Abstract:

The article examines the essence of personality-oriented teaching as a key approach in modern primary education. It emphasizes that the main goal of this educational model is to develop the individuality of each student, to form their internal motivation to learn, self-respect, critical thinking, and the ability for self-development. It shows how, through familiar images and plot situations, children are given the opportunity to identify their own emotions, reflect on behavior, and make moral choices. It has been established that the use of fairy tale therapy in literature classes can be implemented in various forms: fairy tale conversations, discussions of moral issues, creative work based on the works read, dramatizations, and writing one’s own fairy tales.

The method of reflective communication after reading a fairy tale is particularly effective, when children express their feelings and thoughts and relate the fairy tale plot to their own experiences. Creating their own stories or new endings to already known fairy tales has a significant therapeutic effect, as it allows children to transfer their own experiences into a safe fairy-tale world and find constructive solutions.

The role of fairy tale therapy in creating an emotionally safe educational environment, forming trusting relationships between teachers and students, developing empathy, overcoming anxiety, insecurity, and adaptation difficulties has been established. The feasibility of including fairy tale therapy in the system of personality-oriented learning as a means of individualizing pedagogical influence has been substantiated. It has been generalized that the use of fairy tales in literature classes not only allows for the formation of reading competencies, but also contributes to the development of the emotional sphere, moral values, social skills, and creative thinking.

Keywords: fairy tale therapy, person-oriented learning, elementary school, emotional development, pedagogical technologies.

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