FORMING COMMUNICATION SKILLS IN OLDER PRESCHOOL CHILDREN THROUGH FAIRY-TALE THERAPY

Abstract

This article examines the pedagogical potential of fairy-tale therapy as an effective method for forming communication skills in older preschool children. Communication in this developmental period plays a central role in shaping the child’s social competence, emotional responsiveness, linguistic expression and ability to interact harmoniously with adults and peers. The study highlights how the symbolic, imaginative and narrative nature of fairy tales stimulates children’s dialogic engagement, encourages expressive speech, promotes empathy and supports conflict-free interaction. Fairy-tale therapy is considered not only as a storytelling activity but as a structured developmental process that integrates dramatization, role-play, creative interpretation and guided reflection. Through these components, children learn to articulate thoughts, listen attentively, negotiate shared meanings and apply socially acceptable modes of behavior. The article emphasizes the psychological mechanisms underlying this method, including identification with characters, emotional catharsis, projection and internalization of moral norms.