The purpose of the article is to investigate the value of fairytale therapy in the aesthetic development of a child with speech impairments. The novelty of the research. In the research there is investigated fairytale therapy in the aesthetic development of a child with speech impairments. Art and aesthetic education plays a huge role in enriching the spiritual life of preschoolers, involving them in creativity. It begins with the formation of a stable personal need, moving into the organization of feelings, thoughts of man, the organization of aesthetics of life, the environment, calls to be irreconcilable to everything ugly around. A high level of aesthetic need is formed in the process of regular communication with the arts, in the process of creativity. Creativity is the most accessible for a child, even a little one. Practical meaning of the research. The need for artistic and aesthetic development of the person due to renewal of preschool education, its humanization, personal orientation. The artistic and aesthetic development of a child's personality is possible only through the development of emotional perception of the outside world. It is the artistic and aesthetic development of the individual that is the key to the spiritual healing of society. Of course, involvement in artistic creativity does not guarantee that a good person will grow up, but the process of creative activity enriches the soil of the human soul, opens new connections with the outside worldrs, behaviors in the team, attitudes towards other things and other thoughts, it forms the initial moral ideas and concepts, forms its outlook, defines values and orientations, children learn to be independent. Particular attention should be paid to the development of aesthetic development for children with speech impairments. Results of the research. The fairy tale encrypts most of the basic problems and life situations that each person experiences. A person is often locked in some of his problem and is not able to go beyond it, to comprehend the situation from a different, more general angle. The fairy tale, by virtue of its centuries-old wisdom, penetrates deeply into the unconscious child and activates potential parts of the individual that help to find their own way out of the problem state; fairy tale allows not directly, but gently, to approach the assessment of the situation, exercising educational and therapeutic influence both at the behavioral and at the deep moral and value level.
Keywords: fairy-tale therapy, children with speech disorders, aesthetic education, conditions for the use of fairy-tale therapy, correction