A FAIRY TALE AS A MEANS OF FORMATION OF MORAL FEELINGS OF CHILDREN OF SENIOR PRESCHOOL AGE

Abstract

Senior preschool age is a period of active development of ethical norms, rules, the formation of moralfeelings and inclinations. It is considered to be the most important stage in the formation of mechanisms of behavior and activity; in the development of the individuality of a preschooler in general. This is due tosignificant changes that occur in the emotional and volitional, mental development of children, the developmentof the motivational sphere, communication with coevals and adults, especially acquired by the level of moralculture. Hence, the opportunities for moral education of senior preschoolers are rising nowadays.The article aims at grounding the possibilities of a fairy-tale as a means of formation moral feelingsof children of preschool age; at determining pedagogical and methodical methods of moral education of seniorpreschoolers by means of fairy tales.The article highlights the notion of fairy-tale as means of formation of moral feelings of children of preschoolage. The urgency of the problem under consideration lies in the necessity of formation moral and ethical normsand rules of behavior, which are transmitted to a child due to the influence of fairy tales onto preschooler’spersonality. Various types of fairy-tales have been selected and their role in formation of moral qualities havebeen analyzed. Scientific novelty of the present article is to highlight the algorithm of using pedagogicaland methodological techniques to acquaint children with different types of fairy tales and their importance inthe development of the personality of the preschooler.Conclusions. Summing up the information mentioned above, it is possible to conclude that the methodsof pedagogical work with fairy tales in a preschool educational establishment is caused by the qualitativeheterogeneity of this genre. In order to intensify the depth of world concept of fairytales, its metaphorical, moraland social content, emotional connotations to children, the teacher must guide the reading of fairy tales basedon the literary specifics of the fairy tale genre, purposefully form the optimal range of skills of preschoolers. Inaddition, one of the factors of the low level of moral education of preschoolers is the insufficient use of fairy talesand its means in the daily work of the educator of a modern preschool educational establishment. The languageof a fairy tale, especially of a folk fairy-tale, is close to a child, it helps a child to solve moral problems, due toclear, determined moral position of characters in a fairy-tale. In the process of implementation of different typesof fairy tales, it is advisable to use the following pedagogical and methodological methods and techniques:reading, retelling, describing the illustrations, coloring and drawing fairy tale characters, applying dramatizationgames, self-composition of fairy tales that contribute to the formation of ethical and moral norms of everydaylife. At the same time, this problem demands further study in order to improve the state programs of preschooleducation, which in turn will increase the level of moral education of preschoolers.