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FAIRY TALES IN TEACHING ENGLISH SKILLS AND VALUES TO
PRESCHOOL CHILDREN
Kadirova
Shaxzoda
Ravshanbekovna,
Vakhidova Mavzuna Baxodirzoda
Academic Lyceum of Tashkent State University of
Economics, teachers of English
ABSTRACT:
Ideas and knowledge about the world around them are more easily
perceived by children if they are presented in the form of games, travels and fairy tales. Fairy
tales are capable of giving children an idea of the world around them in an entertaining way,
better understanding and understanding it. Fairy-tale forms of perception help to introduce an
unusual situation into the studied material, thereby reviving it. With the help of fairy-tale images,
teachers find approaches to disclosing the emotional spheres of children. Children listen to fairy
tales, learn to worry about heroes, solve seemingly difficult tasks, learn to reason, give reasons
for their actions and build logical chains.
Keywords:
fabulous forms of perception, fabulous works, reasoning, fairy tale.
INTRODUCTION
Cognitive fairy tales are fascinating stories with funny and clever characters
in the lead roles, allowing you to form a field of knowledge, expand knowledge
about the subject or phenomenon being studied. The content of a cognitive fairy
tale describes those situations that require logical thinking, research of the
described problem, advancement, confirmation or refutation of a hypothesis. All
situations from cognitive fairy tales have a close relationship between the
adventures of the heroes and the real world, which allows the preschooler to learn
about the world around him in a relaxed atmosphere.
When organizing classes for preschoolers with informative fairy-tale material,
it is necessary to ensure that fairy tales contribute to the child's involvement in the
activity. The preschooler should show a desire to be not a passive listener, but an
active participant in the event. In such classes, children acquire knowledge about
logical thinking, establish the sequence of events described in a fairy tale, which is
also required in everyday life. The preschooler's vocabulary is filled with new
words, the ability to move thoughts is formed. Fairy tales help define the concept
of ecology.
LITERATURE REVIEW
K.S. Aksakov believed that "a fairy tale is an epic work of a prosaic, magical,
adventurous or everyday character, presented by the author and perceived by the
listener as fiction." Preschool children learn about the world around them and draw
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their own pictures of the appearing images. This knowledge is complex and
harmful for children's thinking, poorly perceived without special training, and can
harm mental health. The relationship between the objective world and the child is
ambiguous. This problem is aggravated in the absence of the proper amount of
knowledge, lack of life experience of the child, and insufficient development of the
logical thinking of children. A fairy tale is a form of mythological thinking that
contributes to solving this problem.
Fairy tales allow the child to highlight the theory of the structure of the world
around them using metaphorical forms. Conceptions of good and evil, generosity
and greed are built. The problem of uncertainty is being solved. Children learn to
plan, predict the outcome of an event. The child, with the help of the recreated
mythological picture of the world, solves the problem of uncertainty, builds norms
of behavior. Fairy tales make the world more accessible and understandable.
Animation present in fairy tales contributes to the development of subjectivity to
the objective world and living nature. Research N.A. Ryzhova is devoted to
ensuring that the preschooler has the opportunity to choose a fairy tale from the
majority of the proposed ones. The selection should be based on significant works
with a strong environmental stance. N.A. Ryzhova emphasized that in fairy tales
the characteristics of the world of flora and fauna are described in a language
accessible to a child. Animals, plants, natural phenomena, landscape, folk
traditions - all this can be found in informative fairy tales.
The basics of behavior of older preschoolers were deliberately and in detail
studied by domestic teachers of preschool education. Discoveries in the sphere of
characteristic features of a child's personality are highlighted in the works of Z.
Ikunina, N. Poddyakov, L. Venger, A. Leontyev.
The older age of the preschooler is the borderline of the transition to a new
stage of life. The child's psyche is subject to changes, consciousness draws new
images. Perception, memory, level of concentration of attention are changing. In
other words, the arbitrariness of the psychological process is acquired. The
preschooler gains self-esteem, the ability to regulate his behavior. The emergence
of arbitrariness can be considered the main achievement of preschool activities, for
mastering their own actions.
In the sixth year of their life, preschoolers have a significant difference in the
comparison of physical and mental abilities with preschoolers in the middle
groups. In the older group, they are stronger, physically more enduring. The
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formation of physical features is interconnected with intellectual ones, as before.
The formation of physical abilities is the main feature for the successful
multifaceted development of preschoolers against their general background. A big
breakthrough is taking place in social formation. The intellect, high morality of the
child, his aesthetic self develops. The speech capabilities of preschoolers are
improved, conversational literacy appears, the vocabulary is expanded to the
maximum. The turns of speech are understandable, carry meaning, speech forms
are used correctly.
By this age, interaction with others and the world is expressed as a type of
activity. The non-situational model of individuality in communication turns out to
be fully formed. Older preschoolers express the need for mutual understanding and
empathy needs. Distinguish between personal motives for communication from
those forcing. Interaction with peers has a business style of communication,
selectivity is formed.
A characteristic feature of the development of an older preschooler is the
development of new skills and knowledge, the personal sides of a preschooler are
formed: morality, emotionality, strong-willed, effective practicality, intellectuality.
Domestic psychologists, Vygotsky L.S. and Zaporozhets A.The. the
transitions of older preschoolers from situational behavior to effective-practical
behavior were constantly emphasized. By the age of six, children learned to be
guided by the norms of society, to obey the requirements of their elders.
Emotionality is expressed openly and consciously. When communicating, the child
puts interaction with the opponent in the foreground, shows interest in the
interlocutor. Children of older preschool age clearly distinguish between what they
like or dislike about the speaker, they are able to analyze his behavior. Children of
six years old are capable of introspection of their actions and deeds. Self-esteem is
fully formed a little later.
Self-esteem is a state of proven skills, confirmed by the practice of a
preschooler, expressed in his moral qualities, norms of behavior related to a
particular group in which the preschooler is at a given period of time. Each type of
activity that a preschooler learns is comprehended by the child due to the presence
of self-esteem, the desire to stand out from the peer group, the desire to understand
the essence of the surrounding events. This stage of the formation of the quality of
introspection should be present in every child, helping him to master the
preparatory program for school and move to a new stage of his childhood.
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A necessary element in the development of older preschoolers is socialization,
expressed through the process of cognition and the formation of human abilities as
an element of society. Socialization contributes to the survival of the individual.
Nikandrov N.D., together with Gavrov S.N., came to the conclusion that the
socialization of the child occurs due to the versatile and multifaceted impact of
existence, with the help of which the individual learns the rules of "games"
adopted in society, approved by this society and confirmed on practice. The
judgment about the individual is formed on the basis of publicly available
measures of society.
METHODOLOGY
The education of preschoolers of our time carries a legislative status and is the
first stage of the educational process for the growing generation. Preschool
educators should pursue the goal of fostering patriotism in preschoolers,
developing in them a creative and intellectually developed beginning.
It is necessary to highlight the main problem of the initial diagnosis of the
development of cognition in older preschool children. The last stage of the
educational process before school education should pursue the goals of
correctional and developmental work, which will indicate the observance of a
significant condition of optimality in the development of the child. Subject to these
conditions, preventive work will be carried out, preventing possible difficulties for
schoolchildren in the process of adapting to a new stage, as well as the absence of
misinformation about the educational process of the school curriculum.
Methodology (Methodology of M. B. Shumakova.)
The purpose of the methodology is to focus on the cognitive activity of
preschoolers in older groups, the development of interrogation skills (ask a
question).
The indicators of diagnostics are the need for knowledge, interest in
knowledge, the manifestation of curiosity, the definition of hobbies.
Age: children from 5 to 6 years old, senior preschool age.
Preschoolers are the source of information.
The form and conditions of the event are not defined. Chosen individually.
User's Guide: Select 2 images that are close to preschoolers in their focus. For
example: children playing, winter fun. In this case, the second image should reflect
what is not familiar to the preschooler.
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Next, we suggest starting the game. When explaining the rules of the game an
emphasis should be made on the fact that the preschooler should not be afraid and
at any time can interrupt the course of the game and ask questions of interest to
him for
a given period of time. Objects drawn on playing cards will definitely not
leave children indifferent and the desire to learn about this subject will certainly
win over silence and lack of involvement in the game. In the protocol of the event,
the teacher must necessarily note all stages of the game, including age, gender and
questions asked.
The processing and interpretation of knowledge means the processing of
materials obtained during the game in compliance with a number of indicators:
- the breadth of coverage of the subjects shown in the pictures;
- the number of questions asked by one child;
- the type of questions.
1st type. Establishing questions are questions aimed at highlighting and
identifying the object of research ("Who is this?", "What are the books on?").
2nd type. Defining questions - associated with the selection of all sorts of
signs and properties of objects, the definition of temporal and spatial
characteristics ("The camel loves bread?", "And what is the hat made of?", "Is the
water cold?").
3rd type. Causal questions - related to the knowledge of the relationship of
objects, identifying the causes, patterns, the essence of phenomena ("Why is the
boy gloomy?", "Why does a girl need a bag?", "Are they frozen?").
4th type. Hypothesis questions expressing assumptions ("The boy does not go
to school because he has not done his homework?", "Is the girl crying because she
is lost?").
10 points - the child asked 4 or more questions of all types; 8-9 points the
child asked 3 - 4 questions of all types; 4 - 7 points the child asks from 2 to 3
questions; 2 -3 points the child asks 1 question; 0 - 1 point the child could not ask a
single question. Conversion of points to level: 10 points - very high level; 8 - 9
points - high level; 4 - 7 points - average level; 2 - 3 points - low level; 0 - 1 point -
very low level.
They make a conclusion about the level of cognitive activity of individual
children, about the ability to ask questions. Children who cannot ask questions
receive special attention in the future.
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RESULTS AND DISCUSSION
Memorizing a row is done as follows. After each next listening to it, the child
tries to reproduce the entire row. The experimenter notes the number of words that
the child recalled and named correctly during this attempt, and reads the same row
again. And so six times in a row, until the results of reproducing a series of six
attempts are obtained.
The results of memorizing a number of words are presented on a graph, where
horizontally shows the child's successive attempts to reproduce the row, and
vertically - the number of words correctly reproduced by him in each attempt.
Evaluation of the results: 10 points - the child memorized and correctly
reproduced all 12 words in 6 or fewer attempts. 8-9 points - the child remembered
and accurately reproduced 10-11 words in 6 attempts. 6-7 points - the child
remembered and accurately reproduced 8-9 words in 6 attempts. 4-5 points - the
child remembered and accurately reproduced 6-7 words in 6 attempts. 2-3 points -
the child remembered and correctly reproduced 4-5 words in 6 attempts. 0-1 point -
the child remembered and accurately reproduced no more than 3 words in 6
attempts.
Conclusions about the level of development: 10 points - very high; 8-9 points
-high; 4-7 points - average; 2-3 points - low; 0-1 point - very low.
CONCLUSION
Fairy tales allow the child to highlight the theory of the structure of the world
around them using metaphorical forms. Conceptions of good and evil, generosity
and greed are built. The problem of uncertainty is being solved. Children learn to
plan, predict the outcome of an event. The child, with the help of the recreated
mythological picture of the world, solves the problem of uncertainty, builds norms
of behavior. Fairy tales make the world more accessible and understandable.
Animation, present in fairy tales, contributes to the development of subjectivity
towards the objective world and living nature.
The tale contributes to the correct perception of preschool thinking about
good and evil, defines meaningful images for the child, comprehensively describes
the dynamics of development with the help of expressive means of storytelling.
The personality of the child is formed correctly, within the framework of mental
health.
Role-playing game, as a subspecies of educational activity, allows children to
take on the roles of an adult, to fulfill his duties, albeit for a while, but the child
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forms in his subconscious the necessity and importance of these tasks. An excellent
example of a role-playing game is the game of mothers and daughters, in which the
division of roles builds not only the demographic significance of society, but also
the importance of family life.
Folk tales delight children with their positive attitude, optimism, kindness and
love, a wise attitude towards what is happening, help to develop sympathy and
compassion, a merciful attitude towards wildlife. The fairy tales of our people are
able to stir the imagination, to shape the skills of social service. The older
preschooler has the first idols in the form of the heroes of Russian folk tales.
Children receive roles, are able to understand their significance, develop
masculinity for adulthood. Theatrical games are no less exciting and significant in
the process of forming the social significance of a preschooler. In the process of
theatrical play, the preschooler develops the importance of a partner, the
effectiveness of interaction, begins to ponder and analyze the plot, comprehending
each event.
Forming moral ideas in a child at senior preschool age, we ensure the
formation in the future of such a person who will combine spiritual wealth, true
moral qualities and moral purity. The main goal of upbringing, based on our
chosen priority of universal human values, is the formation of a feeling, thinking,
loving and active person, ready for creative activity in any field.
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