The Influence of fairy tales on the development

Table of contents


Chapter I . Theoretical basis for the development of the creative vision of children of senior preschool age with the help of a fairy tale

1.1 Features of the imagination in the preschool age

1.2 the Role of fairy tales in the development of creative imagination and thinking

1.3 Ways of creative development imagination and thinking by tales

Chapter II . Practical work with the tale

2.1 Development of creative thinking and acting abilities of the child, by raising children’s performance based on the fairy tale “boldly buzzing Fly


The list of references


The tale is included in the child’s life from an early age, accompanies throughout early childhood and stays with him for life. The tale begins his acquaintance with the world of literature with the world of human relationships and with the world in General.

Tales of the children presented with poetic and diverse portrayal of his characters, leaving the imagination. Moral concepts, is clearly represented in the images of the characters, are fixed in real life and relationships with loved ones, turning into the moral standards that govern the desires and actions of the child.

Tale, its composition, the vivid juxtaposition of good and evil, fantastic and certain in their moral nature images, expressive language, speaker events, special causation and phenomenon, accessible understanding preschooler, make the tale is especially interesting and exciting for the children, an indispensable tool for the moral formation of a healthy personality of the child. The tale does a child need to be determined to assess their capabilities. Children, of course, grateful audience, but dozens of times retold the tale loses its initial submission, and the development of the child is not in place, and we adults sometimes treading water, serves tales insufficiently diverse. Mainly it read, at best, a retelling of the persons or dramatization; the view or the setting of the play, watching cartoons, movies based on familiar tales. With the development of mass television to read the children became significantly less. Watch easier and more interesting. Tales as rich material and “words of wisdom” are not fully used for the development of children’s imagination, thinking, speech creativity and active parenting of good feelings.

Children are amazing visionaries, and should they say, that they were up to something, as immediately earns the imagination and the child begins to write, draw, etc. the Ability to compose, to invent connected with the development of imagination and thinking. Often you can find a preschool child with a rich imagination, but a complete inability to use it to solve a specific task. Such a child might focus on the object of the action; it’s all distracting, starting to do something, he can easily switch to another without finishing the first act. For example, starting to tell a story, he comes up with one fantastic story after another, linking them purely external associative relations. The result is a chaotic conglomeration of some of the events on the other. The child may forget about the main character of the tale and the original conception. Therefore, education is the focus of behavior must, as a condition of development of creative imagination. It is very important to discuss with your child what should be the end result of his work. When writing stories first to come up with a favorable end for the hero, and then discuss with the child the intrigue of a negative character and possible ways of victory positive. Thus, the tale itself arises only at the last stage of the work. So the child doesn’t lose interest in writing the text of the story (all that needs to happen, he already knows), at the stage of creation of the text together to write a book “Author’s tales”. The child may dictate rather adult – to write it down.

So, we found that fairy tales are one of the richest materials for the development of imagination in children, and also maintain exuberant creative imagination. However, many parents underestimate tales and believe that they are the remnants of the past, and not the object of study.

The purpose of my work is to examine the impact of fairy tales on the development of creative thinking, imagination and acting skills in children.

Object of research: the development of thinking, imagination and acting skills in preschool children.

Subject of research: the influence of fairy tales on the development of creative thinking, imagination and acting ability in children.


1. To study the mental characteristics of the formation and development of creative imagination and thinking children.

2. To determine the influence of fairy tales on the development of creative abilities and start acting predisposition in children.

3. Learn techniques for working with the tale, as a way to promote overall creative development of children.

The hypothesis of the study:the inclusion of techniques for working with the tale in the educational process will promote the development of creative imagination, to stimulate thinking and acting abilities of children of preschool age.

Chapter I . Theoretical basis for the development of the creative vision of children of senior preschool age with the help of a fairy tale

1.1 Features of the imagination in the preschool age

Imagination is an important part of our lives. Imagine for a moment that the man had no imagination. We would have lost almost all scientific discoveries and works of art. Children would not have heard tales and wouldn’t be able to play many games.

Creative activities based on combining the capabilities of our minds, psychology is called imagination or fantasy.

Imagination, as with any form of mental reflection, should have a positive direction of development. It should contribute to a better knowledge of the outside world, a self-revelation and self-improvement of the individual, and not to transform into passive daydreaming, replacement of real life dreams.

The imagination is a higher mental function and reflects reality. Using imagination is a mental deviation beyond the directly perceived. His main task is the presentation of the expected result prior to its implementation.

Purposeful development of imagination in children first is influenced by adults who encourage them arbitrarily to create images, the relationship between these images and the unusual situation. And then the children independently represent ideas and plan for their implementation. And first of all, this process is observed in group activities, productive activities, i.e. where the activity takes place with the use of real objects and situations. Later arbitrariness of imagination manifested in individual activities.

Imagination allows children to learn about the world, performing Gnostic function. It fills in the gaps in his knowledge, is used for uniting disparate experiences, creating a coherent picture of the world.

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