International Journal of Pedagogics
175
https://theusajournals.com/index.php/ijp
VOLUME
Vol.05 Issue04 2025
PAGE NO.
175-177
10.37547/ijp/Volume05Issue04-47
The Importance of Fairy Tale Therapy into English Language
Teaching for Preschool Children
Sazakova Olmaxon Ataboy qizi
Student of Chirchik state pedagogical university, Uzbekistan
Received:
25 February 2025;
Accepted:
21 March 2025;
Published:
24 April 2025
Abstract:
This article is discussing about the importance of fairy tale therapy into English language teaching for
preschool children. Fairy-tale as a means of developing communication skills for preschool children. At the present
stage of the search for new forms and methods of teaching, the development and education of children are one
of the main tasks of preschool pedagogy. The relevance of the study is determined by the importance of fairy tales
in the development of preschoolers' speech. The study confirms the hypothesis that a fairy tale can be an effective
means of developing the speech of younger schoolchildren in educational activities, as well as another means of
ensuring the attitude to the student as a person. This study has prospects for further research on the problems of
the influence of fairy tales as a metaphorical text on the development of tolerance in primary school children, as
well as studying the possibility of the phenomenon of negative semantic resonance.
Keywords:
Fairy tale therapy, preschool children, pedagogical activity, psychological training, personality
development, communication skills, educational activities, development of tolerance, negative semantic.
Introduction:
Fairy tale therapy is the process of finding
meaning, deciphering knowledge about the world and
the system of relations in it. Reading fairy tales is of
great importance in the upbringing of a child.
Communication with children is a necessary condition
for the child's communicative development. Reading
fairy tales contributes to the holistic development of
children, the development of imaginative thinking,
imagination and creativity, the enrichment of the inner
world and the expansion of vocabulary. Fairy tales for
children, including stories with repetition, are very
helpful for the development of memory. And to
develop a sense of rhythm, one needs to read poetry.
Fairy tale therapy plays an important role in this
process. This is the most childish method of
development
in
all
spheres,
including
the
communicative culture. Fairy tale therapy helps
children to get rid of anxiety, fear, change their attitude
to certain situations, develop creative imagination, and
contribute to a more successful adaptation of children
to school. A fairy tale is an integral part of a child's
education. The role of fairy tales is multifaceted. From
the development of imagination to the development of
correct and expressive speech. The term “fairy tale”
itself is defined as an oral literary work, mainly prose,
magical, adventurous or every day, with an emphasis
on fiction. Fairy tale therapy is a method that uses the
form of a fairy tale to develop a person's speech,
expand consciousness, and improve the interaction of
speech with the surrounding world. The interaction of
various methods and techniques, the subject
environment, and communication are the internal
engines of speech and mental development of
preschoolers.
METHOD
The most important condition for the success of
education is the activation of speech-cognitive
activities of children and their involvement in foreign
language communication. In order for children to react
to the meaning of the word and not mechanically
remember the sequence of sounds, it is necessary to
constantly change the order of speech movements
(order of questions, addresses, names of objects, etc.).
When repeating games, it is necessary to turn different
children into leading, active participants so that at least
once all children perform the speech act envisaged in
the learning task. In the process of learning, the
preschooler needs to change activities more often.
International Journal of Pedagogics
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International Journal of Pedagogics (ISSN: 2771-2281)
During the lesson, the child is often distracted, not
because he is not interested, it is just that his brain is
tired. The best rest is exercise, of course, is related to a
foreign language, for relaxation. Is it a rhyme or it can
simply be the execution of command? Diverse voice
and visuals using aids, such as: songs, children's video
programs, thematic cards. The child likes to work with
such material, and all the impressions and knowledge
is then formed in the images he embodies.
Cognitive fairy tales are fascinating stories with funny
and clever characters in the lead roles, allowing you to
form a field of knowledge, expand knowledge about
the subject or phenomenon being studied. The content
of a cognitive fairy tale describes those situations that
require logical thinking, research of the described
problem, advancement, confirmation or refutation of a
hypothesis. All situations from cognitive fairy tales have
a close relationship between the adventures of the
heroes and the real world, which allows the
preschooler to learn about the world around him in a
relaxed atmosphere. When organizing classes for
preschoolers with informative fairy-tale material, it is
necessary to ensure that fairy tales contribute to the
child's involvement in the activity. The preschooler
should show a desire to be not a passive listener, but
an active participant in the event. In such classes,
children acquire knowledge about logical thinking,
establish the sequence of events described in a fairy
tale, which is also required in everyday life. The
preschooler's vocabulary is filled with new words, the
ability to move thoughts is formed. Fairy tales help
define the concept of ecology. Fairy tales allow the
child to highlight the theory of the structure of the
world around them using metaphorical forms.
Conceptions of good and evil, generosity and greed are
built. The problem of uncertainty is being solved.
Children learn to plan, predict the outcome of an event.
The child, with the help of the recreated mythological
picture of the world, solves the problem of uncertainty,
builds norms of behavior. Fairy tales make the world
more accessible and understandable. Animation
present in fairy tales contributes to the development of
subjectivity to the objective world and living nature.
Research N.A. Ryzhova is devoted to ensuring that the
preschooler has the opportunity to choose a fairy tale
from the majority of the proposed ones. The selection
should be based on significant works with a strong
environmental stance. N.A. Ryzhova emphasized that
in fairy tales the characteristics of the world of flora and
fauna are described in a language accessible to a child.
Animals, plants, natural phenomena, landscape, folk
traditions - all this can be found in informative fairy
tales.
Fairy tale therapy develops a child's personality
through a multifaceted effect. It develops leadership
qualities, speech, imagination, thinking, and also helps
to eliminate undesirable qualities found in children:
indecisiveness, fear, aggression, etc. Thanks to
immersion in a fairy tale, the child opens up,
experiences vivid feelings and emotions. At primary
school age, the child actively develops the mechanism
of identification, therefore, fairy tale therapy is the
most effective method during this period. The child
fully gets used to the role of the hero, fully experiences
all the events that happen to his character, imposes his
personal qualities and relationships on him. Fairy tale
images teach the child how to act in this or that difficult
life situation, observing the norms of morality and
ethics. A fairy tale serves as an intermediary between
reality and the inner world for a child. A fairy tale is
perceived and understood (as a rule, at the
subconscious level) solves some psychological
problems, or, more precisely, provides a person with
access to social relations. Any fairy tale is aimed at
sociopedagogical effect: it teaches, educates,
encourages activity and even heals. Fairytale images
are emotionally rich, colorful and unusual, but at the
same time simple and understandable for children.
Therefore, fairy tales and their characters are one of
the main sources of knowledge of reality (events,
behavior, character of people) for a child. It is in the
form of a fairy tale that a child encounters complex
events and feelings: love and hatred, anger and
compassion, betrayal and lies.
CONCLUSION
Fairy tales allow the child to highlight the theory of the
structure of the world around them using metaphorical
forms. Conceptions of good and evil, generosity and
greed are built. The problem of uncertainty is being
solved. Children learn to plan, predict the outcome of
an event. The child, with the help of the recreated
mythological picture of the world, solves the problem
of uncertainty, builds norms of behavior. Fairy tales
make the world more accessible and understandable.
Animation, present in fairy tales, contributes to the
development of subjectivity towards the objective
world and living nature. The tale contributes to the
correct perception of preschool thinking about good
and evil, defines meaningful images for the child,
comprehensively
describes
the
dynamics
of
development with the help of expressive means of
storytelling. The personality of the child is formed
correctly, within the framework of mental health. Role-
playing game, as a subspecies of educational activity,
allows children to take on the roles of an adult, to fulfill
his duties, albeit for a while, but the child 146 forms in
his subconscious the necessity and importance of these
tasks. An excellent example of a role-playing game is
International Journal of Pedagogics
177
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International Journal of Pedagogics (ISSN: 2771-2281)
the game of mothers and daughters, in which the
division of roles builds not only the demographic
significance of society, but also the importance of
family life.
Folk tales delight children with their positive attitude,
optimism, kindness and love, a wise attitude towards
what is happening, help to develop sympathy and
compassion, a merciful attitude towards wildlife. The
fairy tales of our people are able to stir the imagination,
to shape the skills of social service. The older
preschooler has the first idols in the form of the heroes
of Russian folk tales. Children receive roles, are able to
understand their significance, develop masculinity for
adulthood. Theatrical games are no less exciting and
significant in the process of forming the social
significance of a preschooler. In the process of
theatrical play, the preschooler develops the
importance of a partner, the effectiveness of
interaction, begins to ponder and analyze the plot,
comprehending each event. Forming moral ideas in a
child at senior preschool age, we ensure the formation
in the future of such a person who will combine
spiritual wealth, true moral qualities and moral purity.
The main goal of upbringing, based on our chosen
priority of universal human values, is the formation of
a feeling, thinking, loving and active person, ready for
creative activity in any field.
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