Казкотерапія в системі мовленнєвого розвитку дошкільників

2016 ◽  
Vol 3 (1) ◽  
pp. 91-101
Author(s):  
Зоряна Мацюк ◽  
Марія Фенко
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Folk Tale ◽  
The Impact ◽  
Linguistic Means

У складних суспільних умовах дедалі більше розширюється коло проблем, які потребують педагогічного вирішення. Дієвий метод – казкотерапія, використовують для безпосереднього впливу на емоційно-почуттєву сферу особистості для зміни моделей поведінки, аналізу прихованих можливостей дітей. У статті обґрунтовано теоретичні засади використання казкотерапії в психолого-педагогічній практиці. Зокрема було визначено критерії та показники мовленнєвого розвитку дошкільників в ігрових казкових ситуаціях: 1) обізнаність із казками; уміння розповідати знайомі казки; уміння оцінювати свою розповідь і розповідь товариша; 2) самостійність складання дітьми сюжетів казкових ситуацій; оригінальність вигаданого казкового сюжету; наявність засобів творчого самовираження. Особливий акцент зроблено на творчому мовленнєвому самовиражені дітей, чому безпосередньо сприяє використання казкотерапії: відбувається занурення дітей у світ казки, що поглиблює максимальну мовленнєву активність дітей на навчально-виховному просторі дитячого навчального закладу; наявність позитивних емоційних стимулів у складанні творчих розповідей; створення ситуацій успіху в мовленнєво-ігровій діяльності; стимулювання мовленнєвого самовираження і творчої ініціативи дошкільників в казкових ситуаціях. Результати проведеного дослідження свідчать, що використання методу казкотерапії є доцільним і виправданим. Література References Алексеенко В. В. Играем в сказку. Воспитание и развитие личности ребенка 2–7 лет. – М.: РИПОЛ.Aleksеіenko, V.V. (2008). Igraem v skazku. Vospitanie i razvitie lichnosti rebionka 2–7 let. [Playing Fairy-Tale. Educating and Developing Personality from 2 -7]. Moscow: RYPOL. Бурчик О. В. Групова казкотерапія в особистісно-орієнтованому вихованні дітей // Высник Житомирського державного ун-ту ім. Івана Франка. – 2005, № 25. – С. 203-205.Bourchyk, O.V. (2005). Grupova kazkoterapia v osobystisno-orientovanomu vyhovanni ditej [Group Fairy-Tale Therapy in Personality-oriented Education of Children]. Visnyk Zhytomyrskoho derzhavnoho universytetu imeni I. Franka, 25, 203-205. Давыдова Т. Т. Сказка // Лит. Учеба. – 2003., № 1.Davуdova, T. T. (2003). Skazka [Сказка]. Lyt. Ucheba, 1. Деркач О. О. Педагогіка творчості: Арт-терапія та казкотерапія на допомогу вчителю, вихователю, праткичному психологу. Вінниця, 2003.Derkach, O. O. (2009). Pedahohika tvorchosti: Art-terapiia ta kazkoterapiia na dopomohu vchyteliu, vykhovateliu, praktychnomu psykholohu]. Vinnytsia. Кирилюк О. С. Універсалії культури і семіотика дискурсу : казка та обряд. – Одеса: ЦГО НАНУ, 2003. Kyryliuk, O. S. (2003). Universalii kultury i semiotyka dyskursu: kazka ta obriad [The Cultural Universals and Semiotics of Discourse: Fairy-Tale and Rite]. Odesa: TsHO NANU. Мелетинский Е. М. От мифа к литературе. – М.: РГГУ, 2000.Meletynskyij, E. M. (2000). Ot Mifa k Literature [From Myth to Literature]. Moscow: RGGU. Нассруллаева Н. Н. Влияние содержания и языковых средств народной сказки на образность и выразительность речи старшего дошкольника. – К.: Рад. школа, 1982.Nassrullaeva, N. N. (1982). Vlyianie soderzhansiia i yazykovykh sredstv narodnoij skazki na obraznost i vyraziytielnost rechy starsheho doshkolnyka [The Impact of Content and Linguistic Means of Folk-Tale on the Imagery and Expressiveness of Older Pre-schooler Speech]. Kyiv: Rad. Shkola. Померанцева Э. В. Русское народное поэтическое творчество. – М.: Учпедгиз, 1956.Pomerantseva, Е. V. (1956). Russkoe narodnoe Poetiycheskoe Tvorchestvo [Russian Folk Poetic Art]. Moscow: Uchpedgiz. Пропп В. Морфология волшебной сказки. Исторические корни волшебной сказки. – М.: АСТ, 1998.Propp, V. (1998). Morfolohyia volshebnoij skazki. Istoricheskie korny volshebnoij skazki [The Morphology of Fairy-Tale]. Moscow: AST. Соколов Д. Сказки и сказкотерапия. –М.: Экcмо-Пресс, 2001.Sokolov, D. (2001). Skazki i skazkoterapiia [Fairy-Tales and Fairy-Tale Therapy]: Moscow: Eksmo-Press. Вачков Я. Сказкотерапия: Развитие самосознания через психологическую сказку. –М.: Ос-89. – С. 144.Vachkov, Y. V. (2001). Skazkoterapiia: Razvitie samosoznanyia cherez psykholohycheskiju skazku [Fairy-Tale Therapy]. Moscow: Os-89. Великий тлумачний словник сучасної української мови/ Укл. і гол. ред. В. Т. Бусел. – К.; Ірпінь: Перун, 2004.Velykyj tlumachnyj slovnyk suchasnoi ukrainskoi movy (2004). V. Busel, Ed. [Great Explanatory Dictionary of Modern Ukarinain]. Kyiv; Irpin: Perun. Якименко С. І. Формування основ світогляду у дітей молодшого шкільного віку засобами казки: теорія і практика. – Київ: Знання, 1999.Yakymenko, S. I. (1999). Formuvannia osnov svitohliadu u ditej molodshoho shkilnoho viku zasobamy kazky: teoriia i praktyka [Формування основ світогляду у дітей молодшого шкільного віку засобами казки: теорія і практика]. Kyiv: Znannia. Зинкевич-Евстигнеева Т. Формы и методы работы со сказками. – СПб: Речь, 2006.Zynkevych-Evstyhneeva, T. D. (2006). Formy i metodu raboty so skazkami [Forms and Methods of Working with Fairy-Tales]. S.-Petersburg: Rech.

Grimm Legacies

2014 ◽  
Author(s):  
Jack Zipes
Keyword(s):  
Fairy Tales ◽  
Oral Tradition ◽  
Fairy Tale ◽  
Folk Tales ◽  
Brothers Grimm ◽  
Folk Tale ◽  
The World ◽  
History Of ◽  
High Standards ◽  
Wilhelm Grimm

This book explores the legacy of the Brothers Grimm in Europe and North America, from the nineteenth century to the present. The book reveals how the Grimms came to play a pivotal and unusual role in the evolution of Western folklore and in the history of the most significant cultural genre in the world—the fairy tale. Folklorists Jacob and Wilhelm Grimm sought to discover and preserve a rich abundance of stories emanating from an oral tradition, and encouraged friends, colleagues, and strangers to gather and share these tales. As a result, hundreds of thousands of wonderful folk and fairy tales poured into books throughout Europe and have kept coming. The book looks at the transformation of the Grimms' tales into children's literature, the Americanization of the tales, the “Grimm” aspects of contemporary tales, and the tales' utopian impulses. It shows that the Grimms were not the first scholars to turn their attention to folk tales, but were vital in expanding readership and setting the high standards for folk-tale collecting that continue through the current era. The book concludes with a look at contemporary adaptations of the tales and raises questions about authenticity, target audience, and consumerism. The book examines the lasting universal influence of two brothers and their collected tales on today's storytelling world.

scholarly journals Engaging English Learners Through Literature, Fairy Tales, and Drama

2019 ◽  
Vol 8 (2) ◽  
pp. 138
Author(s):  
Alison Larkin Koushki
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Student Engagement ◽  
Fairy Tales ◽  
English Learners ◽  
Fairy Tale ◽  
Research Question ◽  
Language Education ◽  
Project Based Learning ◽  
The Impact

Use of literature in the English language classroom deepens student engagement, and fairy tales add magic to the mix. This article details the benefits of engaging English learners in literature and fairy tales, and explores how drama can be enlisted to further mine their riches. An educator’s case studies of language teaching through literature and drama projects are described, and the research question driving them highlighted: What is the impact of dramatizing literature on students’ engagement in novels and second language acquisition? Research on the effects of literature, drama, and the fairy tale genre on second language education is reviewed. Reading and acting out literature and fairy tales hones all four language skills while also enhancing the Seven Cs life skills: communication, creativity, critical thinking, collaboration, commitment, compromise, and confidence. Adding the frame of project-based learning to the instructional strengths of literature and drama forms a strong pedagogical triangle for second language learning. Fairy tales are easily enacted. English educators and learners can download free fairy tale scripts and spice them with creative twists of their own creation or adapted from film and cartoon versions. Providing maximum student engagement, tales can be portrayed with minimum preparation. Using a few simple props and a short script, English learners can dramatize The Three Bears, Little Red Riding Hood, Cinderella, or Snow White in class with little practice. Engagement increases when teams act out tales on stage for an audience of family, friends, classmates, and educators. In fairy tale enactment projects, whether in class or on stage, students apply their multiple intelligences when choosing team roles: script-writing, acting, backstage, costumes, make-up, sound and lights, reporter, advertising, usher, writer’s corner, or stage managing. The article concludes with a list of engaging language activities for use with fairy tales, and a summary of the benefits of fairy tale enactments for English learners.

scholarly journals On the question of the interaction of Komi and Russian fairy tales (CIP 706 «The Maiden without Hand»)

2019 ◽  
pp. 101-112
Author(s):  
Надежда Степановна Коровина
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Cultural Traditions ◽  
Class Time ◽  
Long Time ◽  
History Of ◽  
Life Habits ◽  
The Individual ◽  
The Comparative Study ◽  
The Impact

В данной статье предпринята попытка на основе конкретного сказочного сюжета о Безручке (СУС 706) исследовать особенности взаимодействия фольклорных произведений народов, не родственных этнически, но тесно общаюшихся на протяжении длительного времени и имеющих близкие культурные традиции. При рассмотрении данного вопроса использовалась методика сравнительного анализа, позволяющая установить, каким образом международный сказочный сюжет становится культурным достоянием народа коми, т. е. прояснить историю национального сказочного репертуара. В процессе анализа коми сказок о Безручке выявлено сходство с русскими вариантами в области содержания, в типах героев и способах их создания, развитии действия и последовательности эпизодов. В результате автор приходит к выводу о том, что сюжет о Безручке (СУС 706) заимствован у русских. Одновременно в статье отмечен тот факт, что рассмотренные варианты коми сказок имеют свою специфику и не создают впечатления однообразия. Это происходит за счет того, что постоянные элементы, представляющие композиционный стержень сюжета, во-первых, обрастают своеобразными деталями, которые придают повествованию национальный колорит. Именно в них отражается быт, привычки, обычаи народа коми. Во-вторых, своеобразие каждого варианта во многом зависят от индивидуального стиля, степени исполнительского мастерства, творческой манеры, отношения к данному сюжету того или другого исполнителя. В-третьих, именно в отдельных его вариантах сказываются социальные, временные различия, в совокупности своей отражающие исторические изменения сказки In this article an attempt is made on the basis of a specific fairy-tale story about «The Maiden without Hand» (CIP 706) to explore the features of the interaction of folk works of peoples who are not related ethnically, but who closely communicated for a long time and have close cultural traditions. When regarding this issue, we consider it appropriate to use the methodology of comparative analysis, since it is the comparative study of Russian and Komi variants of the fairy-tale plot that allows us to establish how the international fairy-tale plot becomes the cultural heritage of the Komi people, to clarify the history of the national fairy-tale repertoire. In all analyzed Komi tales about the Maiden without hand there is a similarity with the Russian variants in the development of the action, the sequence of episodes, the type of characters, their characteristics, the common ideological content. The structural and typological analysis allows us to conclude that the plot about «The Maiden without hand» (CIP 706) was borrowed from the Russians. However, the considered variants of Komi fairy tales do not create the impression of monotony because the constant elements that represent the compositional core, firstly, acquire peculiar details that give the narrative a national flavor. They reflect the life, habits and customs of the Komi people. Secondly, the originality of each option depends largely on the individual style, the degree of performing skills, creative manner, attitude to the story of a particular artist. Thirdly, it is in its individual options where the impact of class, time differences manifest themselves reflecting the historical changes of the tale.

scholarly journals FOLK SPIRIT AND STYLE IN ARTISTIC CREATIVITY

2020 ◽  
pp. 210-216
Author(s):  
Matyakubova Tozagul Rajapovna
Keyword(s):  
Key Words ◽  
Fairy Tales ◽  
Life Style ◽  
Fairy Tale ◽  
Artistic Creativity ◽  
Folk Literature ◽  
The Individual ◽  
The Impact ◽  
Individual Style

The impact of the folk literature to the poetry of the Uzbek academician poet Gafur Gulam (1903 - 1966) has been learnt by this article. Through the model of the analyses of poems by the poet the inheriting interrelations between folk and written literature have been observed. The scientific-theoretical opinions on the specific depiction style of the folk melody and spirit, which was closely got acquainted with national belief and life style, that is the peculiar depiction style appropriately to the genre fairy tales and folk epics as proverbs, parable, blessings, scolding have been ahead for formulation the individual style of Gafur Gulam. KEY WORDS: Poetry, lyric feeling, sense, philosophical pithiness, folk melody, folk inspiration, folklore, inheritance, figurativeness, simplicity, coherency, motive, fairy tale, oral epic, blessing, scolding, proverb, parable, sayings, lyric character, outlook, style, folk phrase, ceremony, cross impact, individuality, authentic ideal, literary-depictive means, stanza, idea, content.

scholarly journals Estonian Fairy Tales up the Beanstalk into Heaven and Coal Porridge: Two Tales of Growing Up

2018 ◽  
Vol 12 (1) ◽  
pp. 7-20
Author(s):  
Risto Järv ◽  
Mairi Kaasik
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
The Other ◽  
Growing Up ◽  
The South ◽  
Folk Tale ◽  
Female Protagonists ◽  
South Eastern

Abstract The article* focuses on two Estonian fairy tale types that have been recorded among the Orthodox Seto minority in the south-eastern corner of Estonia. In the index of Estonian folktales they have been described under tales of magic (fairy tales) as tale types Ee 328C* and Ee 327H*. One of the tale types observed is a masculine folk tale (one with male protagonists), the other can be considered a feminine folk tale with female protagonists despite it seemingly having two main characters of different genders. In both tales the protagonists reach a hostile place after moving through liminality, and both tales can be interpreted as tales of growing up.

scholarly journals Role of Lezgin Folk Riddles in the Structure of Everyday Fairy Tales

2021 ◽  
Vol 2021 (2) ◽  
pp. 126-132
Author(s):  
Aida R. Gasharova
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Folk Art ◽  
Creative Imagination ◽  
Folk Tales ◽  
Folk Tale ◽  
Constituent Element ◽  
The Creation

The article deals with Lezgi folk riddles. They can be a constituent element of many genres of folklore, although they exist in folk art as an independent genre. The analysis is focused on folk riddles in the “fairy tale” speech, as well as the use of various kinds of “mysterious” elements in the creation of folk tales. The riddle participates in the complication of many fairy tales. The role of the riddle in a fairy tale is controversial. Basically, the function of riddles in a folk tale is entertaining, but their role in fairy tales is also very significant for the formation of the plot. Riddles are firmly entrenched in a number of fairy tales to complicate them. Both folk tales and folk riddles are metaphorical. We study the traditional plots of Lezgi folk tales, in which we find riddles. The purpose of our study is to identify the multi-aspect interdependence of the Lezgin folk riddle as a plot-forming element in various types of fairy tales. Creative imagination often introduces a riddle into the plot of social and everyday tales “about wise answers” (“about guessing”), which most often contain the origins of difficult riddle problems. The relevance of the chosen topic is due to the lack of study of this issue in the Lezgi oral and poetic creativity.

Sleeping Beauty

Experiment ◽  
2017 ◽  
Vol 23 (1) ◽  
pp. 45-54
Author(s):  
Ludmila Piters-Hofmann
Keyword(s):  
Twentieth Century ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Western Europe ◽  
Sleeping Beauty ◽  
The Impact

Abstract At the beginning of the twentieth century, Viktor Vasnetsov (1848-1926) started his work on the cycle Poema semi skazok [The Poem of Seven Fairy Tales] (1900-26). This self-imposed task included seven monumental paintings depicting popular Russian folktales. Yet, among the representations of famous Russian fairy tale characters, there is a canvas that centers on the Spiashchaia tsarevna [Sleeping Tsarevna] (1900-26), a character originally from Western Europe. This article will focus on the depths of the impact of Western traditions on this seemingly Russian painting by first elaborating on the development of Sleeping Beauty as a character in fairy tales and the spread of her popularity as far as Russia and second by analyzing the painting itself for Russian and European elements in composition and style.

scholarly journals LEARNING TO READ USING A FAIRY TALE

2021 ◽  
Author(s):  
Azhar Omurzakova
Keyword(s):  
Foreign Language ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Emotional Impact ◽  
Learning To Read ◽  
Linguistic Means

The article examines the process of teaching a foreign language on the basis of fairy tales. The important advantages of fairy tales as linguodidactic material are authenticity, informative richness, concentration of linguistic means, and emotional impact on the addressee. There are several stages of work on the text of a fairy tale: before text, text, after text. At each of them, it is necessary to use various tasks that contribute to the expansion of the vocabulary of students, increase the level of proficiency in a foreign language, and contribute to the solution of linguistic and cultural problems.

scholarly journals Made to Connive: Revisioning Cinderella in a Music Video. From Disney to Arthur Pirozkhov: A Case Study

Text Matters ◽  
2020 ◽  
pp. 67-78
Author(s):  
Dorota Filipczak
Keyword(s):  
Fairy Tales ◽  
Fairy Tale ◽  
Music Videos ◽  
Intellectual Freedom ◽  
Music Video ◽  
Explosive Power ◽  
Kenneth Branagh ◽  
The Impact ◽  
Literature And Film

The article focuses on the way in which music videos can subvert and refigure the message of literature and film. The author sets out to demonstrate how a music video entitled “Зацепила” by Arthur Pirozkhov (Aleksandr Revva) enters a dialogue with the recent Disney version of Cinderella by Kenneth Branagh (2015), which, in turn, is an attempt to do justice to Perrault’s famous fairy tale. Starting out with Michèle Le Dœuff’s comment on the limitations imposed upon women’s intellectual freedom throughout the centuries, Filipczak applies the French philosopher’s concept of “regulatory myth” to illustrate the impact of fairy tales and their Disney versions on the contemporary construction of femininity. In her analysis of Branagh’s film Filipczak contends that its female protagonist is haunted by the spectre of the Victorian angel in the house which has come back with a vengeance in contemporary times despite Virginia Woolf’s and her followers’ attempts to annihilate it. Paradoxically, the music video, which is still marginalized in academia on account of its popular status, often offers a liberating deconstruction of regulatory myths. In the case in question, it allows the viewers to realize how their intellectual horizon is limited by the very stereotypes that inform the structure of Perrault’s Cinderella. This makes viewers see popular culture in a different light and appreciate the explosive power of music videos which can combine an artistic message with a perceptive commentary on stereotypes masked by seductive glamour.

The Alluring Nature of Children's Culture: Fairy Tales, the Carnival and the World Wide Web

2015 ◽  
Vol 8 (2) ◽  
pp. 169-184
Author(s):  
Željka Flegar
Keyword(s):  
Children's Literature ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Mikhail Bakhtin ◽  
Children’S Literature ◽  
Social Construct ◽  
Time Out ◽  
The Social ◽  
Children's Culture ◽  
Language And Ideology

This article discusses the implied ‘vulgarity’ and playfulness of children's literature within the broader concept of the carnivalesque as defined by Mikhail Bakhtin in Rabelais and His World (1965) and further contextualised by John Stephens in Language and Ideology in Children's Fiction (1992). Carnivalesque adaptations of fairy tales are examined by situating them within Cristina Bacchilega's contemporary construct of the ‘fairy-tale web’, focusing on the arenas of parody and intertextuality for the purpose of detecting crucial changes in children's culture in relation to the social construct and ideology of adulthood from the Golden Age of children's literature onward. The analysis is primarily concerned with Roald Dahl's Revolting Rhymes (1982) and J. K. Rowling's The Tales of Beedle the Bard (2007/2008) as representative examples of the historically conditioned empowerment of the child consumer. Marked by ambivalent laughter, mockery and the degradation of ‘high culture’, the interrogative, subversive and ‘time out’ nature of the carnivalesque adaptations of fairy tales reveals the striking allure of contemporary children's culture, which not only accommodates children's needs and preferences, but also is evidently desirable to everybody.

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