Therapy in an educational organization fairy tale therapy as a means of developing social-communicative skills in primary school students within an educational organization

Background. The modern education system is focused on the humanization of the educational process, aiming to increase attention to the interests and individual characteristics of students. The most important task at the current stage is to prepare an active, goal-oriented younger generation capable of establishing effective communication with others. This becomes possible through successful socialization when students develop social and communicative skills. Insufficient interaction among children within peer groups and within family structures has become a problem for the successful socialization of today's children in school, manifesting as high levels of anxiety, lack of confidence in their abilities, and difficulty managing their emotional states. The authors of the article believe that addressing this issue is possible through the systematic and targeted work on developing social-communicative skills via fairy tale therapy within the educational organization, starting from the primary school age. The use of fairy tale therapy in addressing children's psychological problems effectively resolves issues in relationships among primary school students that arise within the educational process. Objective. To substantiate the potential of fairy tale therapy for the development of social and communicative skills in elementary school children within an educational organization. Materials and methods. The experimental research structure defines the components, indicators, and levels of development of social and communicative skills. Diagnostic tools have been identified. The main empirical research methods are surveys and testing. A comparative analysis of the qualitative and quantitative research results allows for the assessment of the effectiveness of the program for developing social and communicative skills through fairy tale therapy in elementary school children. Results.The organization of systematic and comprehensive work by specialists was based on taking into account the age-related psychological characteristics of students. An extracurricular program was developed aimed at developing social and communication skills in younger schoolchildren, which made it possible to enrich their existing experience of communicating with peers, older children, teachers, parents, and other adults; broaden their horizons and gain confidence in themselves when faced with unusual situations in the process of communication and interaction. The results obtained made it possible to note an increase in the number of primary school pupils who have knowledge of the rules of behaviour in social and everyday situations, the ability to choose means of communication in the process of social interaction, and interpersonal interaction skills based on practical life experience. In the process of communication, primary school students began to demonstrate the ability to feel and understand the emotions of their interlocutors, enter into cooperative relationships, and analyze and evaluate their behavior.