scholarly journals TECHNIQUES OF A FAIRY TALE LEARNING AT THE LESSONS OF LITERARY READING IN THE PRIMARY SCHOOL

2020 ◽  
Vol 1 (190) ◽  
pp. 156-162
Author(s):  
Svitlana Fedotova ◽  
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Main Part ◽  
Reading Skills ◽  
Efficient Technique ◽  
Literary Reading ◽  
Complex Process ◽  
Primary School Pupils ◽  
Book Exhibition

A fairy tale is a piece of folk work (or literary/ author’s fairy tale) with the elements of fantasy, which has its own peculiarities of reading. The formation of the primary school pupils’ expressive reading skills at the lessons of literary reading is a complex process. Contemporary methodologists have introduced a system of methodological techniques of learning a fairy tale, taking into account its genre peculiarities. In the process of work at a fairy tale the «Grandmother-narrator» /picture № 2/ technique is being realized: at the lesson the text of a fairy tale is being expressively read by a teacher, some fragments are being read by the pupils, preserving the peculiarities of folk performing manner. The peculiarities of a fairy tale structure: the presence of the beginning, main part, ending, triple repetitions is caused by the usage of the technique («I, II, III bricks») in picture № 3). Permanent epithets, emotional and evaluative words create the unique atmosphere of magic in fairy tales. While listening to or reading the fairy tales pupils figure out and use these lexical units in order to characterize fairy heroes, this way realizing the technique in picture № 6. Working at characteristics of positive and negative heroes an important role is given to: «pupils’ questions to the text» (What? Who? Where?); «tricky questions» – a technique in picture № 4). In order to express their attitude to the fairy characters the pupils select «tooltips» (picture № 8). A fairy tale has a didactic nature. The characters are punished for being evil and rewarded for the kindness in it. In some fairy tales the moral is formulated, in others the moral of the tale is not formulated. In such case the technique «Make a note of that» /picture № 7/: it is suggested to the pupils either to formulate the tale’s idea by themselves, or to choose the second corresponding name of the fairy tale from the list of some proverbs. There are some elements of fantasy in the structure of a fairy tale. One of the techniques in the process of work at a fairy tale is the pupils’ looking for the elements of fantasy, a teacher’s talk about the fact that the main spell is a human being’s kind heart will also be appropriate here. Working with a book exhibition will help the pupils to differentiate a folk and a literary tale, to understand in what respect they differ, what groups they are divided into /the technique in picture № 1/. In the process of work at the fairy tale an efficient technique will be a lesson of creativity «Making up a fairy tale independently». Such lesson will help the pupils to notice the peculiarities of a fairy tale plotting best.

scholarly journals Fairy-tale therapy as a way to combat phobias

2020 ◽  
pp. 169-172
Author(s):  
T. S. Gordon
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Creative Thinking ◽  
Low Frequency ◽  
Conflict Situations ◽  
Fear And Anxiety ◽  
Primary School Pupils ◽  
Primary School Age ◽  
Therapeutic Activities

The article considers the fairy-tale therapy as one of the most effective methods to combat phobias and anxiety in primary school age. The author analyses the main aspects of the fairy-tale work, studies its forms, provides examples of creative thinking of primary school pupils, helping to overcome fear and anxiety. Connecting the mind and imagination of a younger schoolboy, the fairy tale helps him find ways and ways to get rid of phobias, aggression and anxiety. The article considers the fairy tale as a tool that presents algorithms for solving specific problems or conflict situations, the consequences of circumstances with a concentrated component of low-frequency emotions, as well as a way to give strength to further fight against fears or even annihilating them. The paper also reviews four types of fairy tales used in therapeutic activities with younger pupils, which have a different mechanism of psychological influence.

scholarly journals Fairy tales between transformation and repetition: How audiences rethink the big romantic myth through Disney princess stories

2020 ◽  
Vol 47 (3/4) ◽  
Author(s):  
Tatjana Menise
Keyword(s):  
Fairy Tales ◽  
Cultural Context ◽  
Fairy Tale ◽  
English Language ◽  
Participatory Culture ◽  
Promising Material ◽  
Walt Disney Company ◽  
Walt Disney ◽  
Complex Process ◽  
Professional Critics

One of the ways in which culture becomes enriched is through reconsideration and reinterpretation of well-known stories, and classic fairy tales provide promising material for investigation of the nature of this complex process. The Walt Disney Company is among the most powerful tellers of classic tales, its line of princess animations being an example of simultaneous development and preservation of the fairy-tale phenomenon in a changing cultural context. We analyse the dialogue among classic and modern princess stories and the discussions that these stories give rise to in English-language academic criticism and English-based participatory culture. We focus on the interaction among authors, texts and readers, showing how traditional tales balance between mythological and nonmythological consciousness, between innovative and canonical art. The diversity of fans’ practices may be seen as a key to possible explanation of why fairy tales exist in culture as a complex, constantly growing web, not as a limited number of selected final versions. Amateur authors demonstrate their interest in the mythopoetics of classic fairy tale plots. They are attracted by the old romantic myth that stands behind princess stories, participate in the creation of the romantic antimyth that is supported by the professional critics, and expect the appearance of new modern myths that might be generated by the new productions of Disney. New fairy tales appear, but this does not result in the disappearance of the old ones. Not only the interests towards the plots themselves, but also discussions and conflict around classic stories keep them topical for contemporary heterogeneous audiences.

scholarly journals OVERCOMING OF AGGRESSIVE BEHAVIOR OF PRIMARY SCHOOL CHILDREN THROUGH FAIRY TALE THERAPY

2021 ◽  
Vol 20 (2) ◽  
pp. 19-29
Author(s):  
Miopap Samvel Asatryan
Keyword(s):  
Primary School ◽  
Aggressive Behavior ◽  
Training Program ◽  
School Children ◽  
Fairy Tales ◽  
Aggressive Behaviour ◽  
Fairy Tale ◽  
Primary School Children ◽  
Primary Schoolchildren ◽  
Aggressive Reactions

The article provides definitions of aggression, the causes of its occurrence, as well as fairy tale therapy as a means of overcoming aggressive manifestations. A research was conducted to study the psychological characteristics of the aggressive behaviour of younger schoolchildren. The formative linear experiment was used. The method for diagnosing aggression Bass-Darky and Rosenzweig's test of measuring the aggressiveness were carried out. In the aggressive behavior of primary school children is dominated by negative and indirect aggression; verbal and physical aggression are moderately manifested; auto-aggression, insult and suspicion are weakly expressed. More than half of primary schoolchildren have a high level of aggressiveness. In the vast majority of pupils, aggressive reactions are directed to the environment, that is, the orientation of aggression is extrapunitive. In about a quarter of pupils, the orientation of aggression is impunitive, for what happened they attribute the blame to the situation. The weakest expression has the intrapunitive orientation of aggression, when the child considers himself responsible for the event. To overcome the aggressive manifestations of primary schoolchildren, a training program was used, in which therapeutic tales and training exercises were included. If before applying a training program for overcoming agressiveness, aggressive reactions of most younger schoolchildren were directed at others, and they considered others to be responsible for solving the problem, then after implementing the training program the results of the retest show that there has been a sharp increase in the rate of intrapunitive aggression. That is, children began to count, that the solution of the problem depends more on the person, and in case of failure, the person should blame not the other, but own identity. Therapeutic fairy tales are an effective way to overcome the aggressive behaviour of children in educational institutions.

scholarly journals THE PROBLEM OF USING FAIRY-TAILES TO TEACH PUPILS ENGLISH AT PRIMARY SCHOOL

2020 ◽  
Vol 1 (9(77)) ◽  
pp. 215-219
Author(s):  
Ernest Ivashkevych ◽  
Nataliia Antyukhova
Keyword(s):  
Cultural Competence ◽  
Foreign Language ◽  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Native Speakers ◽  
Language Models ◽  
Creative Learning ◽  
Language Environment ◽  
Linguistic Material

In this article it was shown that studying a foreign language was not possible without the formation of pupils’ socio-cultural competence. Foreign-language socio-cultural competence is the knowledge of the cultural features of native speakers, their habits, traditions, norms of behavior, etiquette, and the ability to understand and adequately use them in intercultural communication, while remaining a model of behavior of a person of another culture. Socio-cultural competence is formed on the materials of fairy-tales determined the success of communication with representatives of foreign language culture, allowing pupils from primary school to feel confident and convenient in a foreign-language environment. It was shown that various kinds of fairy-tales, each of which revealed a particular aspect of the culture of a foreign-language country, became to a teacher a method in helping him/her to form socio-cultural competence of pupils. Choosing a fairy-tale a teacher should take into account the educational objectives of the lesson, so that it becomes a successful means of learning a foreign language. The linguistic material of fairy-tales is based on principles of easy and creative learning. Here the thematic approach is combined with grammatical and semantic ones, and language models and speech patterns are gradually becoming more complex. One and the same sentence scheme can be used in different situations, since talking with a child uses fabulous scenes that do not prevent the emergence of a large number of analogous expressions.

scholarly journals MELESTARIKAN KEARIFAN LOKAL DAERAH MANGGARAI MELALUI KEGIATAN MENDONGENG PADA ANAK SEKAMI USIA SD DI PAROKI SANTU NIKOLAUS KELURAHAN GOLO DUKALMELESTARIKAN KEARIFAN LOKAL DAERAH MANGGARAI MELALUI KEGIATAN MENDONGENG PADA ANAK SEKAMI USIA SD DI PAROKI SA

2020 ◽  
Vol 4 (1) ◽  
pp. 62-70
Author(s):  
Fransiska Jaiman Madu ◽  
Mariana Jediut ◽  
Maria Rahayu Anwar
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Final Stage ◽  
Oral Tradition ◽  
Fairy Tale ◽  
School Age ◽  
The Past ◽  
Preparation Stage ◽  
Primary School Age ◽  
And Training

MELESTARIKAN KEARIFAN LOKAL DAERAH MANGGARAI MELALUI KEGIATAN MENDONGENG PADA ANAK SEKAMI USIA SD DI PAROKI SANTU NIKOLAUS KELURAHAN GOLO DUKAL Abstract: Storytelling is a form of oral tradition as a means of communication and recording the events of life or human civilization of the past. Fairy tales are one of the places to preserve local wisdom. As for the fairy tale here is the fairy tale of the Manggarai area. Manggarai fairy tales were chosen with the aim of introducing various local wisdoms contained in these tales. this activity aims to; 1) introducing various local wisdoms in the Manggarai area to children of primary school age; 2) growing love for various local wisdoms in the Manggarai area; 3) grow and develop children's mental and ability to speak in frontother friends.in its implementation, this activity goes through several stages namely; 1) preparation stage which includes coordination of the service team, contacting partners, determining the schedule of activities, and procuring Manggarai folklore books; 2) the stage of implementation of activities which includes mentoring and training fordevelop the ability of children SEKAMI in knowing tales and storytelling.this activity aims to improve the ability of children SEKAMI in knowing more stories and good ways of storytelling; 3) the final stage includes storytelling and evaluation activities related to the effectiveness of service activities. this activity went well and the objectives of the activity were achieved.  

Formation by Younger Schoolchildren Reading Skills on the Basis of Work with Cognitive Texts

2017 ◽  
Vol 5 (4) ◽  
pp. 9-17
Author(s):  
Л. Сильченкова ◽  
L. Sil'chenkova ◽  
Т. Кочеткова ◽  
T. Kochetkova
Keyword(s):  
General Education ◽  
Primary School ◽  
Reading Skills ◽  
Federal State ◽  
Literary Reading ◽  
Modern Approach ◽  
Educational Standard ◽  
Artistic Works ◽  
State Educational

The article considers the work with scientific and cognitive works at literary reading lessons in the light of the requirements of the Federal state educational standard of primary general education. A brief description of the origins and traditions of the methodology for working with such texts is given, as well as the practice of applying scientific and cognitive literature in primary school. An example of a modern approach to work with scientific and cognitive works in literary reading classes is given. Particular attention is paid to the formation of text skills in junior schoolchildren when working with scientific and artistic works, which are important both for literary reading lessons and for lessons on other subjects of primary school.

scholarly journals VIDEO FAIRY TALES AS A MEDIA FOR DISASTER MITIGATION IN PRIMAR SCHOOL AGE CHILDREN

2021 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Wildan Seni
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Disaster Mitigation ◽  
Primary School Children ◽  
School Age Children ◽  
School Age ◽  
Scientific Publications ◽  
Library Research ◽  
Primary School Age

Every time a disaster occurs, one of the groups that becomes victims is children, both as victims of death and victims of injuries. Children who have survived a disaster are the group that suffers the most, they suffer the trauma of the disaster and a deep sense of loss. Therefore, disaster mitigation for children, especially primary school age children, is very important so that they are prepared to face the threat of disasters. The vast territory of Indonesia with a variety of disaster threats faced demands creative ideas so that disaster mitigation messages reach Indonesian children, one of which is the use of fairy tale videos. This study aims to find out the extent to which fairy tales can be used as a disaster mitigation media in developing the readiness of primary school children to face the threat of disaster. This research applies library research methods or literature review to the results of studies and relevant scientific publications. From this study, it shows that video media can significantly influence children's knowledge and attitudes. Disaster mitigation messages that are packaged in the form of fairy tale videos are able to attract the interest of children who are ultimately expected to build their preparedness in facing the threat of disaster.

scholarly journals PECULIARITIES OF A READING OUT-OF-SCHOOL HOURS LESSON OF «READER’S DIARY DEFENSE» IN THE PRIMARY SCHOOL /ON THE BASIS OF FAIRY-TALES

2021 ◽  
Vol 1 (194) ◽  
pp. 172-176
Author(s):  
Svitlana Fedotova ◽  
Keyword(s):  
Primary School ◽  
Fairy Tales ◽  
Fairy Tale ◽  
Real Life ◽  
Creative Imagination ◽  
School Students ◽  
The Real ◽  
Brothers Grimm ◽  
Efficient Type ◽  
Out Of School

The peculiarities of a reading at out-of-school hours «defense of a reader’s diary» lesson in the primary school are being considered in the given article on the material of some folk and literary fairy-tales by Sh. Perrault, brothers Grimm, H. Ch. Andersen. A lesson-defense of a reader’s diary is a lesson, based on the work in small groups. It is constructed by means of a self-questioning method according to the material of the fairy-tales, which have been read, and by means of the assessment of other students’ work. A lesson-defense of the reader’s diary is an extremely interesting and efficient type of work, aimed at the development of critical thinking, children’s creative imagination, forming their independent and conscious reading. In advance (a month earlier) the students are given a task, for example, to read some Ukrainian folk fairy-tales of the fairy-tales by Sh. Perrault, brothers Grimm, H. Ch. Andersen and to fill in independently the following columns of a reader’s diary: 1) a column «Author»; 2) a column «Title of the work {a collection, a fairy-tale}; 3) a column «Characters of the fairy-tale»; 4) a column «Questions to the text»; 5) a column «Tricky» questions. The questions to the text presuppose three levels: The questions of the first level begin with the words: Who? What? Where? When? How? Which? These are the questions, aimed at giving some information about who the main character is, where the action is taking place, when the action is taking place. The questions of the second level are aimed at the causal relationships and that is why they begin with the word: Why? The questions of the third level are aimed at clarification of the meaning of the words and expressions, which are difficult for understanding. Forming «tricky questions» is a creative task for the primary school students. «Tricky» questions are the questions aimed at prognostication of the character’s further fate or the further possible development of the events of the fairy-tale’s plot. The readers can create some interesting and wise «tricky» questions, if they compare the logics of a fairy-tale and the logics of the real life. In the process of work at the reader’s diary and its defense the students can consciously and deeply comprehend the content of a tale, think over the fairy tale’s logics, compare it with the real life logics. That would form their attention and instill love to the magic world and word of a fairy-tale.

scholarly journals Modern foreign investigations of difficulties in understanding of texts among primary school pupils

2016 ◽  
Vol 5 (3) ◽  
pp. 83-91
Author(s):  
S.P. Sanina ◽  
M.V. Enzhevskaya
Keyword(s):  
Primary School ◽  
Reading Skills ◽  
Educational Process ◽  
Theory And Practice ◽  
Good Reading ◽  
Canadian Chinese ◽  
Primary School Pupils ◽  
Pedagogical Science

In the article, the reader can observe the experience taken from foreign publications that focus on the problems of teaching primary school pupils how to understand the texts, which is one of the most important universal competences in the educational process. The author studied and analyzed the investigations of American, Finnish, Canadian, Chinese and other scientists in this field. The author found out that during the latest half of the century the quality of reading among pupils has dramatically decreased and has a tendency to get even worse. The most attention in the article was paid to the investigations that demonstrate the possible causes of incorrect reading and understanding of the informative texts among pupils. Among the causes there are: the difficulty of the text that influences the understanding of it, using different methods of teaching how to read the text, the control and evaluation of reading skills etc. In the article there are enlisted the factors that contribute to the better understanding of texts. There are also mentioned some strategies of coping with problems and forming the good reading skills. The scientific works that are mentioned in the article have a great importance in the theory and practice of pedagogical science, as the ability to understand the text correctly is not only important for successful educational process at school, but is also an essential ability in life

Obsolete words dictionary creation by the 4th Grade pupils at literary reading lessons

10.12737/2896 ◽  
2014 ◽  
Vol 2 (1) ◽  
pp. 51-52
Author(s):  
Дятлова ◽  
N. Dyatlova
Keyword(s):  
Primary School ◽  
Design Activity ◽  
Creative Work ◽  
Literary Reading ◽  
Work Related ◽  
Methods And Techniques ◽  
Primary School Pupils

Primary school pupils’ creative work related to a project on obsolete words dictionary creation is revealed in this paper. A characteristic of main methods and techniques related to development of primary school pupils’ design activity is given, management features of primary school pupils’ design activity which is organized taking into account their age, are considered.

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