METHODOLOGICAL ASPECTS OF CREATING FAIRY TALES AS A MEDIA EDUCATIONAL PRODUCT BY CHILDREN OF PRESCHOOL AND PRIMARY SCHOOL AGE ; МЕТОДИЧНІ АСПЕКТИ СТВОРЕННЯ КАЗОК ЯК МЕДІАОСВІТНЬОГО ПРОДУКТУ ДІТЕЙ ДОШКІЛЬНОГО ТА МОЛОДШОГО ШКІЛЬНОГО ВІКУ

Methodological peculiarities of creating fairy tales at preschool and primary education institutions have been investigated. The new State Standards for Preschool and Primary Education provide the development of children’s creativity and innovation. The importance of media education is growing due to the development of innovative media products, which is a fairy tale. It has been stressed on creating fairy tales as a component of storytelling. Emphasis has been placed on the fact that the ability to create a fairy tale is one of the learning outcomes of primary school students in accordance with the Typical educational programs. The objective of the article is to substantiate the methods of creating fairy tales as a media educational product of preschool and primary school age children in collaboration with parents and teachers. The following methods have been used to achieve the goal: the analysis of normative documents and pedagogical sources on the research problem; comparative-contrast, generalizations (for comparison of storytelling and creating fairy tales); surveys, interviews (to develop and test the effectiveness of methods of creating fairy tales as a media educational product). The origins of the creating fairy tales by children in the middle of the XXthcentury have been demonstrated. The common and distinctive features of traditional creating fairy tales and storytelling have been clarified. Contradictions regarding the use of storytelling have been identified, in particular between the growing interest in digital storytelling and the requirements for time-limited contact of children with gadgets and other technical devices. Four stages have been defined in the developed methods. They are the following: 1. Preparatory – choosing a favorite fairy tale. 2. Search – finding a situation in which a child becomes a participant. 3.Implementation – the child’s “entry” into a fairy tale, the design of his/her activities and the role or the profession in a fairy tale. 4.Final – the analysis of the child’s and ...