TYPES OF GROUP FAIRY TALE THERAPY SESSIONS AND THEIR POTENTIAL IN WORKING WITH PRESCHOOL-AGED CHILDREN IN PRESCHOOL EDUCATION INSTITUTIONS

Abstract

Introduction. The article examines the problem of psychological support for preschool children in preschool education institutions. The expediency of using group fairy tale therapy sessions for emotional relief and stabilization of children’s psycho-emotional state is substantiated. Purpose of the work. The aim of the study is to conduct a comparative analysis of types of group fairy tale therapy sessions and to determine their therapeutic potential in stabilizing the psycho-emotional state of preschool children. The research methods include analysis, comparison, systematization, and generalization of scientific sources. Scientific novelty. The scientific novelty lies in substantiating the structure and content of different types of group fairy tale therapy sessions and their therapeutic potential in working with children of younger, middle, and senior preschool age. The importance of creating a safe environment for conducting sessions, including the preparation of scenery, attributes, costumes, and musical accompaniment, is emphasized. Based on the analysis of the main types of group fairy tale therapy sessions – story listening and analysis, “story around the circle,” “living story,” and group story creation – it has been proven that the gradual complication of content and forms of organization ensures the transition from passive perception of a fairy tale to the child’s active participation in its creation. This contributes to the development of creative thinking, the emotional sphere, and communication skills. It is shown that the child’s active role in the process of creating a fairy tale, both in individual and group activities, not only allows for identifying the child’s needs and difficulties but also promotes the development of their subjectivity and ensures group cohesion. Results. The results of the study indicate that the systematic use of various types of group fairy tale therapy sessions in preschool education institutions contributes to the stabilization of children’s psycho-emotional state. Prospects for further research are associated with the development of fairy tale therapy programs that combine different types of sessions in order to enhance their effectiveness.