So the world of fairy tales. What does a fairy tale mean for children

The future must be embedded in the present. It's called a plan. Without it, nothing in the world can be good.
Lichtenberg Georg Christoph

In 2010, the "Federal state requirements for the structure of the main general education" came into force.
preschool education programs. They provide for systemic changes in preschool education.
These changes are objective and, in essence, necessary, but they give rise to many problems in the professional
community of educators. Problems associated with the introduction of innovative approaches to the organization educational process, and hence to planning as an important factor in its successful implementation. With regard to the educational process, innovation means the introduction of something new in the goals, content, technologies and forms of education and upbringing, in the organization joint activities teacher and child.

What innovations characterize the components of the modern educational process of a preschool institution?

The content of the target component is defined in the "Federal State Requirements for the Structure of the Basic General Education Program of Preschool Education" and is aimed at the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of the prerequisites for educational activities that ensure social success, the preservation and strengthening of the health of preschool children, correction deficiencies in physical and (or) mental development children. The target component is specified through the tasks of educational areas in exemplary basic general educational programs. When planning the educational process, the educator selects and integrates tasks from educational areas.

Educational areas can be integrated in the main areas:

• physical,
• social and personal,
• cognitive and speech,
• artistic and aesthetic.

For example, the integration of mathematical content with other areas can be carried out through tasks that are solved by children in everyday activities: in order to put things in order in the puppet corner, it is necessary to seat the puppets according to their height; the integration of ecological content is carried out on the basis of children reading natural history literature and conversations on it (“Why is autumn called golden?”, “Why does a squirrel have a fluffy tail?”, etc.).

Organizational and activity component includes forms, methods and means that characterize the features of the organization of direct and indirect (through the subject-developing environment) interaction between the teacher and pupils.

In accordance with the Federal government requirements to the structure of the main educational
preschool education programs » the content and organization of the educational process should be presented in unity. When planning work, the teacher needs to use a variety of methods aimed at placing the child in the position of the subject of children's activity, taking into account his individual characteristics, potentialities, gender and level of development. This requires from
teacher's ability to design the pedagogical process on the basis of pedagogical diagnostics.

Analytical and resultative component reflects the achievement of the goal of the educational process through analysis
his results. When planning work, the teacher should focus on the results of the development of educational areas by children, which help him to carry out ongoing monitoring of the educational process, determine the degree of solving the problems of each educational field.

How to take into account these innovations when planning the educational process of a preschool educational institution?

In modern research planning is interpreted as an early determination of the system and sequence of educational work in preschool educational institutions, indicating necessary conditions, means, forms and methods.

The main function of planning is to ensure the consistency and quality of the educational process, continuity in development and education at different levels of preschool age, as well as within each age group. Planning allows you to purposefully and systematically allocate program objectives and content in time and in accordance with the logic of their development by children.

The complex-thematic nature of planning involves a comprehensive solution of pedagogical problems from
different educational areas with the unity of content, united by one theme. One of the leading forms of integrated thematic planning is project . The project method is becoming more and more popular in the educational process of preschool institutions. The essence of this method is defined as a way to achieve didactic purpose through a detailed development of a problem that is personally significant for the child, which should culminate in a practical result, designed in the form of a final product.

Projects can be of different types and are classified for different reasons:

• by subject area,
• by the nature of the activity that dominates the project,
• by the number of participants
• by duration.

In planning work in a preschool institution, they can be used different variants projects.

According to the subject-content area, they differ monoprojects, the content of which is limited to the framework of one educational area, and interdisciplinary (or integrated) projects, in which tasks from different educational areas of the program are solved.

For example, the implementation of the educational area "Communication" involves three options for using the project method:

1. special thematic projects on "Communications" (single projects);
2. integration of the tasks of developing communication and speech into thematic mono-projects in other educational areas or
3. in interdisciplinary integrated projects.

The purpose and objectives of the monoprojects on "Communication" are aimed at a comprehensive solution of the three main tasks indicated in the FGT: the development of free communication of children, the development of all aspects of speech, the practical mastery of speech norms.

Solving the problems of other educational areas integrated into the project is of secondary importance.

Examples of mono-projects in the educational field "Communication":

• “How a book is born” (Goal: development of children's speech creativity. The product of the project is the creation of author's children's books - fairy tales, riddles, limericks);
• "Is it hard to be polite?" (Goal: mastering the rules of etiquette, the ability to use them in everyday communication);
• “Is it better by yourself or all together?” (Goal: development of regulatory communication skills(the ability to jointly solve everyday and educational problems, trust, support a partner in activities);
• “Dispute good and bad” (Goal: mastering the etiquette of persuasion and argument);
• “If a friend has a problem” (Goal: mastering the etiquette of behavior in difficult situations);
• "When is it good to be a guest?" (Goal: mastering guest etiquette).

Speech and communication accompany all other activities of children (playing, labor, cognitive research, productive, musical and artistic, reading) and are an integral part of them. Therefore, the educator has great opportunities for permanent job on the development of children's speech in the framework of any interdisciplinary project.

By the number of participants, projects can be individual, pair, group, collective, mass.

For preschool institutions, it is rational to use collective and group projects.

All children of the age group participate in collective projects, jointly solving the problem. For example, collective creative project"Workshop of Santa Claus" in preparatory group, the result of which may be a competition Christmas decorations made by the hands of the children of the group.

Group projects involve a small subgroup of child participants. For example, the project for the senior group "Toy History" involves organizing the exhibition "Old and Modern Toys" together with the parents. For this project, a subgroup of children is united, in whose families vintage toys. They learn from representatives of the older generation of the family about the history of the appearance of these toys in the house, about the reasons for their long storage, they find signs of antiquity in them, differences from modern similar toys.

For pair projects, it is possible to combine two children or a child and a parent. For example, in a mini-project
"Elderly people in the life of the country and family", dedicated to the Day of the elderly, the child studies with his mother
family archives and is preparing an album "The Older Generation of Our Family", in which he presents not only photographs, but also his drawings, stories, greeting cards and gifts for grandparents.

According to the duration of implementation, projects can be short-term (mini-projects), medium duration and long-term.

Short-term projects are typical for the younger group. They may include as few as two or three educational
situation and last 2-3 days. For example, the mini-project “We must, we must wash our faces” includes examining the washroom in a kindergarten, looking at the painting “Bathing a Doll” and reading a poem by A. Barto. The result of this project will be the organization of the bathroom in the doll's corner and playing around with it.

For children of older groups, projects of medium duration will be typical, the implementation of which
is 1-2 weeks.

Long-term projects can continue throughout the school year. Such projects include:
"The visiting card of the group", "Diary of observations", "Portfolio" My successes and achievements "". These projects involve the gradual replenishment of the materials of the final product: drawings in the diary of observations of natural phenomena; photographs, drawings and children's stories about events in business card groups; individual products of the child's activity in his personal portfolio.

What is the difference between projects in different age groups?

In the younger group it is possible to use short-term mini-projects, which are a series of educational situations united by one theme. These projects should involve the maximum
the use of visualization, the leading role of the educator in the interaction of children and the creation of an expressive-communicative motive of communication.

Examples of projects for the younger group may include the following topics:

• "Katya's doll walk" (selection of outerwear and dressing the doll in accordance with the season, selection of toys for games on a walk, familiarization with safety rules when going for a walk and on the site);
• “Let's help babies (animals) find their mothers” (recognition, naming of animals and matching of adult animals and their cubs, acquaintance with external features pets and some rules for handling them);
• "Christmas toys" (consideration New Year's toys, creation and design of toys by coloring and applique from ready-made forms hanging toys on the Christmas tree).

Projects for kids “Polite Bear Cub”, “I'm Growing Up”, “Who Lives Where?” have similar content in terms of complexity. and etc.

Projects for children of the middle group are distinctly pronounced cognitive character content:
they are focused on the knowledge of the structure, properties and qualities of objects and objects. This allows you to solve the problems of enriching the vocabulary of children, developing the ability to compose descriptive stories about objects, objects of nature.

Projects in middle group necessarily involve the use of elementary experimentation, the implementation of project tasks in pairs or small subgroups, the achievement of significant results for children and the creation of products necessary for their activities. Sample Topics projects can be the following: “Why do people need transport?”, “Stone, scissors, paper”, “How does a person know the time?”, “Why did a person invent dishes?”, “Why are juice, water and milk of different colors?” and etc.

Projects for older preschool children are characterized by a cognitive and socio-moral orientation of the subject. For example: “If you went on a journey with a friend ...”, “Kind words on your birthday”, “The secret of the third planet”, “How to open a book hypermarket”, “The Complaint Book of Nature”, “How to measure heat”, etc.

In older groups, it becomes possible to use various types of projects according to their content and children's activities:

• creative gaming,
• information and practical,
• research,
• productive and creative.

Projects can be individual (family), pair, group and collective.

In terms of duration in older groups, it is possible to use long-term projects. Work on the project involves the use by the educator active methods, creating conditions for independent subgroup activities of children.

What is the logic behind the implementation of the project?

At the first, motivational stage of the project there is a statement of a research problem, stimulating the interest of children in its study, updating the experience of children on the topic of the project, putting forward hypotheses and proposals for the study of the problem posed by children. This stage of the project allows you to solve many communicative, speech, cognitive tasks. Let us consider the possibilities of the project for solving these problems using the example of a special communication project “Does friendship begin with a smile?”, The purpose of which is to develop affective and communicative skills (understand each other's emotions, empathize, sympathize), enrich children's ideas about moral categories.

The formulation of the problem of the project and its acceptance by children can take place in the course of solving the problem situation: after listening to the song “Friendship Begins with a Smile”, Tsarevna Nesmeyana appears, who cannot smile, therefore she believes that she cannot make friends with anyone. Discussing the problem, children remember friendship literary heroes and cartoon characters (Pinocchio and Pierrot, Pinocchio and Malvina, Ivan Tsarevich and the Little Humpbacked Horse, Sharik and the cat Matroskin), about how they became friends. Children recall situations of acquaintance and subsequent friendship from their personal experience and think about the role of emotions in friendly relationships between people: which emotions contribute to the establishment and maintenance of friendships, and which ones hinder them? Is it always possible to judge a person's attitude by the expression on his face? What other signs can indicate the emotions and feelings that a person is experiencing? And so on. The children decide to find answers to these questions and make a book that will help teach Tsarevna Nesmeyana to win over people, understand their emotions and find friends.

At this motivational stage of the project, the educator sets and solves the following tasks:

• The development of dialogic and polylogical speech (the ability to pose questions and answer them, the ability to participate in a collective conversation, observing the rules of collective communication).
• Development of information and communication skills (the ability to negotiate, listen and hear each other, accept someone else's point of view).
• Developing the ability to understand others to express their point of view, make suggestions, argue and convince, observing the etiquette of the dispute, to agree with the general opinion.

At the second, problem-activity stage of the project the main content is enrichment
children's ideas on the project topic through reading books, storytelling, looking at pictures and illustrations, etc. Research skills of preschoolers are developing: independent search for information, its processing and use in joint activities with peers. The skills of various types of productive activities (graphic, constructive, theatrical) are being improved.

In the subject of our project, this can be an independent or joint search with parents for illustrations of literary heroes who are in different emotional states; making collages of emotions, gestures, poses; compiling a personal album "My moods" and stories based on the photographs presented in it; playing sketches and fragments of fairy tales with the transfer of emotions, feelings, moods through posture, gestures, facial expressions; conversations about friendship and friendly relations between children and adults; interviewing parents about their friends, followed by children retelling these stories, etc.

• Enrichment and activation of the vocabulary of children by mastering the names of emotions and feelings, shades of mood, the search for epithets that characterize the personal qualities of a friend and friendly cooperation.
• The development of coherent speech (children compose descriptive and narrative stories, describing the contents of collages, albums; retell the read works, stories obtained through interviewing parents).
• The development of the planning function of speech (children plan individual activities and collective forms of work: how to compose the pages of a book for Tsarevna Nesmeyana, in what order to arrange them, how to illustrate, etc.)
• Depending on the age group of children, the educator can include the tasks of preparing for literacy (mark with letters or print the words-names in the book).
• The development of a sound culture of speech (work on intonation, tempo and rhythm of speech in the process of theatrical games) and grammatically correct speech.
• Development of all groups of communicative skills of children (information-communicative, regulatory-communicative and affective-communicative).

At this stage of the project, parents can actively participate in the educational activities of the kindergarten
by accompanying the child in search of the necessary information in magazines, books, the Internet, in assisting in the manufacture of individual intermediate products of the project. At this stage, parent-child relations develop and improve: the child puts forward various ideas, discovers new things in already familiar situations, shows his individual abilities, which stimulates the parents' interest in the child's personal manifestations, in communication with him.

At the third, creative stage of the project there is a generalization and design of the collective product of children's activities and its public presentation.

In the content of the project "Friendship begins with a smile?" presentation of the final product - books for Princess Nesmeyana - can take place in the form children's master class. During the master class, children voice and in theatrical activities present each page of the created book and “teach” the heroine to understand and convey emotions, tell and demonstrate examples of friendly relations through different types of theater literary characters, advise in which fairy tales she should try to find a friend, come up with stories about how friends will help Princess Nesmeyana become cheerful.

At this stage of the project, the educator continues to develop in children the skills of business cooperation in the course of pair and subgroup interaction, the skills of public self-presentation. The tasks of developing children's speech creativity, expressiveness of speech, persuasiveness and evidence of statements are being solved.

What new forms of organization of the educational process are becoming a unit of planning?

The question of the forms of organization of the educational process today is debatable. Classes,
as a traditional form of organizing the education of children in kindergarten, in accordance with new requirements
can be saved when implementing the content of the educational area "Physical Education".

It is also possible to conduct group and individual remedial classes aimed at meeting the special educational needs of children with disabilities, their integration into educational institution and their development of the program. The form of classes can take place in the educational process of the preparatory group.

The main form of organization of the pedagogical process should be educational situation , that is
this form of joint activity of the teacher and children, which is planned and purposefully organized by the teacher in order to solve certain problems of development, education and training.

In planning, it is advisable to use a situational approach, in which the educational situation becomes a unit that makes up all three types of educational activities provided for by the FGT. Educational situations are used in the process of organized educational activities.

The main objectives of such educational situations are:

• the formation of new ideas and skills in children in various activities,
• generalization of knowledge on the topic,
• development of the ability to reason and draw conclusions.

Educational situations can be included in educational activities in regime moments. They are aimed at consolidating the knowledge and skills that children have, their application in new conditions, the manifestation of activity, independence and creativity by the child. They can be included in the joint caregiver and children, in children's leisure, in collective and individual labor activity, in the content of the musical, theatrical and literary living room (children's studio), creative workshop, become part of sensory or intellectual training.

Educational situations can "launch" the independent activity of children through the formulation of a problem that requires independent decision, through drawing the attention of children to materials for experimentation and research activities, for productive creativity. Through the organization of educational situations, the teacher provides pedagogical support to the child in independent games different kind, in independent activities in the book corner and corner visual activity.

Let us give an example of a fragment of complex-thematic planning in senior group built on the basis
innovative approaches.

Project "We are different, we are together"

Project result:

• magazine "Country in which we live" with children's stories "Wishes to the country".

Objective of the project:

• Education of citizenship, ethno-tolerance towards the peoples inhabiting Russia.

The choice of nationalities for acquaintance can be made on the basis of the national composition of the children of the group.

Project objectives:

1. Enrich children's ideas about nationalities living in Russia (values, national clothes, types of dwellings, traditional activities and crafts).
2. To cultivate respect for the traditions of people of other nationalities and a sense of pride in the achievements of the Russian people.
3. To instill in children a feeling of love for Russia, a desire to participate in the preservation and increase of its wealth together with children of other nationalities living in the country.
4. To develop a coherent speech of children (to compose a descriptive and narrative story about the features of appearance and national costumes of peoples, about traditions, national holidays, games, rituals).
5. Develop the ability to retell information prepared at home, retell the tales of the peoples of Russia.
6. To develop the ability to perform tasks in pairs and subgroups of 4-5 people, distributing responsibilities.
7. Develop labor skills simple tools when preparing simple national dishes).
8. To acquaint with literary works (fairy tales), music and crafts of different peoples of Russia; develop the ability to retell fairy tales, use literary experience in dramatization games.
9. To develop practical skills in visual activity (creating drawings and stucco works on the topics: "Animals", "National clothes (patterns)", "Features of houses in different climatic zones of Russia").
10. Continue to develop the ability to establish spatial, dimensional and quantitative relationships, the skills of counting and measuring activities.
11. Show differences in the climatic conditions of the country, establish a connection between climate and natural features. Show the connection of wildlife and man (accommodation, activities) with climate. To acquaint with the animals inhabiting typical climatic zones.
12. Contribute to the formation of elementary learning skills - to perform actions according to the model, show.
13. To develop creative and cognitive-speech abilities of children of senior preschool age.

I. Motivational stage

Problematic situation: it is necessary to draw up a map of Russia, placing on it images of people of various
nationalities inhabiting it (carved planar images of dolls in national costumes are given separately in the envelope).

Questions arise as the task progresses:

• What nationalities are represented?
• Do they all live in Russia?
• What part of the country do they live in?
• Can they be called Russian?
• How do they differ externally from Russians?
• What languages ​​are spoken?
• Why live in the same country?
• Is it good or bad? Etc.
• Representatives of what peoples of Russia are there in the group or in the families of children?
• How can you find answers to these questions?

Children together outline a plan for working on a project, determine methods for obtaining and processing information, and distribute responsibilities in accordance with interests. They are collectively planning to create a magazine about the peoples of Russia.

II. Problem-activity stage

III. creative stage

• Design of the collective magazine "The Country in which we live" (individually and in subgroups designed headings dedicated to the peoples inhabiting Russia: children's stories about national characteristics and traditions of each nation, drawings illustrating the content of the stories).
• Filling in the rubric “Wishes to the country” by each child of the group and illustrating it with a drawing.
• Collective presentation of the magazine at a holiday for parents and children of other groups (the pages of the magazine are “illustrated” with stories, national dances, skits, treats with dishes national cuisine, defile with a demonstration of elements national costumes and so on.).

Literature:

1. Verbenets A. M. Mathematical development of older preschoolers based on an integrative approach // Kindergarten: theory and practice. - 2012. - No. 1.
2. Solntseva O. V. Preschooler in the world of play. Accompanying the plot games of children. - St. Petersburg: Speech, 2010.
3. Somkova ON New approaches to the organization of work on the development of speech of preschool children//Kindergarten: theory and practice. - 2012. - No. 3.
4. Somkova O. N., Solntseva O. V., Verbenets A. M. Planning and organization of the educational process preschool according to the exemplary basic general education program "Childhood". - St. Petersburg: CHILDHOOD-PRESS; M.: TC "Sphere", 2013.

Material provided, April 2013.

In our modern, technogenic world, the traditions of the people and the moral rules of the family have faded into the background, and kindergartens, hobby groups and studios are engaged in raising children, comprehensive schools. Until recently, mothers and grandmothers told fairy tales to their little children, and in this way they brought them up. When putting the child to bed, mother or grandmother began to tell various fairy tales, the essence of which was simple worldly wisdom, i.e. in other words, Russian folk tales acted as a kind of tool for socialization in modern world. Listening to fairy tales in detail, the child comprehended the relationship of people, looked for a way out of difficult situations and overcame various difficulties, and most importantly, learned to distinguish good from evil, to believe in the power of truth and justice, which was very important in the moral development of the child.
language artistic images, on vivid examples, a fairy tale helps children to understand the characters of the characters, their actions, their relationships with other characters in the fairy tale, teaches children about life, and shows good and bad. All these moments make fairy tales a valuable material for the education of preschool children.
Fairy tales develop fantasy, thinking, attention and memory. Almost all children like to repeat phrases from fairy tales three times, they like to add the end of phrases when reading fairy tales, they like songs and small rhymes from fairy tales. This repetition process contributes to the development of the child's spirituality, his morality, develops the baby's speech, Creative skills. And then, on concrete examples fairy tales are better to learn the mind-reason than just listen to your mother's moralizing.
Everyone knows that a fairy tale plays a very important role in the development of emotional qualities the child, and those, in turn, influence the formation of the child's moral assessments. Psychologists say that childhood impressions will remain in the mind of a child for a very long time, and at the same time they influence the behavior and mood of an adult. Children do not forget those readings and discussions of fairy tales that were with their mother or grandmother during joint evening hours. Despite the fact that in our time there are fairy tales in audio files, in media files, no one can replace live communication between an adult and a child. No one demands to abandon modern technical means use of fairy tales, but also the old-fashioned reading of fairy tales in the family circle should not be forgotten. After all, a tape recorder or a computer cannot ask a child a question, make out incomprehensible words, compare the actions of the characters. This can only be done by a living person, first of all, by a mother.
Children who often listened to fairy tales in childhood adapt much faster and less painfully in kindergartens and schools. These children find faster mutual language with unfamiliar children, adults, and it is they who practically do not have complexes in life. It is necessary to take into account the condition of the child and choose the right time to read fairy tales. It is necessary that the baby be in a good mood, and at the same time not be excited, in this state he is most attuned to listening to a fairy tale, to communicating with his mother or other adults.
Reading a fairy tale before going to bed is considered the best time, since at this time the child is relaxed, he has a calm mood and is ready to receive fabulous information. Adults should remember that a fairy tale should be read with pleasure, with good mood- in this case, your emotions, your mood, your pleasure will be transferred to the baby.
When reading a fairy tale, remember that your attitude towards it is also important. If you feel fairy world If you want to believe in the miracles that are described in a fairy tale, then the fairy tale you read will become even more interesting for your child.
You need to read fairy tales with good diction: clearly pronounce all the sounds, as the child listens and repeats what he hears. If the child liked the story, he can listen to it for several days in a row.
Properly selected fairy tales, taking into account the age and psycho-emotional characteristics of children, can not only positively influence emotional condition babies, but also to correct their behavior.
What fairy tales to tell (read) to your child?
The choice of a fairy tale for a child, especially a small one, should be approached consciously. To choose the right fairy tale, you need to take into account both the age of the child and the characteristics of his temperament. From a fairy tale in the soul of a baby, it should become joyful. But books that will bring him emotional overstrain, make him noisy and irritable, should be abandoned.
It is known that parents know their baby very well, they will be able to accurately predict his reaction to each specific story and feel whether it will suit him. this fairy tale or not. Of course, when choosing any fairy tale, if you are unfamiliar with it, you should first familiarize yourself with its content and analyze: how much your child will like the characters, whether they will scare him, etc.
You need to start with short and simple fairy tales so that the baby can follow the plot. The main characters of the first fairy tales are people and familiar animals. For example, the fairy tales "Gingerbread Man", "Ryaba Hen", "Teremok", "Turnip" will definitely appeal to a child of 1-3 years old: there are few heroes, the plot is simple and it has elements of repetition.
Starting to read a fairy tale to a child, you need to interest him. Fairy tales for the little ones should be read slowly, in a singsong voice. In the process of reading, mom or dad can imitate the voices of the characters, intotone, gesticulate, grimace. It is very important to be able to show surprise, curiosity and other emotions, to rejoice with the child. For young children, it is necessary to choose beautifully designed books. Large and bright pictures not overloaded with details.
Older children (3-6 years old) can read fairy tales with more complex content, but they should still have a specific plot, and the characters should be familiar to your child.
Children of this age are very fond of reading fairy tales in verse - verses are convenient for perception, children subconsciously like them, and soon the baby will start repeating lines from “Moydodyr”, “Fly-Tsokotukha”, “Doctor Aibolit” or Marshak’s poems after you. A child of this age can begin to be introduced to such fairy tales as "The Three Little Pigs", "Cinderella", "Pinocchio", "Dunno". Many fairy tales of the peoples of the world, Russian folk tales, as well as fairy tales of Andersen, the Brothers Grimm, Bazhov, and some of Pushkin's tales are perfect for preschoolers.
A fairy tale at this age should not only please the child, but also be instructive, benefit him. The most important thing for the baby is the correct understanding of the meaning of what is read.
And therefore, if you want your child to perceive life positively, to easily accept failures, while drawing a proper lesson from them, to rejoice in successes and go towards his goal, read fairy tales to him. Read fairy tales as often as possible and for as long as possible: remember, fairy tales are not just a pleasant, interesting pastime, but they are also one of the most powerful tools that help kids develop correctly and harmoniously.

Literature:
LIST OF SOURCES USED
1. Swan. Russian fairy tales / Ed. N. Kuznetsova. - 3rd ed. M.: Children's literature, 1984. - 159 p.
2. Kozlova S.A., Kulikova T.A. Preschool Pedagogy: Tutorial. M.: Academy, 2002. - 416 p.
3. Bunyatova, A.R. The role of fairy tales in the formation of spiritual moral values in preschool children / Bunyatova // Successes modern natural science[Electronic resource]. -2010. – No. 6. – Access mode: www.rae.ru/use/?section=content&op=show_article& article_id=7785424 – Access date: 11/01/2011.
4. Propp V. Ya. Russian fairy tale. M.: Labyrinth, 2000. - 416 p.
5. Fesyukova L.B. Fairy tale education. Kharkov: Folio, 1996. - 104 p.
6. Vygotsky L. S. Imagination and creativity in childhood. - 3rd ed. M.: Enlightenment, 1991. - 93 p.
7. Sokolov D. Yu. Fairy tales and fairy tale therapy. M.: Institute of Psychotherapy, 2000. - 148 p.
8. Zaporozhets, A. V. Psychology of perception of a fairy tale by a preschool child // preschool education. - 1948. - No. 9. - S. 99-106.

What is a fairy tale? A fairy tale is a moralizing story with elements of fiction and fantasy. good fairy tale one where fiction is only a shell, under which a wonderful worldly truth, a reasonable thought, is hidden.

A fairy tale is, in general, fun. But in ancient times, the tale had a different meaning, it was supposed to be an epic story.

about omnipotent beings, gods and their struggle. With the loss of an important meaning (when the people began to forget their pagan beliefs), she lost her former poetic warehouse, mostly fairy tales - in prose, but traces of a measured warehouse have been preserved, especially in the so-called "sayings" ("soon the fairy tale is told, but the deed is not done soon").

Folk tales are of great importance in the life of every person and the whole nation. Important role fairy tales lies in the fact that they are a valuable repository of everything experienced, a mirror that forever preserves the reflection of the past life.

We owe the preservation of the material of the life of the people, their worldview to the oral tales of the people, their fairy tales, songs, legends. How much great importance have these pearls, shows their extraordinary vitality, which have survived centuries, and in general have survived to this day.

Fairy tales, tales contained so much of the common humanity, they were based on so many common views that they wandered from one people to another and took deep roots everywhere, cultivating in a new place in accordance with local views, conditions and habits.

The main merit of the fairy tale lies in the fact that at all times it is on the side of everything right, just, and kind. And at the same time, a fairy tale is an irreconcilable "fighter" with evil, dashing, lies, and aggression. The tale unobtrusively talks about important ethical categories - good and evil.

Russian folk tales are the fundamental basis of Russian culture, Russian literature.

The value of fairy tales is that they provide an opportunity to acquaint children with the life and way of life of the Russian people. Russian folk tale is a faithful assistant in the development of human language and speech skills. Epithets, figures of speech from fairy tales with their classic and deep meaning are laid in our minds. Fairy tales broaden the horizons of a person, provide an opportunity to increase vocabulary.

An important mission is entrusted to the fairy tale - the upbringing of the younger generation.

Slavic fairy tales are the encrypted message of our Ancestors. Maybe that's why they survived to this day, not subjected to destruction. Now we can look at fairy tales familiar to us from childhood in a completely different plane. In order to understand Slavic fairy tales, you need to return to your origins, first to remember your ancient language and the meaning of each word, and then we will get a completely new information and the knowledge left to us by our Ancestors.

Up to late XVIII centuries, the intelligentsia and the clergy attributed fairy tales to the category of superstitions common people, which was invariably portrayed as wild and primitive. The dominant philosophical and ideological direction of that era - classicism - was oriented towards antiquity, flavored with Christian censorship, and European rationalism. There is nothing for a nobleman to learn from a peasant.

However, at the beginning of the 19th century, along with the movement of romanticism, scientists, philosophers, and poets came to realize that the most ancient mythological consciousness largely determines the life and worldview of each person. You cannot leave your roots, for breaking with them is like separating a river from its source. “The study of old songs, fairy tales,” writes Pushkin, “is necessary for a perfect knowledge of the properties of the Russian language.” An intensive study of the legends preserved among the people begins, their deep value and worldview significance becomes obvious.

What do we know about the fairy tale today? A fairy tale is a means of forming a person's worldview in a traditional Slavic culture. Along with the explanation of moral values, fairy tales contain a complete picture of the world. This picture of the world echoes the cosmological models presented in the mythologies of different peoples of the world. These are the archetypes of the world mountain, the universal egg, the world tree, the motives of the hero’s descent into underworld or ascension to higher worlds. We propose to consider the cosmological codes of Russian fairy tales, which can be understood by referring to the texts of the Vedas.

Scientists have established that once the ancestors of the Slavs, Iranians, Indians, Europeans lived together, were united peoples with a common culture and worldview. Alexander Nikolaevich Afanasiev wrote in the preface to his book Folk Russian Tales: “We have already spoken more than once about the prehistoric affinity of legends and beliefs among all the peoples of the Indo-European tribe.” To highlight the special closeness Vedic culture, preserved in India, and the traditional culture of the Slavs, Professor Rahul Sanskrityan used special term- "Indoslavs". Thus, the presence of elements of Vedic cosmology in the Slavic fairy tale appears to be more than natural.

Kolobok

Let's start with the well-known folk tale "Gingerbread Man". Ball or pancake traditional culture- the symbol of the sun. Shrovetide pancakes symbolize the sun, because Maslenitsa absorbed the pagan holiday of the spring equinox. In the Old Slavonic "kolo" or "horo" - "circle", which indicates the sacred, "solar" meaning of the round dance. In Sanskrit, also "khala" - the sun, "ghola" - "circle", "sphere".
The gingerbread man is a symbol of the sun. We can understand the meaning of the movement of the kolobok and the fox eating it by referring to the Vedic concept of a solar eclipse. In special nakshatras - combinations of constellations, the demon Rahu, according to the Vedas, “swallows” the sun, causing an eclipse. The fox performs the same function in the fairy tale.

What do the animals you meet symbolize? This can be understood if we remember that before the use of the Greek symbols of the Zodiac, the horoscope of the Slavs was zoomorphic. Different animals symbolized different constellations. Thus, at the astronomical level, the fairy tale kolobok is an exposition of the myth about a solar eclipse, about the movement of the sun across the sky. At the same level moral tale talks about the perniciousness of vanity.

Hen Ryaba

Another fairy tale known to everyone since childhood is "Rocked Hen". It is also necessary to start its analysis with the main character. In the myths of different peoples of the world, the universe is born from an egg, which is carried by a bird floating on the universal waters. In the Finnish Kalevala, the birth of the Universe is presented as the appearance of an egg: the maiden of heaven, she is also the “mother of water”, Ilmatr-Kave, turned into a duck, “the god of the most high Unko”, who appeared to her in the form of a drake. The duck laid the egg from which the universe was created:

From the egg, from the bottom
Mother earth came out damp,
From the egg from the top
Became a high vault of heaven

On a number of statues from the Prilvice collection of the Retra temple (Western Slavs), we see a duck on the head of deities. Incl. number on the head of a man-lion, close to the Vedic Narasimha. This duck is a symbol of power over the universe.

In the original Vedic literature, the universal egg - brahmanda - is created by Brahma - the creator of the levels of the universe, through mystical mantras. The Bible says, "In the beginning was the word." According to the Vedas, this “word” is the original syllable “OM”, which gives Brahma the knowledge of how to create this world. Brahma lives in higher worlds called in Sanskrit "svarga". The Slavic deity Svarog and the word "bung" in the meaning of "create something" testify to the proximity of the Vedic Brahma to the Slavic Svarog.

What do we find in the story? Hen Ryaba carries golden egg, which breaks the mouse. The mouse is a chthonic creature associated in mythology with the earth. In the Mediterranean countries - Egypt, Palestine, Greece - it was believed that the mouse was born from the earth. In this case, it indicates the emergence of the earth, the firmament from the universal waters.
The golden color of the universal egg is also described in the Vedas. What is now known to scientists as " big Bang”, the Vedas call “the inhalation and exhalation of Vishnu”, the universal Being.

The Brahma-samhita (13-14) describes the creation of the universes exhaled by Vishnu and taken in again:

tad-roma-bila-jaleshu
bijam sankarshanasya ca
haimani andani jatani
maha bhuta vritani tu

“Divine seeds are born from the pores of Maha-Vishnu in the form of endless golden eggs. These golden grains are covered with the five main material elements. In his expansions, Maha-Vishnu enters each of the Universes, into each of the cosmic eggs.

So, the process of breaking the golden egg symbolizes the creation of the universe, the separation of the earth from the firmament. Who are grandfather and grandmother? In Slavic songs, close to ritual ones, there is often a song repetition (refrain) "oh did, oh lad". For example: “and we sowed millet. Oh, Did-Lado, they sowed. In the context of the reconstructed scheme, Grandfather was one of the epithets of Svarog, and Lada was his wife. The creation of the universe appears as a union of their creative potentials.

The Book of Veles also calls Svarog the "grandfather of the gods." “Praise be to Svarga Dida of God, as if you are waiting. Yes, Rodow Bozhska Nshchelniko, and the all-time family of Studits is prophetic, Yakov is born in summer on the roof of the sva, but in the snake he will never grow up. (“We also praise Svarog, the Grandfather of the Gods, because He is waiting for us. He is the head of the Clans of God and every kind of source that flows in summer and does not freeze in winter”).

magic mountain

After analyzing the two tales in their entirety, let us dwell on some key elements folk tales related to cosmology. The first such element is a golden or crystal mountain (for example, in the fairy tale "Copper, Silver and Golden Kingdom"). The hero must climb the mountain or penetrate inside by means of hooks, swans, magical helpers.

The image of the golden mountain refers us to the Vedic Meru - the golden universal mountain. Meru - the abode of the gods in its upper part and the abode of demons - in the lower. We are more familiar with the archetype of the universal mountain in the version of the Greek Olympus. However, the "needle" in the egg, which is in the duck from the tales of Koshchei, is also a spatial symbol of Meru - the axis of the world, located in the ovoid universe. Here is a fragment of the fairy tale "Crystal Mountain", full of cosmological codes:

“Late in the evening, Ivan Tsarevich turned into an ant and crawled through a small crack into a crystal mountain, looks into crystal mountain the princess is sitting.
- Hello!, - says Ivan Tsarevich, - How did you get here?
- I was carried away by a snake with twelve heads, he lives on Father's Lake.

In that snake there is a chest, in the chest - a hare, in a hare - a duck, in a duck - an egg, in a testicle - a seed; if you kill him, and get this seed, then you can lime the crystal mountain and save me.

The "seed" in the egg from the above fragment is none other than Meru. The image of a glass or crystal mountain is also interesting. It is directly related to the theme of Hyperborea and the Arctic civilization. It points to the north, ice and icebergs. Koschei in folk tales, like Pushkin's Chernomor or the Vedic Kubera, is described as a resident of the "midnight mountains", the far north.

You can often hear the question about the relationship between the traditional Vedic worldview and the views of the followers of the Arctic theory. External contradictions are removed during the study of multidimensional Vedic cosmology. The Vedas explain that there are various projections of the mountain of the gods Meru in our world. Its astronomical projection is North Pole, its geographical projections can be Pamir and Kailash. In the deepest understanding, Meru and other lokas (worlds) are not geographical concepts, but the levels of consciousness.

snake kingdom

If golden mountain in its upper part is the space of the gods, then nether worlds(caves at the base of Meru) are associated with the image of the serpent kingdom. In Bazhov's literary tale ("The Mistress of the Copper Mountain" and others), based on Ural tales, the theme of the cave world inhabited by magical snakes is developing. Some of them are hostile, and some may be friendly to a person.

The Vedas also describe a plane of existence called naga-loka - civilizations of intelligent snakes living in caves underground. Nagas have shape-shifting abilities and other mystical powers. Sometimes their world is also identified with the underwater kingdom. The Mahabharata describes how the hero Arjuna penetrates into another world, plunging into the water to take a bath and takes as his wife Ulupi, the queen of the Nagas, attracted by his beauty.

Apart from immersion in water, other ways to enter the underworld are to enter a cave or jump into a well. These motifs are not uncommon in Russian fairy tales. Time in these worlds flows at a different speed. One day of presence there is often equal to many tens of Earth years. “How long, how short” the journey lasts - it is impossible to say. These are not dungeons in the usual sense, but other dimensions of being, the entrance to which can be in a variety of "hidden" places.

Dense forest

Another symbol of otherness in Russian folk tales is a dense forest. It is also the space of another world. Often the forest is the border between the world of the dead and the living, where the main character must travel. A sign of another world is the absence of signs of life and movement, silence, or, conversely, the presence of intelligent plants and animals.

ABOUT KASHCHEY AND Baba Yaga

In a book written according to the lectures of P.P. Globa, we find interesting information about the classic heroes of Russian fairy tales: “The name “Koshchei” comes from the name of the sacred books of the ancient Slavs “blasphemer”. These were wooden bound tablets with unique knowledge written on them. The keeper of this immortal inheritance was called “koshchei”. His books were passed down from generation to generation, but it is unlikely that he was truly immortal, as in a fairy tale. (...) And into a terrible villain, a sorcerer, heartless, cruel, but powerful, ... Koschey turned relatively recently - during the introduction of Orthodoxy, when all positive characters the Slavic pantheon was turned into negative ones. At the same time, the word “blasphemy” arose, that is, following ancient, non-Christian customs. (...) And Baba Yaga is a popular person with us. But to the end they could not denigrate her in fairy tales. Not just anywhere, but it was to her that they came to Hard time all Ivans-tsarevichs and Ivans-fools. And she fed them, watered them, heated a bathhouse for them and laid them down to sleep on the stove in order to show the right path in the morning, helped to unravel their most difficult problems, gave a magic ball that itself leads to the desired goal.

This knowledge partly confirms the Slavic idea of ​​Kashchei and Baba Yaga. But let us draw the reader's attention to a significant difference in the spelling of the names "Kashchei" and "Kashchei". These are two fundamentally different characters. That negative character that is used in fairy tales, with which all the characters fight, led by Baba Yaga, and whose Death is “in the egg”, this is KASHCHEY. The first rune in the writing of this ancient Slavic word-image is “Ka”, meaning “gathering into oneself, union, unification”. For example, the runic word-image “KARA” does not mean punishment as such, but means something that does not radiate, has ceased to shine, blackened, because it has collected all the radiance (“RA”) inside itself.

Slavic runic images are unusually deep and capacious, ambiguous and difficult for the average reader. Only the Veduns (priests) owned these images in their entirety. writing and reading a runic image is a serious and very responsible matter, it requires great accuracy, absolute purity of thought and heart.

Baba Yoga (Yogini-Mother) - Eternally Beautiful, Loving, Kind-hearted Goddess-Patron of orphans and children in general. She wandered around Midgard-Earth either on a Fiery Heavenly Chariot, or on horseback through the lands where our Ancestors lived, gathering homeless orphans in towns and villages. In every Slavic-Aryan Vesi, even in every populous city or settlement, the Patron Goddess was recognized by her radiant kindness, tenderness, meekness, love and her elegant boots, decorated with gold patterns, and they showed Her where orphans live. Simple people called the Goddess in different ways, but always with tenderness. Who is the Grandmother Yoga Golden Foot, and who is quite simply - the Yogini-Mother.

Yoginya delivered orphans to her foothill Skete, which was located in the very thicket of the forest, at the foot of the Iriysky mountains (Altai). She did this in order to save the last representatives of the most ancient Slavic and Aryan Clans from inevitable death. In the foothill Skete, where the Yogin-Mother led the children through the Fiery rite of initiation to the Ancient Higher Gods, there was a Temple of the God of the Family, carved inside the mountain. Near the mountain Temple of Rod, there was a special depression in the rock, which the Priests called the Cave of Ra. A stone platform was put forward from it, divided by a ledge into two equal recesses, called Lapata. In one recess, which was closer to the Cave of Ra, the Yogini-Mother laid the sleeping children in white robes. Dry brushwood was put into the second recess, after which LapatA moved back into the Cave of Ra, and the Yogini set fire to the brushwood. For all those present at the Fiery Rite, this meant that orphans were dedicated to the Ancient Higher Gods and no one else would see them in the worldly life of the Clans. Foreigners, who sometimes attended the Fire Rites, very colorfully told in their area that they watched with their own eyes how small children were sacrificed to the Ancient Gods, thrown alive into the Fiery Furnace, and Baba Yoga did this. The strangers were unaware that when the shovel platform moved into the Cave of Ra, a special mechanism lowered the stone slab onto the shovel ledge and separated the recess with the children from the Fire. When the Fire lit up in the Cave of Ra, the Priests of the Family carried the children from the paw to the premises of the Temple of the Family. Subsequently, Priests and Priestesses were raised from orphans, and when they became adults, young men and women created families and continued their lineage. The strangers did not know any of this and continued to spread tales that the wild Priests of the Slavic and Aryan peoples, and in particular the bloodthirsty Baba Yoga, orphans are sacrificed to the Gods. These foreign tales influenced the Image of the Yogini-Mother, especially after the Christianization of Rus', when the Image of a beautiful young Goddess was replaced by the Image of an old, evil and hunchbacked old woman with matted hair, who steals children, roasts them in an oven in a forest hut, and then eats them. Even the Name of the Yogini-Mother was distorted and began to frighten all the children.

Very interesting, from an esoteric point of view, is the fabulous Instruction-Lesson that accompanies more than one Slavic folk tale:
Go There, I don't know Where, Bring That, I don't know What.
It turns out that this is not only an instruction (Lesson) that was given to fabulous fellows. This instruction was received by each descendant from the Clans of the Holy Race, who ascended the Golden Path Spiritual Development(in particular, mastering the “science of figurativeness”). The second Lesson of the First “science of imagery” begins with the fact that a person looks inside himself to see all the variety of colors and sounds inside himself, as well as to taste the Ancient Ancestral Wisdom that he received at his birth on Midgard-Earth. The key to this great fount of Wisdom lies in the ancient admonition: Go There, not knowing Where, Know That, you do not know What.

This Slavic Lesson is echoed by many folk wisdom mira: To seek wisdom outside oneself is the height of stupidity. (Chan saying) Look inside yourself and you will open the whole world. (Indian wisdom)

Slavic fairy tales have undergone many distortions, but, nevertheless, in many of them the Essence of the Lesson, embedded in the fable, remains. It is a fiction in our reality, but a reality in a different reality, no less real than the one in which we live. For a child, the concept of reality is expanded. Children see and feel much more energy fields and flows than adults. It is necessary to respect each other's realities. What is fiction for us is reality for the baby. That is why it is so important to initiate a child into the “correct” fairy tales, with truthful, original Images, without layers of politics and history.
The most truthful, relatively free from distortions are some of Bazhov's tales, the tales of Pushkin's nanny Arina Rodionovna, recorded by the poet almost verbatim, the tales of Ershov, Aristov, Ivanov, Lomonosov, Afanasyev.

When you tell this or that fairy tale to your child, knowing its hidden meaning, the Ancient WISDOM contained in this fairy tale is absorbed “with mother's milk”, on a subtle plane, on a subconscious level. Such a child will understand many things and correlations without unnecessary explanations and logical confirmations, figuratively, with the right hemisphere, as modern psychologists say.

For many centuries, fairy tales have been teaching the wisdom of life, talking about the world around us and interacting with it, educating us morally, instructing us to goodness and justice, love and duty. Children learn to make sense of things fairytale heroes, to determine where is good, where is bad. Fairy tales also teach children to love and respect their parents, instill a sense of belonging to everything that happens on earth, patriotism, courage and heroism.

Fairy tales can relieve fatigue after long journey or heavy labor day(it was not for nothing that the Russian coast-dwellers - the fishermen hired a professional "beast driver" for their artel and paid him a lot of money for telling fairy tales).

Let our children be brought up on our native Slavic fairy tales, grow up with them and become smart, wise, kind, strong like fairy-tale heroes!

One of the characteristic components of the folklore of any country is the presence of fairy tales. And our country is no exception here. All of you probably remember how, in childhood, one of your parents or, for example, a grandmother, read you a bedtime story so that you would close your eyes and fall asleep sooner. Calm and monotonous native voice, telling about something very interesting before going to bed, acts truly soothing and soporific. However, we will not talk about the effect that reading fairy tales have on bedtime, but about the meaning that is embedded in these fairy tales, but very often remains incomprehensible due to the fact that it is hidden. And not only children, but even adults cannot understand it.

The fact is that fairy tales are often permeated with the deepest symbolism, and are also inexhaustible and information about all kinds of events of antiquity. In most fairy tales, there are no random images and characters, titles, names and words, and the semantic load can be so deep that you are simply amazed - akin to a Russian nesting doll, inside of which there is another, and inside it - another one, etc., main point fairy tales can lurk somewhere in its depths - under a layer of simpler semantic layers. All levels of a fairy tale can be a window into unknown world the structure of the universe and the foundations of life.

We all should know that fairy tales, in addition to the usual everyday educational function, can also perform a number of other, more complex ones, for example:

• Reveal the secrets of the universe and other secret knowledge
• point to the cycle of life
• Serve astronomical or natural
• Be a repository of history
• Connect with ancestors
• Talk about initiation rites when a person passes from childhood to adulthood
• Guide a person on the path and personal growth, etc.

In many tales, the directions presented can not only run alongside each other, but also intersect and even synchronize. The characters of fairy tales are some symbols, each of their actions carries sacred meaning, and the paths they take point to specific methods of obtaining secret knowledge and achieving inner harmony. Fairy tales are often compared even with magical formulas that lose their power if they are not pronounced correctly.

And let's take a look at several well-known Russian folk tales as examples. It is not a fact that our transcripts will fully reflect the truth, but serve as a kind of algorithm for understanding what is inherent in fairy tales. hidden meaning they can still.

So, consider three tales: "Turnip", "According to pike command"and" Koshchei the immortal.

Fairy tale "Turnip"

What do we know from the story? We know that grandfather planted a turnip, and due to a particularly fruitful year, it grew to a very large size. To pull out the turnip, the grandmother, granddaughter, Bug, cat and mouse came running to the aid in turn. They were able to pull the turnip out only when they pulled it all together.

Hidden meaning: If we talk about the hidden, esoteric meaning of this tale, then it tells us about the knowledge that was accumulated by the ancestors who lived in ancient times. The turnip acts as the roots of the clan, and it was planted by the first ancestor - the same grandfather, who is the oldest and wisest.

The grandmother in this tale symbolizes the traditions of the house; father - support and protection of the family; mother - guardianship, warmth and love; granddaughter - continuation of the family; Bug - protection of welfare; cat - a blessed state in the house and; and the mouse is wealth.

Each of the presented images is closely connected with each other, and together they represent one whole. Only by connecting all the parts together, a person is able to achieve true harmony of being, learn to live in, when everything that is inside a person, and everything that surrounds him outside, comes into line with each other.

Fairy tale "By the command of the pike"

What do we know from the story? A young man named Emelya sat on the stove and did nothing. One day, going to the river for water, he caught a pike. Pike asked Emelya to let her go, and in return agreed to fulfill several wishes. After some thought, Emelya asked the pike for a princess and a palace, which he received in the end, and also became handsome.

Hidden meaning: The stove symbolizes the space of consciousness in which the hero of the fairy tale was most time, and from which I really didn’t want to get out, because. contemplated himself all the time. However, a person cannot be in harmony if his inner world is in no way connected with the outer.

Having "acquainted" with the pike, Emelya realized his true desires and gained an intention, which is expressed in the words: "At the pike's command, at my will." The pike, in turn, represents mother nature, in relation to which Emelya showed attentiveness. And only then nature gave him the opportunity to realize his intentions and self-awareness.

The phrase: "At the pike's command, at my will" means the unity of the two facets of being - the Spirit of man and his Soul. Pike can also be interpreted as "Schura", i.e. ancestor - the ancestor of everything and the human spirit. The river, from which Emelya decided to draw water, is a kind of energy-informational channel, which can only be penetrated by abandoning the constraining beliefs. Ultimately, Emelya, through the release of his spirit, reached the possibilities inaccessible to a person in an ordinary state of consciousness and became the master of his own destiny. In addition, becoming Emelya a handsome prince is a manifestation of inner beauty on the outside.

Fairy tale "Koschey the Immortal"

What do we know from the story? Koschey is an evil lord dark kingdom dungeons, regularly stealing beautiful girls. He is wealthy, and outlandish birds and animals live in his possessions. Koshchei is served by the Serpent Gorynych, who has a huge amount of secret knowledge, which is why he has great power. Koschei is considered immortal, and he cannot be defeated by ordinary means, although, if there is a desire, one can learn unusual ways, which, as a rule, Baba Yaga reveals to Ivan Tsarevich.

Hidden meaning: If we turn to the pantheon of the gods of the Slavs, we will see that Koschey is one of the manifestations of Chernobog, who rules over Naviu, Darkness and the Pekelny kingdom. Koschei also personifies the winter cold, and the girls whom he steals - the life-giving power of Nature and spring. Ivan Tsarevich is a symbol of sunlight and spring thunder, accompanied by rain (we remember the god Perun), in search of Koshchei, which is facilitated by all natural forces. Having defeated Koshchei, Ivan Tsarevich, darkness and death.

As we know, Koshchei's death can be found in an egg, which is a symbol of rebirth and the possibility of being of all things that can be. Based on this, Koschey is at the beginning of Everything, and his death is equated with the emergence of the world.

The needle, on the tip of which is Koshcheev's death, serves as a reference to the World Tree, connecting the underworld, earth and sky, as well as the winter and summer solstices. Koshchei can be interpreted as the winter solstice, and Ivan Tsarevich as the summer solstice. They are always in a state of struggle with each other. The death of one is the birth of another, just like winter leaves and summer comes, and then this cycle repeats itself.

And one more detail: Koschei the Immortal is an attempt to scare Ivan Tsarevich, which contains a completely different message - Koschey the Immortal is Koschey the Mortal Bes.

A little parting word

Time inexorably runs forward. The world is changing. And along with the world, a person and his perception are changing. Today, very few people can understand and explain the sacred and very deep meaning fairy tales of our wise ancestors, and, as you yourself managed to see, of course, there is. And the knowledge that was transmitted in these fairy tales, in general, may soon sink into oblivion. It is easy to see that over time, that thin connection that connected each other different generations of people.

In order to understand the true essence of fairy tales, especially Russian ones, a person must push his current worldview into the background, and try to look at the world and life in it, with which people who lived in those distant times when fairy tales were just beginning to appear.

The search for meaning, by all means, must be present, because the Laws of being, no matter how time is, no matter how developed society is, no matter how high-tech a person’s life is, have always remained and will remain the same. Therefore, let the tales of Koschey the Immortal, Baba Yaga, Ivan Tsarevich, Emel, Alyonushka and other characters be not just interesting notions for you, but those pointers that you will be guided by in your Everyday life, in which, it would seem, there is no true magic left at all.

Remember: there is magic, and it surrounds you everywhere!