. Meditation is about relaxing the body in order to “release” and control your thoughts and emotions. During and after meditation, kind and gentle stories are born.

A magical mantra for inspiration will help you feel the state of flight and soaring. Fill your soul with energy, strength and inspiration.

Thesis 6. Place of action

Where should the fairy tale take place? Yes, anywhere. Starting from an unknown remote island and even another planet and ending with your own home, where every little thing is familiar. This will further arouse the interest of the child, who will suddenly look at his own things from a different angle.

What’s good about the second option is that you don’t need to go into detail describing the situation. A child will understand what we are talking about after a couple of hints, since he knows the situation down to the smallest detail. The more interesting it is.

If events occur outside a familiar environment, then there can be many variations. Immerse the main characters in the most incredible circumstances:

The sun scorches with light, low heavy clouds literally press travelers to the ground;
The heat dries you down to the bones, and the deadly cold turns you into a lifeless block of ice;
A hurricane wind carries you into the distance, and the depths of the sea drag you into the abyss.

Well, the living fairy-tale world can be completely shocking: water talks, trees run, mirrors turn inside out, showing the past, and local animals not only walk on their heads, but also make a bunch of incomprehensible sounds. At the same time, the main character understands them perfectly, and this makes the fairy tale even funnier.

Important: But having the opportunity to come up with anything, you should not pile up a lot of different and colorful things in one fairy tale. This will blur the overall picture, and behind the kaleidoscope of diversity, the child will lose the main educational line of the fairy tale. Therefore, if, for example, in a fairy tale there are talking objects (a briefcase), then all events should happen around it and with it.

Essay based on a series of pictures

For such an activity, you will have to select a suitable series of pictures in advance. For example, pictures from manuals on speech development, which make up a series of illustrations on a single subject. For these purposes, it is convenient to use speech therapy albums, various manuals and primers. If a child does not attend kindergarten, he definitely needs such exercises: it is this type of work that causes difficulties for children when entering school. From time to time, didactic material needs to be updated, new options for working with old pictures need to be invented. An essay based on pictures will be indispensable both on a long journey and during a child’s illness, when you need to keep him in a relatively motionless and calm state for some time.

The purpose of this task is to help you see the colorfulness and brightness of the images created in the picture; develop the ability to correctly select verbs and adjectives to describe characters. You have to teach your child to build a plot in a logically correct sequence, to characterize the place and time of action - this should contribute to the development of the child’s imagination and creative thinking. When looking at the first drawing with your child, draw the child’s attention to what kind of area is depicted in the drawing: “Who (what characters) do you see here? What are they doing? Where are they located? What is the situation around them? What time of year (day)? What signs indicate this? When using illustrations for fairy tales, you must definitely draw the child’s attention to the fact that the plot of the pictures is fairy-tale (for example, a mouse is playing with a balloon, etc.).

The beginning of the fairy tale is compiled from the first picture (“Once upon a time...”). The second picture is examined in more detail: the adult draws the child’s attention to smaller objects: “What do you think this is? I wonder why he (she, it) is needed here?” An adult can help come up with names for the characters, ask which character you especially liked and why. In the process of working with pictures, you need to react emotionally to children's remarks, helping in composing a fairy tale and describing the characters, and asking leading questions at a dynamic pace. When the fairy tale is invented, you can invite the child to tell it to one of his relatives, and also tell the listeners about the process of its creation.

Thesis 7. Making a plan for a fairy tale

So, having assessed the main components of a fairy tale, it is necessary to draw up a plan for a fairy tale story. This will make it easier to develop the course of events.

Introductory part . We describe the place of events, and also introduce the main characters into the story, making a brief description of them.
The beginning . Something must happen that will force the main characters to act. Suddenly a loss was discovered, someone got sick, important news arrived, I had a terrible dream, something unusual was accidentally discovered...
First obstacle . And the first achievement after overcoming it.
The second obstacle is more difficult . Second achievement.
The final obstacle is the most difficult . But the Goal is already here - very close.
The final . The goal is achieved, the heroes become stronger, healthier and better. But Evil (if it existed in a fairy tale): punished, driven away, destroyed. Everyone is happy.

Child from one to two years old

At the age of one to one and a half years, the complete unity of the baby with his mother explodes from the inside. Two independent people appear: the baby and the mother. The crisis of the first year of life lies in the child’s awareness of this change. At this age, the little person acquires a certain degree of independence: the first words, the first independent steps, the first conscious actions with objects. However, the baby's range of capabilities is still very limited. At this age, the child’s words are still situational. His speech is already a means of communication and expression of desires and emotions. At the same time, it is still devoid of constant meanings - the same word or combination of sounds can be used to name a wide variety of objects, actions or phenomena. The child himself is not able to find out how to properly use this or that object. How to hold a spoon? How to put on glasses? How to use a comb? Therefore, in almost every action that a child performs with this or that object, there is, as it were, an adult who shows and explains to the child the essence of the object. Therefore, communication at this age becomes a form of organizing objective activity. It continues to develop extremely intensively and becomes not only emotional, but also verbal. A fairy tale for a child from one to two years old becomes longer in time. The story can last as long as it takes to study an interesting subject; the plot includes the active actions of the child himself. The game can be completed at any time as soon as the little listener has lost interest, and can be returned to it another time when a mutual desire arises. Through fairy tales, norms of behavior, necessary self-service skills, as well as a general broadening of one’s horizons can be taught. At this age, fairy tales associated with certain rituals may appear. For example, a fairy tale that accompanies the process of brushing your teeth. Once upon a time there lived little teeth in a house-mouth. And there were them... Open up, little house-mouth! ... one, two, three, four, five, six, seven... The teeth decided to invite a brush to visit them. And the brush called with it some paste and a glass of water. They came and began to greet each tooth, the brush rubbed each one with its bristles on one side and the other, and on the back too. The teeth are ticklish and they laugh. After the brush came some water and rinsed each tooth. The teeth became clean and shiny. This is where the fairy tales end, and the one who listened will have strong and healthy teeth!

The main tricks when writing a fairy tale!

When you have a plan and a desire, you can immediately start writing your first fairy tale story. But it’s better to leave a reminder to yourself in the form of important accents.

Let's not forget about them:

Less description, more movement . It’s better to clarify a couple of points during the chase than to make a deep description, forgetting about the heroes and their Goal;
The characters are not silent , but report in dialogues or open emotions about their feelings, about what is happening to them;
Everything is in place . Everything that appears in a fairy tale (after the introductory part) must be in place, tied either to the purpose of the fairy tale or to the scene of action and obstacles.
More specifics . Fewer common phrases. If the hero is a coward, then describe it as such: a pathetic, shaking coward, afraid of his own shadow. If poor, then not just a “poor man,” but barely dragging his feet in broken sandals and looking for at least some crumb of bread, staggering from the wind.
More intrigue . Drop important details, leaks, and hints along the way. This way you will be interested in future events even before they begin.
A fairy tale for a child . This is the main thing. And if he is only 3-5-7 years old, then the sentences should be simple and understandable even at that age.
Feel free to use familiar images . Just as one should not be afraid to use in a fairy tale something that a child sees every day in his room, the well-known image of a fairy-tale hero is quite appropriate. But you never know what will suddenly happen to him in your fairy tale.

Authors: Pavel Sayk , Dmitry Pirozhkov . January 15, 2021.

"Finish the fairy tale"

We need to give the child a task - to come up with an ending for the fairy tale. Your goal will be to develop the ability to logically complete a story, the ability to comprehend what is perceived and correctly complete a thought, and to activate your vocabulary. So, you offer your child a simple plot of several sentences. For example: “Once a boy Styopa went into the forest to pick mushrooms. Styopa met a squirrel in the forest - it waved its fluffy tail at him and galloped off along the tree branches. He also came across a hare, but the little cowardly hare immediately hid in the bushes - he got scared. Styopa collected a lot of mushrooms and ate a lot of strawberries. So he walked through the forest, walked and wandered into a place completely unfamiliar to him. At first the boy was a little scared, but then he remembered that he was very brave (otherwise how could he go into the forest alone?) and began to look around. Styopa looks around to understand where he ended up, and suddenly sees... "

Here you turn to the child with a request to finish the fairy tale in accordance with its meaning. If difficulties arise, you can help him with leading questions: “What did the boy see? What was he collecting? What could have happened to him in the forest? Who could help Styopa get out of the forest? It is very important to react emotionally to every answer the child finds (surprise, joy, fear, etc.), thus developing an emotional attitude towards what is being written and the skill of conveying emotions in speech.

You can organize a competition of different options for ending a fairy tale: each of you can offer several options, and then you will discuss them together. The last stage plays an important role in the development of logical thinking and the ability to perceive and continue a started thought. In the future, the child can tell someone the fairy tale he has written and illustrate it with drawings. After creating several such endings for your simple stories (don’t try to come up with a complex beginning, it should be very simple), you will see that your child is capable of independently composing the ending of a fairy tale, without leading questions.

Find a listener and tell him a story

A storyteller definitely needs those who love fairy tales. Tell the story in simple words and simple sentences. Use vivid descriptive images and as many adjectives as possible. Actively play with intonation and voice, speaking either louder or mysteriously quieter.

Tell your essay to your loved one, mother, friend, neighbor. And best of all, to the most grateful listener - the child ! Tell her without even asking her to evaluate her. You will see the appreciation of your fairy tale in their eyes... And most likely it will inspire you to new feats!

Check out my latest story, The Laugh Shop! Perhaps this will be your starting point to the land of Good Storytellers!

The talent of a storyteller will not be born on its own. He is like a grain in the ground; in order to grow, he needs effort and time. However, it is worth it to one day turn into a beautiful flowering tree. A tree that is unlike anyone else and beautiful in its own way!

This is where the fairy tale ends, and whoever listened - Well done!

How to write a fairy tale about goodness?

From childhood, it is important for a child to acquire confidence that good triumphs over evil, and in this the main role is played by fairy tales. The child himself comes up with the content, composes the plot, builds the course of events, comes up with the climax and denouement. Each child reveals the theme of good and evil in his own fairy tales. This is how good fights evil in the fairy tale “Swallows,” written by my seven-year-old daughter.

Tale "Swallows"
“One kind owner had a family of swallows living under the roof of an old barn. Swallows found shelter here every spring, and in the fall they flew to warmer climes. This spring, the mother swallow built a nest again and laid several eggs in it. While she was hatching the chicks, the papa swallow brought her midges and mosquitoes in his beak.
One day, the neighbor’s cat, Vaska, crept up to the swallow’s nest. He was very angry and hungry. Vaska arched his back and prepared to jump, licking his lips before a delicious breakfast. Then, out of nowhere, the papa swallow returned and began to lure the cunning cat in the other direction, away from the nest.
The cat was confused at first, but then he was happy about the hearty breakfast. His eyes widened. And the poor swallows flew around their nest and screamed loudly. The owner came running to the noise and saw that the swallows were in great danger. He couldn’t punish the cat because he was a good-natured person.
Fortunately, the owner's cow gave wonderful milk, which made everyone feel good, and the owner fed the cat this magic milk. Now the good man knew that his swallow friends were not in danger. Good always triumphs over evil.

Play word games

Words are the cells of a fabulous creation. You can play with them, maybe something new will be born.

Take two different words (you can ask someone to tell you the words, or randomly point your finger at a book). And come up with a couple of stories with these words.

For example, let's take the words castle and deer . Here are some stories you can come up with:

1. A deer came to the princess’s castle every day at the same time and tried to reach the apple tree behind the fence.

2. In the castle of one king there lived a beautiful deer who could speak.

3. Once upon a time there was an amazing deer who carried an entire castle on his antlers.

Take contradictions and make up a story. For example, fire and water, under-delivery and over-delivery, beautiful and ugly princess, microplane and airplane, king and servant, summer and winter.

Write down a few headlines from magazines, newspapers and books. Mix and take three of them at random. Find commonalities and make up a story. Sometimes, from the most seemingly abracadabra, a brilliant work is born, for example, “Alice in Wonderland” by L. Carroll.