The program is structured in the form of psycho-training, the purpose of which is to develop constructive communication skills, provide a sense of psychological security, trust in the world, the ability to receive joy from communication, form the basis of personal culture, develop empathy and one's own individuality.
Objectives: to teach the ability to listen and hear another.
Encourage others to reflect on their actions and actions.
Develop the ability to share your experiences.
Contribute to the development of the emotional sphere of the child.
To foster the desire and ability to cooperate, take into account and respect the interests of others, the ability to find common solutions in conflict situations.
Develop empathy, foster a desire and willingness to help other people.
Contribute to the full development of the child's personality through self-expression and creativity.
The development of a sense of us, morality, a benevolent attitude towards others.
Strategies and methods for achieving the goal:
Methodological techniques are used: conversations aimed at acquaintance with various "magic" means of understanding.
Verbal, mobile and relaxation exercises. Painting. Playing psycho-gymnastic exercises. Encourage the open expression of emotions and feelings in a variety of socially acceptable ways, verbal, creative, physical.
Analysis and dramatization of various psychological studies. Play exercises allow participants to get used to each other, to adapt to a new environment.
Results of the program implementation:
Children got acquainted with different ways of communication, learned to interact and understand the mood of another. Cooperate, consider and respect the interests of others.
Understand and describe your desires and feelings, compare emotions.
Control your emotional reactions.
Evaluate actions and see the merits and demerits of their own behavior.
Express your feelings and understand the feelings of other people with the help of facial expressions, gestures, movements, pantomime.
Psycho-training requires from its participants a certain level of personal maturity and mental development. Classes are designed for older preschoolers, held once a week. The duration of each lesson is 20-30 minutes. The training is designed for 7 sessions.
Each lesson begins with a new kind of greeting, which the children themselves offer, and all days of the training end with the same goodbye.
The group trainer should organize psychologically comfortable conditions for effective feedback, which will allow each participant to find out the opinion of others about their behavior, about their actions, about the feelings that people who come into contact with him experience, and based on the knowledge gained, consciously change their behavior ... The organizer creates a relaxed atmosphere so that the child is not afraid that his actions will be negatively evaluated. No assessments, censures, comments. An atmosphere of trust and a friendly disposition towards the child make it possible to reveal his inner world, allow him to learn to share his problems.
Lesson 1. All people are different.
Purpose: development of attention to the people around. Contribute to the formation in children of the ability to love others.
Lesson 2. "I understand others - I understand myself."
Purpose: to develop the ability to listen to the interlocutor, the development of observation and attention to the feelings of other people.
Lesson 3. Magic means of understanding. Intonation.
Purpose: acquaintance with speech intonation. Development of attention, compassion, attentiveness to all children in the group, a negative attitude towards indifference and indifference to the problems of others.
Lesson 4. Magic means of understanding: facial expressions.
Purpose: acquaintance with facial expressions, the development of attention, sympathy, attentiveness to all children in the group, a negative attitude towards indifference and indifference to the problems of others.
Lesson 5. I am your friend and you are my friend.
Purpose: development of a respectful attitude towards people, the ability to take into account the interests of others. Developing an understanding of the mood of the other, developing empathy.
Lesson 6. I understand you.
Goal: development of the ability to express your mood and feel the state of another. Development of cultural communication skills.
Lesson 7. How good it is to be a magician.
Purpose: development of creative imagination and immediacy in communication.
The proposed training is built within the framework of a personality-oriented model of child upbringing and teaches, first of all, understanding, acceptance, recognition. In the course of work, in the process of indirect influence on the child, that is, excluding instructions, situations are created in which children, in the process of role-playing games, working out methods of communication, create situations that require manifestation of intellectual and moral activity, and in the process of dynamics and communication styles, the desired changes in behavior and attitude towards the world.
List of used literature for the program.
1. Kalinina RR Training for the development of a preschooler's personality. SPb: Publishing house "Rech", 2005.
2. Lebedenko EN Development of self-awareness and individuality. M., Publishing house "Knigolyub", 2003
3. Lyutova EK, Monina GB Communication with a child. The period of preschool childhood. SPb: Publishing house "Rech", 2003
4. Saranskaya ON Psychological training for preschoolers. M., Publishing house "Knigolyub", 2007.
5. Khukhlaeva O. V., Khukhlaev O. E. Path to your own Ya. M., Publishing house "Genesis", 2012
6. Homer L. Play therapy as a way to solve a child's problems. M., "Genesis", 2001.
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Psychological training for senior preschool children "We are all different, we are all amazing"
Purpose: the development of communication and personal spheres, the formation of cooperation skills between children.
Objectives: -Positively set up children to work together in a group;
Promote the development of children’s ability to understand their own and others’s emotional state, while expressing sympathy, empathy;
To form children's self-confidence, to increase the social status of each child;
Help relieve muscle tension.
Equipment: "magic box", object pictures cut in half, a thermometer made of large paper, colored pencils, "Bag of sadness", Emoticons of a cheerful mood, 2 vessels: one dark with water, the other light joyful without water.
Course of the lesson
Stage 1. Organizational.
Welcome ritual. Greeting: “Hello friend! "
Children stand in a circle, the psychologist takes out a "magic box" and asks the children to get one card at a time. Each child has a card in his hands with the image of half of the object picture. The task of the children is to find a soul mate and to form a pair with the one with whom she is. When the pairs are formed, the children begin to greet:
Hello my friend! (shake hands)
How are you doing? (pat each other on the shoulder)
Where have you been? (teasing each other by the ear)
I missed! (fold their arms over their chest in the area of the heart)
You came! (spread their arms to the side)
Good! (hug)
Exercise "Mood in a Pocket". Children sit in a semicircle. One child comes out and speaks the words:
Early in the morning, I go to kindergarten.
And in my pocket I carry the mood with me.
(if the child has portrayed a sad mood, then his mood is placed in a "bag of sadness")
Exercise "Mood thermometer".
Purpose: to reduce psycho-emotional stress.
Leading. Look carefully - what is shown here? That's right, it's a thermometer. And what is it for? That's right, to measure the temperature, but today together with you we will draw an unusual thermometer - this is a thermometer of our mood. You should choose a pencil color that characterizes your mood. Let's paint over half of the thermometer with the color that you have chosen - this will mean that your mood at the beginning of the lesson was exactly that. OK, thanks!
Stage 2. Motivational.
Today I invite you to the country of "Good Mood". But to get there, let's pack a suitcase with you on the road.
Exercise "Suitcase"
Goal: development of communication skills
Imagine that in the center of our circle there is a suitcase that we collect for the trip. Only in our unusual suitcase will we in turn "put" what we want to wish for each of us. For example, I put a smile, good mood, health (joy, love, friendship) in our suitcase, etc.
Stage 3. Practical
Close your eyes and pretend you are in a mirror store. Open your eyes. Have you ever been to this? A store that sells different mirrors: small, large, round, square - different. I choose the driver - he will be the buyer, and we will all be mirrors. What does the mirror do? True, it reflects us and our actions.
Exercise "Mirrors"
Goal: development of observation and non-verbal communication
The presenter's task is to show any movement. You cannot speak at the same time! And we are all mirrors - we must repeat his movements! At my clap, the driver selects another participant who becomes the new driver. Let's start!
Dynamic pause "Centipede"
Children stand one after another, holding on to the waist in front of the one standing. At the command, the centipede begins to move forward, then crouches, jumps on one leg, and snakes. The main task of children is not to break the chain and keep the "centipede".
Let's put ourselves in order. (A light massage is performed.) Gently stroke your face — forehead, cheeks, chin, and shake your hands. Now stroke your hands from shoulder to fingers and shake your hands. Turn to your right-hand neighbor and run your hands along his back from shoulders to lower back and shake your hands. We are now ready to continue our journey.
Game "Vessel of Tears".
Look, there was a vessel on our way, but this is the “Vessel of Tears”. In life, there are times when people cry not only from grief and sadness, but also from joy.
Let's do a little miracle: free the vessel of sad tears and fill the vessel with “tears of joy”.
Stand up in a chain, I will pour water from the vessel of "tears of sadness", then we will pass the glass of tears, trying not to spill a drop, and fill the vessel with "tears of joy". (The water in the vessel is placed on the glass, the teacher himself pours water into the glass from the first vessel, and the children pass it to each other and smile, the last child pours water into a bright vessel and returns the glass back along the chain).
Here it is a vessel with tears of joy! Well done guys that you are so joyful and in a good mood.
The game "Ice and Freckles". Study for physical (muscle) relaxation.
Stage 4. Reflective
Choose again a pencil, the color of which characterizes your mood. Paint over the rest of the mood thermometer.
So our journey across the country of "Good Mood" has ended.
What's your mood now?
What did you like the most today?
What helped us create a good mood? (loyal friends, comrades, a smile, an interesting joint activity, friendship, empathy for each other).
Farewell ritual. All stand in a circle, join hands and say in chorus “Goodbye! "
Thanks everyone!
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"Practical training games for the development of safe behavior for preschoolers on the street"
Purpose: to teach preschoolers the basics of a road sign, instill the skills of safe behavior on the street, educate a conscientious road user and thereby save the child and family from harm.
Problem:
One of the most serious problems in our region is road traffic injuries.The most common mistakes children make are:
Unexpected exit to the roadway in an unidentified place;
Exit from behind a standing vehicle
Disobedience to traffic signals.
1. Development of cognitive processes in children, which they need for correct and safe orientation on the street;
2. Teaching preschoolers road vocabulary and their inclusion in independent creative work, allowing them to study and understand the danger and safety of specific actions on the streets and roads in the process of completing assignments;
3. Formation in children of skills and stable positive habits of safe behavior on the street
Children are the most vulnerable category of road users. It is the responsibility of parents and educators to protect them as much as possible from possible trouble. Therefore, realizing the importance of the problem of road safety, our group from an early age is working to form the basis of safe behavior in the street in preschoolers.
The purpose of our work is to teach preschoolers the basics of a road sign, to instill the skills of safe behavior on the street, to educate a conscientious road user and thereby save the child and family from harm.
An innovative approach to the organization of didactic classes with preschoolers on the road theme consists in the simultaneous solution of the following tasks:
The development in children of the cognitive processes they need for correct and safe orientation on the street;
Teaching preschoolers road vocabulary and their inclusion in independent creative work, which allows them to study and understand the danger and safety of specific actions on the streets and roads in the process of completing assignments;
Formation in children of skills and stable positive habits of safe behavior on the street
In most preschools, a safe outdoor education program is part of the overall parenting program. However, questions on the subject of road safety are recommended to be studied as a separate direction in the general education program.
Through direct perception of the road environment during targeted walks, where children observe traffic and pedestrians, road signs, traffic lights, pedestrian crossings, etc.
In the process of special developmental and training sessions on the road theme.
It is especially important to develop such skills and habits as a conscious attitude to one's own and other people's actions, that is, the child's understanding of what is right and wrong. Also of great importance is the formation of the pre-school child's habit of restraining their impulses and desires (for example, to run when it is dangerous)
When raising a preschooler, we use methods such as suggestion, persuasion, example, exercise, encouragement. At this age, children are especially good at suggestion. They need to be taught that it is dangerous to go outside their yard. On the street, you can only be with adults and be sure to hold his hand.
Especially important is the principle of visibility, which is traditionally used in work with preschoolers, when they themselves have to see, hear, touch everything and thereby realize the desire for knowledge.
Thus, conducting didactic classes, training games has the goal of not only teaching preschoolers the direct rules of the road, but also the formation of their skills and positive stable habits of safe behavior on the street.
In this case, it is necessary to take into account the following pattern: the more useful skills and habits of safe behavior on the street are formed in a pre-school student, the easier it will be for him to be given knowledge of road topics in a general educational institution.
In general, the plan for conducting didactic training games with preschoolers should provide for the development of their cognitive abilities necessary for them to be able to navigate in the road environment. The main ones are:
Ability to notice dangerous places, approaching vehicles during the time;
Ability to determine the distance to approaching vehicles;
Knowledge of traffic signals, symbols on road signs and their meaning;
Understanding of the peculiarities of traffic movements; the fact that he cannot immediately stop when he sees a pedestrian on his way;
Ability to express thoughts coherently
All these issues should be reflected in the general program of preschool education.
To successfully teach the rules of safe behavior on the street, we have created an appropriate subject-development environment, which allows us to stimulate the cognitive activity of children. The center "Rules of the road" was created, where there are attributes, sets of signs, didactic games: "Collect the traffic light", "Road signs", guess the transport ", there are models of houses, traffic lights. To improve the professional skills of teachers, we exchange notes of GCD, curricula.
The problem of child road traffic injuries is addressed in our group in a comprehensive manner. Not only educators, but also a musical director, a physical education instructor are engaged with children.
We teach to analyze, compare, reflect. We create problem situations for them, we form the ability to navigate in space. The knowledge of children is consolidated in free activity in the role-playing games "Chauffeurs", "Pedestrians".
Realizing that parents are today's drivers who serve as an example for children, we were able to draw their attention to the problem of child safety, make indifferent observers - active helpers. Parents have the opportunity to get acquainted with the systematic work of our group: to receive advice, to consider visual material in the group and at the information stand.
We involve parents in the pedagogical process. Together with the children, they made road signs, took part in the drawing competition “Street through the eyes of children”. Joint activity with an adult that is significant for a child undoubtedly has a positive educational effect and parents begin to feel the need to answer to the child for their actions. And the knowledge gained will be useful to pupils and their parents in the future: they will save not only health and life!
The plan for conducting didactic training games by preschoolers should provide for the development of their cognitive abilities necessary for them to be able to navigate in the road environment.
"Locomotives and cars"
Purpose of the game: to teach the rules of regulation of railway traffic (steam locomotives and cars)
"We are young motorists"
Purpose of the game: having received "rights" children must show their knowledge on the playground "
"Tram"
Purpose of the game: to teach to move in pairs, to learn to recognize traffic signals and change the direction of movement in accordance with it
"Red, yellow, green"
Purpose of the game: the game promotes the study of traffic rules.
Seguin Planks:
Traffic Laws
Transport
Purpose of the game: to select in accordance with the image, consolidating the basic concepts.
"Sparrows and the car"
Purpose: to teach children to run in different directions, start movement and change it with a signal from the teacher.
"Flies, floats, rides"
Purpose of the game: introduces the modes of transport
"Road signs"
Purpose of the game: acquaints children with road signs, traffic control devices.
"Behind the wheel"
Purpose of the game: acquaintance of children with the present and past of the domestic transport and teaches it to qualify.
"Our street"
Purpose: to expand the knowledge of children about the rules of behavior on the road.
Teaches children to distinguish road signs
"Road exam"
The goal is to teach how to design a road and place signs in the right places.
"how to get to? "
Purpose: to teach to recognize the signs of movement in a straight line. Right, left.
"Guess the Sign"
Purpose: children should find a road sign by verbal description
Thematic plan for traffic rules using training games
in the senior group for 2011-2012 academic year year
SEPTEMBER
"Safe Street" - acquaintance with the rules of crossing the street.
Game-training "Traffic signs"
"Profession - driver"
To acquaint with the peculiarities of the work of drivers of various vehicles. Reading A Chekhov "Road song" Training game "Turns"
"Pedestrian Rules"
Enhance children's knowledge of pedestrian rules on the road and sidewalk. Game-training "Learning road signs".
Give an idea of the purpose of the traffic police post on the road.
Reading the poem by Y. Bishumov "Look at the guard"
Game-training "Traffic light"
"My travel letter"
Consolidate knowledge of informational signposts.
Drawing "My favorite road sign".
Game-training "Road alphabet"
"Traffic lights"
Consolidate knowledge and understanding of the purpose of traffic lights.
Reading the poem by R. Kozhevnikov "Traffic Light"
Training game "Red, yellow, green"
"Service signs"
To improve knowledge of the "Traffic letter", to give an idea of the signs of the service "Telephone", "Gas station", "Food point".
Drawing "Service signs". Training game "Tram"
"Dangerous crossroads"
To expand knowledge about the peculiarities of traffic at the intersection.
Training game - "driving"
“Who is the most literate on the road? »Games - trainings on traffic rules; outdoor games "Pedestrians", "Drivers
LITERATURE.
1. Law "On Education" as amended by Federal Law No. 309 F.Z. dated 11.12.2007.
2. Order of the Ministry of Education and Science of the Russian Federation of November 23, 2009 No. 655 "on the approval and implementation of the FGT to the structure of the main general educational program of preschool education"
3. Fedina NV Preschool education in the Federal program // Information and publicistic bulletin "Education". 2008 - issue 1 (16).-С. 4.
4. Fedina N. In the Federal state educational standard of preschool education: background and development problems // Education of senior preschoolers in continuity with primary school as a strategic direction for the development of education in Russia: Collection of materials of the All-Russian scientific and practical conference, 4-5 June 2008, Moscow / Comp. N. A. Pesnyaeva. - M.: AP-KIPPRO, 2008 .-- S. 25-29.
5. Fedina NV Basic concepts of the draft federal state requirements for the structure of the main general educational program of preschool education. // Regional education: modern trends. Information and scientific-methodical journal. 2010. - No. 1. - S. 104-109.
6. Skorolupova OA, Fedina NV About the complex-thematic principle of building the educational process in preschool education // Preschool education. 2010. - No. 5. - S. 40-45.
7. Skorolupova OA, Fedina NV Organization of educational activities of adults and children for the implementation and development of the basic general educational program of preschool education // Preschool education. 2010. - No. 8.
8. Fedina NV FGT: find 10 differences // Hoop. 2010. - No. 2. - P. 6-7
9. Klimenchenko V.R. "Teach preschoolers the rules of the road" M., "Education" 1993
10. OBZH - a methodological guide for educators.
11. Timofeeva EA Didactic games with preschool children. –M. : "Education", 2003
12. Minskin EM games and entertainment in the extended day group. –M. : education, 2005.
13. Ryabtseva I. Yu., Zhdanova LF "Come to us for a holiday" - Yaro-Slavl - Academy of Development - 2009.
14. Stepanenkova E. Ya. "For preschoolers on the rules of the road" M. 2Education "2003.
15. Magazine "Pedagogical creativity" No. 3, 4 2005.
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Game sensorimotor training for senior preschoolers "Joy"
Feel the warmth of your neighbor's hands. smile at each other. Repeat: "Guys, let's live together."
2. Complex warm-up: exercise. "The sun-clouds", "Rain", "Chick" (5 min)
Purpose: a positive attitude to the lesson, psycho-muscular training, emotional gymnastics, voluntary regulation of behavior, breathing exercises.
Psychologist:
Now sit down on the carpet in a semicircle. Autumn has come in the country "Joy".
Exercise "The sun-clouds"
Psychologist: Tell me, what time of year is it? (autumn)
In autumn, there is (what?) Sun on the street, but there are also (what?) Clouds. Draw the sun with your eyes, and now a cloud.
Psychologist: Sun Raise their hands up, to the sides, smile Cloud Shrink into a ball, frown, hands into fists, press to themselves
3. Reflection “What did you enjoy doing the most? Why?
Exercise "Rain"
Psychologist: Listen, what is this noise on the rooftops? (rain) . Let's play in the rain.
Rules of the game: I show a green flag - the rain makes a noise - you rub your palms together
- blue - it's raining - you clap your hands
- red - rain is pouring - you slap your hands on your knees
- yellow - rain is dripping - you snap your fingers
Exercise.
Now let's play without flags: I show the movements, and you say that it rains.
Exercise "Chick"
Psychologist: Now look in your palms. There is a chick. He flew to our country "Joy" and got caught in the rain, froze.
Let's warm him with our breath.
Exercise.
Well done! We helped the chick, let's set him free. Let it fly and please everyone with its sonorous singing.
4. The main part. Joy. (15 minutes)
Exercise "Joyful faces"
Target: acquaintance with the feeling of joy.
Psychologist: Sit on chairs and look at pictures and photos of people. How do these people feel? How did you guess? What can a person rejoice in?
Show joy on your faces.
Exercise "I am glad when ..."
Target: development of self-awareness, reflection.
Psychologist: And now we will pass the ball to each other and tell when we are happy. (Each child, having received the ball, tells his own story)
Well done, guys, it was very interesting. Now the turn of the magic has come. At my sign, you will turn into angry and joyful cats.
Turn around yourself and turn into a cat.
Game "Happy and angry cats"
Target: responding to general aggression, establishing a positive tactile contact.
Psychologist: I have a magic hoop. The one I touch, enters the circle (hoop) and turns into an angry cat. It hisses, scratches, but cannot get out of the circle. And the rest of the children do not yawn, they do not come close to the cat, because it can scratch.
But if this happened, do not blame the cat, you need to be more careful. At the signal "Meow" the cat leaves the circle and turns into a joyful one. She approaches one of the children and gently strokes him with her paw. Now this child becomes a cat and walks into a circle. (Everyone can be in a circle)
Turn around yourself and turn the child.
Reflection
- “How did you feel when you were an angry cat?
- "What did you want to do when you were a joyful cat?"
Psychologist: Guys, in our country "Joy" the time for a magical dream is coming. Lie down on the rugs, close your eyes. Do not really fall asleep, listen to everyone, but do not move and do not open your eyes until I say: "Everyone open their eyes and stand up" (the recording of "Vivaldi and the sounds of the ocean" is turned on)
Relaxation "Magic dream"
Our hands are resting, our legs are resting too. Resting .. Falling asleep ... (2 times) The tension flew away, and the whole body is relaxed (2 times) The lips are not tense, open and warm (2 times) And our obedient tongue is used to being relaxed (2 times) Breathing easily ..., exactly ..., deep ...
It's good for us to rest, but it's time to get up. We squeeze our fists tighter, we raise them higher. Stretch, smile, open our eyes to everyone and stand up.
Reflection:"How did you feel when you fell asleep in a magical dream?"
Exercise "The good wizard"
Target: learn to express a sense of joy using visual means, the development of empathy.
Psychologist: I have a box in my hands. Guess what's in it (shake the box so the kids can guess what it contains). There are magic candies here. Eat them and turn into good wizards.
You must help the enchanted people to become joyful again.
Children work with the soft Pretender constructor, laying out funny faces, then everyone wishes everyone something good.
The psychologist praises everyone for their work.
5. Farewell.
Exercise "We are very good people."
Target: increasing confidence, consolidating the positive effect of the lesson.
Psychologist: Our lesson is coming to an end. Let's stand in a circle, join hands and repeat after me:
- I am a very good person
Lesson - training for senior preschool children 5-7 years old "I and nature"
Mon, 11/02/2013
LG MADOU DSKV No. 10 "Squirrel
Langepas
In our time, there is a process of alienation of the child from nature. The rapid growth of cities and urban population has led to the fact that many children live in a virtually artificial environment, unable to communicate with natural objects.
Lesson - training "I and nature" is aimed at developing empathy and identification to objects of the natural world. It is very important at preschool age to expand the individual ecological space of the child, to form and develop the ecological attitudes of the personality. Expected result: children learn to analyze their emotional state and the emotional state of other people; skills and abilities of expressive movements on the verbal and non-verbal levels, the ability to concentrate attention, will replenish cognitive processes, acquire a sense of collectivism, group cohesion; children will acquire the correct skills and abilities to interact with nature, the sensory experience of preschoolers will develop: they will understand that nature is a living organism that grows, changes, moves, all its elements are in constant interaction with humans.
Lesson - the training is prepared for senior preschool children 5-7 years old. It can be carried out with children of general developmental groups and groups of a compensatory orientation.
Type of lesson - training: integrated
Type of lesson - training: non-traditional lesson with training elements
The purpose of the lesson is training:
Development of attention associated with the coordination of the auditory and motor analyzers.
Objectives of the lesson - training:
u Teach children to analyze their emotional state
u Focus on activities
u Form the skills and abilities of expressive movements
2. Developing
u Develop the ability to express your mood verbally and non-verbally (using stimulus pictures, gestures, facial expressions)
u Cultivate the sensory experience of preschoolers
u Development of memory, attention, creativity and speech
u Develop positive character traits that facilitate mutual understanding when dealing with both people and natural objects
3. Educational
u Promote positive emotional attitudes in children.
u Help them get in touch with a friend, teacher, establish group interaction
Teaching aids: Worksheets for the "Scared Tree" exercise, the "Magic Tree" exercise , exercises "Labyrinth" for each child, colored pencils, computer, CD recording of relaxation tunes, flash card
Stages of the lesson - training:
u Setting the goal of the session
u Psychomuscular training
u Strengthening skills
u A game to build goodwill
u Psychological study
u Play on eye contact, body contact, concentration, consistency and coordination with partners
u Playing to create a sense of group cohesion
u Psychomuscular training
u Artistic - productive activity with elements of art therapy
u Finger gymnastics
The psychologist invites children to a green meadow (children sit at random on the rugs).
Conversation about what a tree is:
A tree, like you and me, is a living organism that grows, changes, moves, all its elements are in constant interaction, (application - presentation a.ppt (2.17 MB)
u Introduction to the topic
Game "Four Elements". The players sit in a circle. If the leader says the word "earth", everyone should put their hands down; if "water" - stretch your arms forward; the word "air", everyone should raise their hands up, the word "fire" - make a rotation with their hands. Whoever made a mistake is out of the game.
u The stage of forming attention to the performance of psychological studies
Psychological study "Nature and We"
The psychologist suggests:
- Explore the soil under a tree, on paths covered with grass: imagine that you are walking barefoot on the ground strewn with pine needles, small twigs, smell, feel the "breath" of the earth (switching on various analyzers).
- Mentally immerse yourself in a fairy forest. We are walking on the ground. The land is different. It is dry and wet, hot and cold. Everything in the magic forest is constantly changing. Now we are walking on green soft grass, it pleasantly caresses our feet. And now there is sand under your feet, it is getting hotter and hotter, it just burns your feet. Suddenly snow fell. We are walking on soft, fluffy, cold snow. And again everything changed in the forest, under our feet the rustle of fallen leaves. We went out to the forest swamp. Our feet are sucked in. We hardly pull them out of the mud. But now we got out of the swamp and ran through the warm puddles. And now we are again, walking along the forest path. We have needles, twigs, twigs under our feet. They tickle, tingle and caress our feet.
u Setting the goal of the lesson - training
Artistic and productive activity: game exercise "Frightened tree". Each child is given a form with the task: to find and paint everyone who was scared by the fox and hid, (attachment 1.docx (292.55 KB))
u Encouraging pupils to take action
(Appendix 1 "Frightened tree")
Finger gymnastics "Fingers in the forest" is performed at the table:
gnome top-top invites children to walk through the forest with their fingers.
one, two, three, four, five, began to clean this finger,
went for a walk, this one cut off,
I found this finger a mushroom, this one ate,
Well, this one kept looking.
(bend the thumb, the rest are clenched into a fist; in accordance with the text, alternately unbend the fingers).
u Focusing on activities
Artistic and productive activity: the developmental exercise "Magic tree" (at the discretion of the psychologist and the emotional state of the children) .
Psychologist: we will draw a magic tree on which all those various and beautiful flowers that grow in the magic forest will grow (the psychologist prepares the tree in advance - Appendix 2.docx (65.55 KB). Each child will draw his flower to one of the branches, (musical accompaniment), discussion of drawings.
(Appendix 2 "Magic tree)
Material tmndetsady.ru
1. We walk like robots, hold down the body, only some separate parts move.
2. We fly like transparent soap bubbles, if they collide, they burst, leaving a wet circle.
3. We walk like wooden dolls with only legs working.
4. We turn into rubber inflatable dolls, animals. It is imperative to check them for "rubberiness", i.e. whether the body springs from contact. We check the "deflation" - remove the cork.
5. We fly like balloons filled with air.
6. We walk carefully, like glass toys.
Type of plastic art training "Fun exercise"
1. Relax while sitting on a chair so that it seems like you are sleeping. Put your arms, head, legs comfortably and relax. Close your eyes and silence ...
2. Slowly wake up, stretch with pleasure, slide to the floor and stretch like cats. Recall how cats arch their backs, extend their hind and front legs.
3. We run chaotically on four limbs, like ladybugs.
4. We creep like tigers in a reed for prey.
5. We jump like a kangaroo with a cub in a bag.
6. We run like frightened giraffes, stretching out our necks.
7. We crawl like crocodiles for prey.
8. Let's go like sick turtles.
Exercises related to the enslavement of the body, such as "sculpture" or "photography"
Children go to the center, one pair at a time, one of them is a sculptor, the other is a sculpture. The sculptor gives the body the desired shape, the sculpture lends itself easily and fixes the shape.
You can guess what is cobbled together, you can suggest that the sculpture "come to life" and move in the logic of the cobbled creature. Then they switch roles.
Mirror. Children in pairs are facing each other. One is a "living" person, the other is a reflection.
The person at the mirror slowly makes some simple movements, the mirror copies them.
"Revived" shadow. One pair moves in the center of the area so that the first one does not notice the “shadow” behind him, i.e. the one who copies all movements from behind.
"Toe to toe". Stand in pairs face to face, set a "control" line on the floor at a distance of half a step, beyond which you cannot go. For each child, make the so-called "Buratino's Nose" with pens. put the thumb of one hand on your nose, spread your fingers apart and hook your other hand with your thumb over your protruding little finger.
Partners grab each other with their little fingers and, on command, must begin to pull each one towards themselves in order to pull each other over the control line without lifting their thumb from their nose! This game, of course, is more for a joke, to defuse the atmosphere. Although she is very good at testing relationships in the children's team.
- To master various gaits, at least in the order of the game: a clown, an old man, a kid, Carlson, Buratino, Babayaga, Koschey the Immortal ...
- Lift invisible weights. With two hands, a large stone, a heavy bag, dad's briefcase, a barbell. Observe the correct tension in the arms and body.
- Throw invisible objects: a stone (where? Did it hit?), A molded snowball, a flying saucer, a ball, etc.
Exercise "Fixing a position with a chair"
Each child has a chair and on it he freezes on a cotton, like a photograph, on the next clap - a quick change of position, and so on, until their imagination runs out.
On this topic:
Source nsportal.ru
Purpose: removal of emotional and physical stress, reduction of aggression.
Before starting the game, each child must crumple a large sheet of paper to make a tight ball.
Divide into two teams, line up so that the distance between the teams is about 4 m. At the command of the presenter, the children begin to throw balls to the opponent's side. The command will be like this: “Ready! Attention! March!"
The players of each team strive to throw the balls from their side to the opponent's side as quickly as possible. At the command "Stop!" the game is over. The team with the fewest balls on its side wins.
Exercise 2
Purpose: the formation of communication skills, a sense of responsibility for another person, increasing self-confidence.
Equipment: blindfolds (according to the number of pairs of participants), objects - "obstacles".
Objects - "obstacles" are placed and laid out in the hall. It is necessary to divide the children into pairs, in each of which one of the participants is put on a blindfold, and the other becomes a “guide”.
The “guide” needs to guide the partner around the hall, avoiding obstacles. He can address the follower: "Step over the cube", "Here is the point", etc.
When all obstacles have been overcome, children change roles.
At the end of the exercise, discuss with the children what feelings they experienced during the exercise, in which role they liked more.
Exercise # 3
Purpose: the formation of skills for the regulation of behavior, control of impulsivity
Equipment: three hand silhouettes - red, yellow, blue.
At a signal from a psychologist, children perform certain actions: a red hand - a "chant" - you can run, shout, make a lot of noise; yellow hand - "whisper" - it is allowed to quietly move and whisper; blue palm - "silent" - children freeze in place or lie on the floor and do not move. End the game silently.
Exercise 4
"Rain in the forest" (5 min)
Purpose: relaxation, development of a sense of empathy.
Children stand in a circle, one after another - they "turn" into trees in the forest. The psychologist reads the text, the children perform actions.
The sun was shining in the forest, and all the trees extended their twigs to it. They stretch high and high to keep each leaf warm (children rise on their toes, raise their hands high, fingering with their fingers).
But a strong wind blew and began to sway the trees in different directions. But the trees are firmly held by the roots, they stand steadily and only sway (children sway to the sides, straining the muscles of the legs). The wind brought rain clouds, and the trees felt the first gentle raindrops (children touch the back of the comrade in front with light movements of their fingers). The rain knocks harder and harder (children increase their finger movements). The trees began to feel sorry for each other, to protect them from the strong blows of the rain with their branches (children run their palms along the backs of their comrades). But the sun appeared again. The trees were delighted, shook off the extra drops of rain from the leaves, left only the necessary moisture and felt inside themselves freshness, vigor and joy of life.
Exercise # 5
"I'm good" (3 min)
Goal: increasing self-esteem, self-confidence, creating a positive emotional background
Now let each of you say about yourself "I am very good" or "I am very good." But before we say it, let's practice a little. First, say the word "I" in a whisper, then in an ordinary voice, and then shout it out.
Now let's do the same with the words "very" and "good" or "good."
And finally, amicably "I am very good (s)!"
Well done! And now everyone who sits to my right will say whatever he wants - in a whisper, in an ordinary voice, or shout, for example: “I am Nastya! I am very good!" or “I am Cyril! I am very good!"
Wonderful! Let's stand in a circle, join hands and say: "We are very good!" - first in a whisper, then in an ordinary voice, and then we will shout.
This concludes our training. Goodbye.
Literature:
Kryukova S. V. Slobodyanik N. P. I am surprised, angry, afraid, bragging and happy. - M., "Genesis", 2003.
Fopel K. How to teach children to cooperate? Psychological games and exercises - M., "Genesis", 1998.
Chernetskaya L. V. Development of communication skills in preschoolers - Rostov n / a., "Phoenix", 2005.
Appendix Daily plan SPC "SPRING"
Senior group
Correction Exercises
on the development of memory, attention, thinking, perception
primary school children
1. Exercise "My favorite fruit"
The exercise allows the leader to create a working attitude in the group, memory is also developed, the ability to concentrate for a long time is developed.
Group members introduce themselves in a circle. Calling himself by name, each participant names their favorite fruit; the second - the name of the previous one and his favorite fruit, his name and his favorite fruit; the third - the names of the previous two and the names of their favorite fruits, and then their name and their favorite fruit, etc. The latter, therefore, should give the names and names of the favorite fruits of all members of the group.
2. Exercise "I will not go astray"
Exercise to develop concentration, distribution of attention
The psychologist offers the following tasks:
count out loud from 1 to 31, but the subject should not name numbers that include three or multiples of three. Instead of these numbers, he should say: "I will not go astray." For example: "One, two, I won’t get lost, four, five, I won’t get lost ..."
Sample correct counting: 1, 2, -, 4, 5, -, 7, 8, -, 10, 11, -, -, 14, -, 16, 17, -, 19, 20, -, 22, -, -, 25, 26, -, 28, 29, -, - _feature stands for numbers that cannot be pronounced).
3. Exercise "Observation"
Exercise to develop visual attention. In this game, the connections between attention and visual memory are revealed.
Children are invited to describe in detail the school yard, the way from home to school, from memory, what they have seen hundreds of times. Younger schoolchildren make such descriptions orally, and their classmates complete the missing details.
4. Exercise "Fly 1"
Exercise to develop concentration of attention
This exercise requires a board with a 3x3 nine-cell playing field lined up on it and a small suction cup (or a piece of plasticine). The suction cup acts as a "trained fly". The board is placed vertically and the leader explains to the participants that the movement of the "fly" from one cell to another occurs by giving it commands, which it obediently carries out. By one of the four possible commands ("up", "down", "right" and "left"), the "fly" moves according to the command to the adjacent cell. The initial position of the "fly" is the central cell of the playing field. The teams are given by the participants in turn. The players must, relentlessly watching the movements of the "fly", prevent it from leaving the playing field.
After all these explanations, the game itself begins. It is held on an imaginary field, which each of the participants represents in front of him. If someone loses the thread of the game, or “sees” that the “fly” has left the field, he gives the command “Stop” and, returning the “fly” to the central cell, starts the game over. The fly requires constant concentration from the players.
5. Exercise "Selector"
Exercise to develop concentration, stability of attention
For the exercise, one of the participants in the game is selected - the "receiver". The rest of the group - the "transmitters" - are busy with each counting aloud from different numbers and in different directions. The "receiver" holds a rod in his hand and listens in silence. He must tune in to each "transmitter" in turn. If it is difficult for him to hear this or that "transmitter", he can make him speak louder with an imperative gesture. If it's too easy for him, he can turn down the sound. After the "receiver" has worked enough, he transfers the rod to his neighbor, and he himself becomes the "transmitter". During the game, the wand makes a full circle.
6. Exercise "Flies - does not fly"
Exercise for the development of switching attention, arbitrariness in performing movements.
Children sit or stand in a semicircle. The host names the items. If the object flies, children raise their hands. If it doesn’t fly, children’s hands are lowered. The leader can deliberately make mistakes, many children will have their hands raised involuntarily, by virtue of imitation. It is necessary to hold in time and not raise your hands when a flightless object is named.
7. Exercise "My Birthday"
Exercise to develop memory, the ability to long-term concentration of attention.
The members of the group, as in the previous version, take turns calling their names, but each member adds the date of his birthday to his name. The second is the name of the previous one and the date of his birthday, his name and the date of his birthday, the third is the names and days of birth of the previous two and his name and the date of his birthday, etc. The latter, therefore, must give the names and dates of birthdays of all members of the group.
^
8. Exercise "Palms"
Exercise to develop sustainability of attention.
Participants sit in a circle and place their palms on the neighbors' knees: the right palm on the left knee of the neighbor on the right, and the left palm on the right knee of the neighbor on the left. The meaning of the game is that the palms are raised one by one, i.e. a "wave" of rising palms ran. After preliminary training, palms raised at the wrong time or not raised at the right time are eliminated from the game.
^
9. Exercise "Edible - inedible"
Exercise for the development of switching attention.
The leader in turn throws a ball to the participants and at the same time names the items (edible and inedible). If the item is edible, the ball is caught, if not, it is discarded.
^
10. Exercise "Fly"
Exercise for the development of concentration, switching attention.
The exercise is carried out in the same way as the previous version, only in a more complicated version: the number of flies is increased (there are two of them). Fly commands are served separately.
^
11. Exercise "The most attentive"
Exercise for the development of visual attention, memory.
Participants must stand in a semicircle and identify the driver. The driver tries to remember the order of the players for a few seconds. Then, on command, he turns away and names the order in which his comrades stand. All players in turn must visit the driver's place. It is worth rewarding those who are not mistaken with applause.
^
12. Exercise "Telephone"
Exercise to develop auditory attention, auditory memory.
The verbal message is whispered around in a circle until it returns to the first player.
^ Fairy tale "Bubble, straw and bast shoe"
Once upon a time there was a bubble, a straw and a bast shoe. They went into the forest to cut firewood; reached the river and do not know how to cross it. Lapot says to the bubble: "Bubble, let's swim on you?" “No,” says the bubble, “better let the straw be pulled from shore to shore, and we will cross it!"
^ The straw was pulled over; the bast shoe went over it, and it broke. The bast fell into the water, and the bubble began to laugh - laughing, laughing and bursting!
Article on the topic: "Correctional exercises for the development of attention"
The level of attention development largely determines the success of a child's education at school. In a preschooler, involuntary attention predominates; the child cannot yet control his attention and is often at the mercy of external impressions. This manifests itself in the rapid distraction, the inability to concentrate on one thing, in the frequent change of activity.
By the beginning of school, the child gradually forms voluntary attention. It develops intensively if adults help the child. The development of voluntary attention is closely related to the development of responsibility, which implies the careful performance of any task, both interesting and uninteresting.
Voluntary attention develops gradually, as its individual properties develop, such as volume, concentration, distribution and switching, stability.
Exercises to develop attention
1. Decipher the words and write them down without mistakes:
a. Avorok, aloksh, kinechu, adogop, alcuk, telomas, anisham, rofotevs, libotva.
Correction test. Determining the amount of attention (norm 600 characters - 5 errors) On the letterhead, underline the first row of letters. Your task is to cross out the same letters as the first ones, looking through the letters from left to right. You need to work quickly and accurately. Opening hours - 5 minutes.
For instance:
E K R N S O A R N E S V A R K V R E O D G A V E N R O M N E R O P N E R
3. Find the words that "hid":
Avrohazetaatmnisvlshktdomvrmchangrozaastrgrslonekgo
4. Separate the words that "stuck together":
SharbasketBootsBinocularsIceMonkeyBookSleeve
5. Cross out the repeating words:
Sea
6. Arrange the numbers in ascending order:
a. 5, 8, 6, 4, 12, 7, 2.0, 8, 10, 4, 3, 2, 0, 5, 2, 8, 5, 7, 18, 22, 11, 16, 8, 13, 6, 19, 21, 15, 17, 30, 27, 32, 18, 8, 7, 4, 42.
Game "What was removed from the table and what was added?" There are 10 school supplies on the table. Assignment: “Look carefully and remember the objects lying on the table, their location (1-2 minutes). Close your eyes". At this time, the teacher removes (or adds objects), or changes their location. Then he asks to open the words and write all the changes that they noticed (or write if the game is with the class). The game is made more difficult by adding the number of items to remember and increasing the actions with them.
8. Game: "Find mistakes in examples."
10-7=2 3+5-3=4 10+2-9=3 15-6+2= 9
Self-confidence conspiracy
Article on the topic: "Tasks for the development of attention"
Attention is one of the most important qualities thanks to which we can learn and learn something new. Initially, only involuntary attention is inherent in children, they are not yet able to control their attention, they are easily distracted by everything new and bright and are completely under the power of external impressions. Letting the development of voluntary attention in a child take its course is by no means recommended. Attention exercises can help you solve problems with concentration and attention shifting in children ages 5 to 9. 1. Tasks for finding and completing the missing details In the tasks for the attention of this group, the child should consider several pictures offered on the form and finish drawing each of them so that all the pictures become completely the same. 2. Tasks for finding a common feature in the depicted group of objects In attention games for children of this subsection, tasks are collected in which the child analyzes groups of objects united on the basis of a common feature. The child must identify this symptom. Exercises for attention of this type also develop logical thinking in preschoolers. 3. Tasks for finding an object by its shadow In the exercises for the development of attention in children of this group, the child is asked to correlate a number of objects and their shadows. Those. for each object, he must choose the corresponding shadow. 4. Games for finding differences. Find the differences in pictures In the tasks for the attention of this subsection, the child is asked to find all the differences between two similar pictures. This section will delight those adults who ask the following search queries for children: games to find the differences, games to find the differences, find the differences online, find the differences pictures, etc.
5. Game "Guess what I see" Agree with the child that you will be looking at something, and the child must guess what exactly you are looking at. Then switch roles. This game can be played anywhere, even at home, even for a walk. If several children participate in the game, then each one in turn looks at something, and the rest guess. 6. Game "Observer" This game can be played both at home and outdoors. If you are in a room with your child, ask the child to look around and name all the round objects in the room, then all red ones, then all solid ones, and so on. For three-year-olds, the signs by which he needs to name objects should be very simple, for example, only by color or shape. The older the child is, the more complex the symptoms can be. Five-year-old children can already be given assignments to name all the smooth objects in the room, all rough, all wooden, all plastic, all soft. On a walk, you can ask the kid to name everything that he sees on the street, and only then give assignments to name objects according to any signs.
Voluntary attention can and should be trained using volitional efforts.
1. Try to find interest in each subject (study topic). It is interest that helps maintain the stability of attention.
2. Try to work in a familiar environment: a constant and well-organized workplace significantly affects the stability of attention.
3. If possible, eliminate strong irritants from the environment. You can probably disconnect from them, but is it worth the time?
4. Find out what mild stimuli (soft music, for example) help you maintain focus and performance.
5. Attention depends on the correct organization of the activity: 50 minutes of work, 5-10 minutes break, after 3 hours of work 20-25 minutes break. It is better if the rest is active.
6. If the work is monotonous, monotonous, try to diversify it and (or) introduce game moments, elements of competition. This will allow you to maintain concentration of attention without unnecessary volitional efforts.
7. Consider the individual characteristics of your attention (peculiarities of distribution, switching, etc.) in the organization of any activity. Knowledge of potential "weak points" and additional control allow avoiding mistakes, which is important in the teacher's activities.
Attention is a cognitive mental process, with the help of which, in the process of knowing the world around us, it allows a person to focus his consciousness on objects that have a certain significance for him. It is especially important to develop attention in children.
1. In the classroom, children are required to quickly switch attention from one type of activity to another. This property of attention can be developed through movement exercises. Students can perform and finish their actions on command, quickly moving from one type of movement to another (use physical minutes): walk, jump, stop.
PSYCHO-CORRECTIVE EXERCISES TO REDUCE ANXIETY AND AGGRESSION
CHILDREN
Find the Difference.
(Lyutova E.K., Monina G.B.)
Purpose: development of the ability to concentrate on details.
The child draws any not complicated picture (cat, house, etc.) and transfers it to an adult, and turns away himself. An adult finishes a few details and returns a picture. The child should notice what has changed in the drawing. 3 Then the adult and the child can switch roles.
The game can also be played with a group of children. In this case, the children take turns drawing a drawing on the board and turning away (while the ability to move is not limited). An adult finishes a few details. Children, looking at the drawing, should say what changes have occurred.
"Affectionate paws".
(Shevtsova I.V.)
Purpose: relieving tension, muscle clamps, reducing aggressiveness, developing sensory perception, harmonizing relations between a child and an adult. An adult picks up 6-7 small items of various textures: a piece of fur, a tassel, a glass bottle, beads, cotton wool, etc. All this is laid out on the table. The child is invited to bare his arm to the elbow, the teacher explains that the "animal" will walk along the arm and touch it with affectionate paws. It is necessary to guess with closed eyes which "animal" touched the hand - to guess the object. The touch should be stroking, pleasant. Variant of the game: the "animal" will touch the cheek, knee, palm. You can change places with your child.
"Chants-whispers-silent".
(Shevtsova I.V.)
Purpose: development of observation, the ability to act according to the rule of volitional regulation. From multi-colored cardboard you need to make 3 palm silhouettes: red, yellow, blue.
These are signals. When an adult raises a red palm, you can run, shout, make a lot of noise with a "chant"; yellow palm - "whisper" - you can quietly move and whisper, on the signal "silence" - blue - children should freeze in place or lie on the floor and not move. The end of the game should be "silent".
"Gvalt"
(Korotaeva E.V.)
Purpose: development of concentration of attention.
One of the participants (optional) becomes the driver and goes out the door. The group chooses any phrase or line from the well-known song, which is distributed as follows: each participant has one word. 3 Then the driver enters, and the players all at the same time, in chorus, begin to loudly repeat each of their words. The driver must guess what kind of song it is, collect it by word.
It is advisable that before the driver enters, each child repeats aloud the word he has inherited.
Pass the ball.
(Kryazheva N.L.)
Purpose: to remove excessive physical activity.
Sitting on chairs or standing in a circle, the players try to pass the ball to a neighbor as quickly as possible without dropping it. You can throw the ball to each other as quickly as possible or pass it by turning your back in a circle and putting your hands behind your back. To complicate the exercise, you can ask the children to play with their eyes closed or by using several balls in the game at the same time.
"Onlookers"
(Chistyakova M.I.)
Purpose: the development of voluntary attention, speed of reaction, learning the ability to control your body and follow instructions.
All the players walk in a circle holding hands. At the signal from the presenter (this can be the sound of a bell, rattles, clap of hands, or some word), the children stop, clap their hands once, turn and walk in the other direction. Those who did not have time to complete the task are eliminated from the game.
The game can be played with music or a group song. In this case, children should clap their hands when they hear a certain word in the song (agreed in advance).
"The king said"
(Famous child's play)
Purpose: switching attention from one type of activity to another, overcoming motor automatisms.
All participants in the game, together with the leader, stand in a circle. The presenter says that he will show different movements (physical, dance, comic), and the players should repeat them only if he adds words. "The king said." Whoever makes a mistake, goes to the middle of the circle and performs some task of the participants in the game, for example, smile, jump on one leg, etc. Instead of the words "The king said" you can add others, for example, "Please" and "The commander ordered."
"Listen to the claps"
(Chistyakova M.I.) 1990
Purpose: training attention and control of motor activity.
Everyone walks in a circle or moves around the room in a free direction. When the leader claps their hands once, the children should stop and take the stork pose (stand on this leg, arms out to the sides) or some other pose. If the leader slaps twice, the players should take a frog pose (sit down, heels together, toes and knees to the side, hands between the soles of the feet on the floor). With three claps, the players resume walking
"Freeze"
(Chistyakova M.I.) 1990
Purpose: development of attention and memory.
Children jump to the beat of the music (legs to the sides - together, accompanying the jumps with claps over their heads and on the hips). Suddenly the music cuts off. The players should freeze in the position where they stopped in the music. If one of the participants did not succeed, he is eliminated from the game. Music sounds again - the rest continue to perform the movements. They play until there is only one player left in the circle.
Purpose: development of communication skills to activate children.
The game is carried out in a circle, the participants choose the driver, so it turns out that there are one fewer chairs than the players, then the presenter says: “Those who have ... - blond hair, and the clock, etc., change places. quickly get up and change places, at the same time the driver is trying to take a free seat. The participant of the game who is left without a chair becomes the driver.
"Talking with hands"
(Shevtsova I.V.)
Purpose: to teach children to control their actions
If the child got into a fight, broke something, or hurt someone, you can offer him the following game: circle the silhouette of a palm on a piece of paper. Then invite him to revive his palms - draw their eyes, a mouth, paint their fingers with colored pencils. After that, you can start a conversation with your hands. Ask: "Who are you, what is your name?", "What do you like to do," "What do you not love?", "What are you?" If the child does not join the conversation, speak the dialogue yourself.
At the same time, it is important to emphasize that hands are good, they can do a lot (list what exactly). But sometimes they do not obey their master. You can end the game by "concluding a contract" between the hands and their owner. Let the hands promise that within 2-3 days (from tonight or, in the case of working with hyperactive children for an even shorter period of time), they will try to do only good deeds: tinker, greet, play and will not offend anyone. If the child agrees to such conditions, then after a previously agreed period of time it is necessary to play this game again and conclude an agreement for a longer period, praising the obedient hands and their owner.
"Speak"
(Lyutova E.K., Monina G.V.)
Purpose: development of the ability to control impulsive actions.
Tell the children this: “Guys, I’m going to ask you simple and difficult questions. It will be possible not to answer them only when I give the command: speak! " Let's practice: "What time of year is it?" (the teacher pauses) "Speak!" What color is the ceiling in our group (in the classroom)? " ... "Speak!", "What day of the week is today?" "Speak!"
"Brownian Movements"
(Shevchenko Y.S.; 1997)
Purpose: development of the ability to distribute attention.
All children stand in a circle. The leader rolls tennis balls into the center of the circle one after the other. Children are told the rules of the game: the balls must not stop outside the circle, they can be pushed with their foot or hand. If the participants successfully follow the rules of the game, the presenter rolls in an additional number of balls. The point of the game is to set a team record for the number of balls in a circle.
"An hour of silence and an hour" you can "
(Kryazheva N. L., 1997)
Purpose: to enable the child to dump the accumulated energy, and the adult - to learn how to control his behavior.
Agree with the children that there will be an hour of silence in the group when they get tired or have an important task. Children should be quiet, play calmly, draw. But as a reward for this, sometimes they will have an hour of "can" when they are allowed to jump, shout, run, etc.
The hours can be alternated within one day, or you can arrange them on different days, as long as they become habits in your group or class. It is better to stipulate in advance which specific actions are allowed and which are prohibited.
With the help of this game, you can avoid the endless stream of remarks that an adult addresses to a hyperactive child (and he "does not hear" them).
"Siamese twins"
(Kryazheva N. L., 1997)
Teach children flexibility in communicating with each other, contribute to the emergence of trust between them.
Tell the children the following: “Break into pairs, stand face to face, put one arm around each other's waist, and place your right foot next to your partner’s left leg. Now you are conjoined twins: two heads, three legs, one torso and two arms. Try to walk around the room, do something, lie down, stand up, draw, clap your hands, etc. "
In order for the "third" leg to act "amicably", it can be fastened with either a string or an elastic band. In addition, twins can "grow together" not only with their legs, but with their backs, heads, etc.
"My triangular cap"
(Old game)
Purpose: to teach to concentrate, to promote awareness of the child's body, to teach how to control movements and control their behavior.
The players sit in a circle, all in turn, starting with the presenter, pronounce one word from the phrase: "My triangular cap, my triangular cap, and if not triangular, then this is not my cap." After that, the phrase is repeated again, but children who are unable to say the word "cap" replace it with a gesture. For example, 2 light hand claps on your head. The next time, 2 words are already replaced: the word "cap" and the word "mine" (show with your hand at yourself). In each subsequent circle, the players pronounce one word less, and point to one more. At the final repetition, children depict the entire phrase only with gestures. If such a long phrase is difficult to reproduce, you can shorten it.
"Listen to the command"
(Chistyakova M.I.) 1990
Purpose: development of attention, arbitrary behavior.
The music sounds calm, but not too slow. Children walk in a column one after another, suddenly the music stops, everyone stops, and they listen to the presenter's whispered command (for example, "Put your right hand on your neighbor's shoulder") and immediately execute it. Then the music plays again, and everyone continues to walk. Commands are given only to perform calm movements. The game is carried out as long as the group is able to listen well and complete the assignments.
The game will help the teacher change the rhythm of the naughty children, and the children to calm down and easily switch to another calm type of activity.
"Arrange posts"
(Chistyakova M.I.) 1990
The goal is to develop the skills of volitional regulation, the ability to concentrate on a specific signal.
Children march to music one after another. Ahead is the commander, who chooses the direction of movement. As soon as the last commander claps his hands, the child must stop immediately. Everyone else continues to march and listen to the commands. Thus, the commander arranges all the children in the order he intended (in a line, in a circle, in corners, etc.)
Children must move silently to listen to commands.
"Forbidden traffic"
(Kryazheva N. L., 1997)
Purpose: play with clear rules organizes, disciplines children, unites the players, develops quick reactions and induces a healthy emotional uplift.
Children stand facing the presenter to the music with the beginning of each bar, they repeat the movement shown by the presenter, then one movement is chosen that cannot be performed. Anyone who repeats the prohibited move is out of the game.
Instead of showing the movement, you can call numbers out loud. The participants in the game repeat in chorus all the numbers except for one prohibited, for example, the number "5". When the children hear it, they will have to clap their hands (or spin in place).
"Let's say hello"
Purpose: relieving muscle tension, switching attention.
At the signal of the presenter, children begin to move randomly around the room and greet everyone who meets on their way (or it is possible that one of the children will specifically try to say hello to the one who usually does not pay attention to him). You need to greet in a certain way:
cotton - shake hands;
cotton - say hello with a shoulder,
cotton - we say hello to the backs.
The variety of tactile sensations accompanying this game will give the hyperactive child the opportunity to feel his body and relieve muscle tension. Changing playmates can help relieve feelings of alienation. For completeness of tactile sensations, it is advisable to introduce a ban during this game.
"Fun game with a bell"
Goal: development of auditory perception
Everyone sits in a circle, at the request of the group, a driver is selected if there are no people willing to drive, then the coach is assigned the role of the driver. The driver is blindfolded, and the bell is passed in a circle, the driver's task is to catch the person with the bell, you cannot throw the bell to each other.
"Hear what?"
(Chistyakova M.I.) 1995
Objective: to develop the ability to focus quickly.
The first option (for children 5-6 years old). The facilitator invites the children to hear and remember what is happening outside the door. Then he asks to tell what they heard.
The second option (for children 7-8 years old). At the signal of the leader, the attention of the children is drawn from door to window, from window to door. Then each child should tell what happened where.
"Listen to the claps"
(Chistyakova M.I.) 1995
Purpose: training active attention.
Everyone goes in a circle. When the leader claps their hands once, the children should stop and take the stork pose (stand on this leg, arms out to the sides). If the leader slaps twice, the players should take a frog pose (sit down, heels together, toes and knees to the side, hands between the soles of the feet on the floor). With three claps, the players resume walking
Forbidden number "(for children 6-7 years old)
Purpose: to help overcome motor automatism.
Children stand in a circle. A number that cannot be pronounced is selected, for example, the number "5". The game starts when the first child says "One", the next one continues counting, and so on until five. The fifth child silently claps his hands five times. The sixth says "Six," and so on.
"Empty corner" (for children 7-8 years old)
Purpose: development of endurance, the ability to inhibit and switch attention.
Three pairs of children playing are placed in three corners of the room, the fourth corner remains empty. To the music, children in pairs move to an empty corner in a certain order: 1st, 2nd, 3rd pair; 2nd, 3rd, etc. When the move action becomes automatic, the presenter warns that on the word "more" the couple who have just reached the empty corner must come back, and the next couple, who are going to move to their corner, remains in place and only on the next musical phrase run across to a new corner. Children do not know in advance when the presenter will give the command "more", and should be on the alert. If there are less than six children, then one person can stand in some corner, and if there are more than six, then the union of three children is permissible.
"Pump and ball" (for children 6-7 years old)
(Chistyakova M.I., 1995)
Two are playing. One large inflatable ball, the other inflates the ball with a pump. The ball stands, limp all over, on bent legs, neck and arms are relaxed. The body is deflected slightly forward, the head is lowered (the ball is not filled with air). The comrade begins to inflate the ball, accompanying the movements of the hands (they pump the air) with the sound "s". With each blow of air, the ball inflates more and more. Hearing the first sound "s", he inhales a portion of air, while straightening his legs at the knees, after the second "c" the body straightened, after the third the ball has a head, after the fourth cheeks puffed up and arms raised. The ball is inflated. The pump stopped pumping, a friend pulls the pump hose out of the ball. Air comes out of the ball with force with the sound "sh". The body went limp again, returned to its original position. The players switch places.
"Fakirs" (for children 5-6 years old)
(Chistyakova M.I., 1995)
Purpose: to teach children self-relaxation techniques.
Children sit on the floor (on mats) with their legs crossed in Turkish style, hands in knees, hands hang down, back and neck are relaxed, head is down, chin touches chest, eyes are closed. While the music (Syrian folk melody) is playing, the fakirs are resting.
"Vacuum cleaner and dust particles" (for children 6-7 years old)
(Chistyakova M.I., 1995)
Purpose: to teach children self-relaxation techniques
Motes of dust dance merrily in the sunbeam. The vacuum cleaner is working. The dust particles swirl around themselves and, spinning more and more slowly, settle to the floor. The vacuum cleaner collects dust particles. Whom he touches, he gets up and leaves. When a child-speck of dust sits on the floor, his back and shoulders relax and bend forward - down, his arms drop, his head bends down, he becomes limp.
The concept of aggressiveness.
The word "aggression" comes from the Latin "agressio", which means "attacks", "attack". The psychological dictionary provides the following definition of this term: “Aggression is motivated destructive behavior that contradicts the norms and rules of the existence of people in society, harming the objects of attack (animate and inanimate), causing physical and moral damage to people or causing them psychological discomfort (negative feelings, a state of tension, fear, depression, etc.) ".
The reasons for the appearance of aggression in children can be very different. Certain somatic diseases or of the brain contribute to the emergence of aggressive qualities. It should be noted that upbringing in a family plays a huge role, and from the first days of a child's life. Sociologist M. Mead has shown that in cases when a child is abruptly weaned and communication with the mother is minimized, such qualities as anxiety, suspicion, cruelty, aggressiveness, and selfishness are formed in children. And vice versa, when in communication with the child there is a softness, the child is surrounded by care and attention, these qualities are not developed.
Research has shown that parents and teachers who sharply suppress the aggressiveness of their children, contrary to their expectations, do not eliminate this quality, but, on the contrary, cultivate it, developing excessive aggressiveness in their son or daughter, which will manifest itself even in adulthood. After all, everyone knows that evil creates only evil, and aggression - aggression. If parents and teachers do not pay attention to the aggression of their child's reaction at all, then he very soon begins to believe that such behavior is permissible, and single outbursts of anger imperceptibly develop into the habit of acting aggressively.
Only parents and teachers who know how to find a reasonable compromise, the "golden mean", can teach their children to cope with aggression.
"Callouts"
(Kryazheva N.L., 1997.)
Purpose: to remove verbal aggression to help children express anger in an acceptable form.
Tell the children: “Guys, passing the ball in a circle, let's call each other different non-offensive words (conditions are discussed in advance what kind of names you can use. These can be the names of vegetables, fruits, mushrooms or furniture). Each appeal should begin with the words: "And you, ..., carrot!" Remember that this is a game, so we will not be offended at each other. " In the final round of the obligatory, you should say something pleasant to your neighbor: "And you, ..., honey!" The game is useful not only for aggressive, but also for touchy children. It should be carried out at a fast pace, warning the children that this is only a game and should not be offended at each other.
"Two rams"
(Kryazheva N.L., 1997.)
Purpose: to remove non-verbal aggression, to provide the child with the opportunity to "legally" throw out anger, relieve excessive emotional and muscle tension, direct energy in the right direction.
The teacher divides the children into pairs and reads the text: "Early and early, two rams met on the bridge." The participants of the game, with their legs wide apart, bending their bodies forward, rest their palms and foreheads against each other. The task is to resist each other, without budging, as long as possible. You can make the sounds "be-be-be". It is necessary to observe the "safety precautions", to watch carefully so that the "rams" do not bruise their foreheads.
"Kind animal"
(Kryazheva N.L., 1997.)
Purpose: to promote the rallying of the children's team, to teach children to understand the feelings of others, to provide support and empathy.
The presenter in a quiet, mysterious voice says: “Please stand in a circle and hold hands. We are one big, kind animal. Let's hear how it breathes! Now let's breathe together! On inhalation - we take a step forward, on exhalation - a step back. And now we take two steps forward for inhalation, and two steps back for exhalation. Inhale 2 steps forward, exhale 2 steps back. So not only does the animal breathe, its big kind heart also beats clearly and evenly. Knock - step forward, knock - step back, etc. We all take the breath and heartbeat of this animal for ourselves. "
"Ask for a toy - verbal"
(Karpova E.V., Lyutova E.K., 1999)
The group is divided into pairs, one of the participants in the pair (participant 1) picks up an object, for example, a toy, notebook, pencil. Another participant (participant 2) must ask for this item. Instructions for participant 1: “You are holding a toy (notebook, pencil) that you really need, but your friend also needs it, he will ask for it. Try to keep the toy with you and give it away only if you really want to do it. " Instructions to the participant: "Choosing the right words, try to ask for a toy so that you will be given it to you."
Then participants 1 and 2 switch roles
"Ask for a toy - non-verbal option"
(Karpova E.V., Lyutova E.K., 1999)
Purpose: to teach children effective ways of communication.
The exercise is performed similarly to the previous one, but using only non-verbal means of communication (facial expressions, gestures, distance, etc.).
This game can be repeated several times (on different days, it will be useful especially for those children who often conflict with their peers, since in the process of completing the exercise they acquire effective interaction skills.)
"Walk with a compass"
(Korotaeva E.V., 1997)
Purpose: to form in children a sense of trust in others.
The group is divided into pairs, where there is a slave ("tourist") and a leader ("compass"). Each follower (he stands in front, and the leader from behind, putting his hands on his partner's shoulders) is blindfolded. Task: go through the entire playing field back and forth. At the same time, the "tourist" cannot communicate with the "compass" at the verbal level (cannot talk to him). The leader with the movement of his hands helps the follower to keep the direction, avoiding obstacles - other tourists with a compass.
After the end of the game, children can describe how they felt when they were blindfolded and relied on their partner.
"Bunnies"
(Bordier G.L., 1993)
Purpose: to give the child the opportunity to experience sensations, to teach to keep attention on these sensations, to distinguish and compare them.
The adult asks the children to imagine themselves as funny bunnies in the circus, playing on imaginary drums. The facilitator describes the nature of physical actions - strength, pace, sharpness - and directs the attention of children to the awareness and comparison of the emerging muscle and emotional sensations. For example, the host says: “How hard do the bunnies hit the drums? Do you feel how tense their legs are? Do you feel how your muscles tightened in your fists, arms, even your shoulders ?! But the face is not! The face is smiling, free, relaxed. And the tummy is relaxed. Breathes ... And the fists are knocking tensely! ... And what else is relaxed? Let's try to knock again, but more slowly, in order to capture all the sensations. "
"I see"…
(Karpova E.V., Lyutova E.K., 1999)
Purpose: to establish a trusting relationship between an adult and a child. Develop memory, thinking, attention of the baby.
Participants, sitting in a circle, take turns calling objects that are in the room, beginning each statement with the words: "I see ..."
You cannot repeat the same subject.
"Zhuzha"
(Kryazheva N.L., 1997.)
Purpose: to teach aggressive children to be less touchy, to give them a unique opportunity to look at themselves through the eyes of others, to be in the place of the one whom they themselves offend, without thinking about it.
"Zhuzha" sits on a chair with a towel in her hands. Everyone else is running around her, making faces, teasing, touching her. “Zhuzha” suffers, but when she gets tired of all this, she jumps up and starts chasing the offenders, trying to catch the one who offended her the most, he will be “Zhuzha”.
The adult should make sure that the teasers are not too offensive.
"Chopping firewood".
(Fopel K., 1998)
Purpose: to help children switch to active activity after a long sedentary work, to feel their accumulated aggressive energy and "spend" it while playing.
Say the following: “How many of you have ever chopped wood or seen adults doing it? Show me how to hold an ax? What position should your hands be in? Legs? Stand so that there is some free space around. We will chop wood. Place a piece of log on a stump, raise the ax over your head and force it down. " You can even scream "Ha!"
To carry out this game, you can break into pairs and, falling into a certain rhythm, hit one chock in turn.
"Golovomyach".
(Fopel K., 1998)
Purpose: to develop cooperation skills in pairs and triplets, to teach children to trust each other.
Say the following: “Divide into pairs and lie on the floor opposite each other. You need to lie on your stomach so that your head is next to your partner's. Place the ball exactly between your heads. Now you need to pick it up and stand up yourself. You can only touch the ball with your heads. Gradually rising, get down first on your knees, and then on your feet. Walk around the room. "
For children 4-5 years old, the rules are simplified: for example, in the starting position, you can not lie, but squat or kneel.
"Airbus".
(Fopel K., 1998)
Purpose: to teach children to act in a coordinated manner in a small group, to show that the mutual benevolent attitude of teammates gives confidence and calmness.
“How many of you have ever flown an airplane? Can you explain what keeps an airplane in the air? Do you know what types of airplanes are there? Would any of you want to help Airbus fly? "
One of the children (optional) lies with his tummy down on the carpet and spreads his arms to the sides, like the wings of an airplane. Three people stand on each side of him. Have them sit down and put their hands under his legs, stomach and chest. On the count of three, they simultaneously get up and lift the Airbus off the field. So, now you can slowly vilify the Airbus around the room. When he feels completely confident, let him close his eyes, relax, “fly” in a circle and slowly “land on the carpet” again.
When the Airbus "flies", the host can comment on its flight by pointing out Special attention on the neatness and solicitude towards him. You can ask Airbus to choose who will carry it on its own. When you see that the children are doing well, you can "launch" two Airbuses at the same time.
"Paper balls".
(Fopel K. 1998)
Purpose: to give children the opportunity to regain vigor and activity after they have been doing something for a long time while sitting, to reduce anxiety and stress to enter a new life rhythm.
Before starting the game, each child must crumple a large sheet of paper (newspapers) so that a false ball is formed.
“Divide, please, into two teams, and let each of them line up so that the distance between the teams is 4 meters. At the command of the presenter, you start throwing balls to the side of the enemy. The command will be like this: “Ready! Attention! Let's start! "
The players of each team strive to throw the balls that are on the opponent's side as quickly as possible. Hearing the command "Stop"! you will need to stop throwing balls. The team with the fewest balls on the floor wins. Please do not run across the dividing line. " The paper balls can be reused more than once.
"The Dragon".
(Kryazheva N.L., 1997)
Purpose: to help children with communication difficulties gain confidence and feel like a part of the team.
The players stand in a line, holding each other's shoulders. The first participant is the "head", the last one is the "tail". "Head" - must reach the "tail" and touch it. The "body" of the dragon is inseparable. As soon as the "head" grabs the "tail", it becomes the "tail". The game continues until each participant has played two roles.
"A pebble in a shoe."
(Fopel K., 2000)
Purpose: This game is a creative adaptation of one of the rules
team interactions: “Problems are in the foreground”. In this game, we use a simple and understandable metaphor for children, with which they can communicate their difficulties as soon as they arise. It makes sense to have a game from time to time. A pebble in a shoe as a group ritual to encourage even the most shy children to talk about their worries and concerns.
Encourage the children to spontaneously use the ritual phrase "I have a pebble in my shoe!" whenever they experience any difficulties, when something bothers them, when they are angry with someone, when they are offended or for any other reason cannot concentrate their attention on the lesson.
Instructions: Please sit in one common circle. Can you tell me what happens when a pebble hits your boot? Perhaps, at first, this pebble does not interfere much, and you leave everything as it is. It may even happen that you forget about the unpleasant pebble and go to bed, and in the morning you put on your boot, forgetting to pull the pebble out of it. But after a while, you notice that your leg is hurting. In the end, this small pebble is already perceived as a fragment of a whole rock. Then you take off your shoes and shake it out of there. However, there may already be a wound on the leg, and a small problem becomes a big problem. When we are angry, anxious or anxious about something, then at first it is perceived as a small pebble in a shoe. If we take care in time to get it out of there, then the leg remains safe and sound, if not, then problems may arise, and considerable ones. Therefore, it is useful for both adults and children to talk about their problems as soon as they notice them. If you tell us: “I have a pebble in my shoe,” then we will all know that something is bothering you and we will be able to talk about it. I want you to think carefully now if there is something at the moment that would interfere with you. Then say: “I don’t have a pebble in my shoe,” or: “I have a pebble. I don't like that Maxim (Petya, Katya) laughs at my glasses. " Tell us what else is depressing you. Let the children experiment with these two phrases depending on their condition. Then discuss the individual pebbles that will be named.
"Pushers".
(Fopel K., 2000)
Purpose: With this game, children can learn to channel their aggression through play and positive movement. They can learn to measure their strengths and use their entire body to play. They can learn to follow rules and control the vigor of their movements.
If you play "Push" indoors, then you need to make sure that there is enough free space. Naturally, on the outdoor lawn, this game will give the kids even more fun.
Instructions: Break into pairs. Stand at arm's length apart from each other. Raise your arms to shoulder height and place your palms on the palms of your partner. At my signal, start pushing your partner with your palms, trying to get him moving. If your partner pushes you back, try to return to your seat. With one leg back, you have great support. Be careful, no one should hurt anyone. Don't push your partner against a wall or on any furniture. If you get bored and tired, shout: "Stop!" When "Stop"! I will shout, everyone must stop. Are you ready? "Attention! Ready! Let's start! " Let the children practice a couple of times first. When they get comfortable with the game, a more open atmosphere will prevail in the group. You can ask the children to choose a partner they have ever been angry with. From time to time, you can introduce new options for the game, for example, children can push, crossing their arms in a criss-cross pattern: push the partner's left hand with their left hand, and push their right hand with their right. Children can push back to back while holding hands for better balance. Also, children can, bending over in different directions, push their buttocks.
"King".
(Fopel K., 2000)
Purpose: This game provides children with the opportunity to be in the spotlight for a while, while not embarrassing or offending anyone. It is most useful for shy and aggressive children. They get the right to express all their desires without fear of “losing face.” In the role of a king, they can even show a certain generosity and discover new sides in themselves. Since the game has clearly defined boundaries, everyone involved feels completely safe. The subsequent analysis of the game helps to prevent possible occurrence of "victims" in the class.
Instruction: How many of you have ever dreamed of becoming a king? What are the benefits of becoming king? What kind of trouble does it bring? Do you know how a good king is different from an evil one?
I want to offer you a game in which you can be the king. Not forever, of course, but only ten minutes. All other children become servants and must do whatever the king orders. Naturally, the king has no right to give orders that might offend or offend other children, but he can afford a lot. He can order, for example, to be carried in his arms, to be bowed to him, to serve him a drink, to have servants “on the parcels” and so on. Who wants to be the first king?
May every child eventually get the opportunity to be king. Tell the children right away that it will be everyone's turn. 3a two or three children may be in this role once. When the reign of the king ends, gather the entire group in a circle and discuss the experience gained in the game. This will help the next kings to measure their desires with the inner capabilities of the rest of the children and go down in history as a good king.
Anxiety concept.
The word "disturbing" has been noted in dictionaries since 1771. The psychological dictionary provides the following definition of anxiety: it is "an individual psychological feature consisting in an increased tendency to experience anxiety in a variety of life situations, including those that do not predispose to this." Anxiety is not associated with any particular situation and appears almost always. This state accompanies a person in any kind of activity. Until now, a definite point of view on the causes of anxiety has not yet been developed. But most scientists believe that in preschool and primary school age, one of the main reasons lies in the violation of parent-child relationships.
Relaxation and breathing exercises.
"Fight"
Purpose: to relax the muscles of the lower face and hands.
“You quarreled with a friend. A fight is about to begin. Take a deep breath, firmly. Squeeze your jaws. Fix your fingers in your fists, press your fingers into your palms until painful. Hold on for a few seconds. Think: maybe you shouldn't fight? Exhale and relax. Hooray! The troubles are over! "
This exercise is useful not only with anxious, but with aggressive children.
"Balloon"
Purpose: relieve stress, calm children.
All players are standing or sitting in a circle. The presenter gives instructions: “Imagine that now we are going to inflate the balloon. Inhale the air, bring an imaginary balloon to your lips and, inflating your cheeks, slowly inflate it through your parted lips. Watch with your eyes how your ball gets bigger and bigger, how the patterns grow on it. Have you presented? I also presented your huge balls. Blow carefully so that the balloon does not burst. Now show ooh to each other. "
"Ship and Wind"
Purpose: to get the group into a working mood, especially if the children are tired.
“Imagine that our sailboat is sailing on the waves, but suddenly it stopped. Let's help him and invite the wind to help him. Breathe in the air from yourself, pull your cheeks in strongly ... And now exhale noisily through your mouth the air, and let the wind that has escaped at will urge the boat. Let's try again. I want to hear the wind blowing! "
The exercise can be repeated three times.
"Gift under the tree"
Purpose: to relax the muscles of the face, especially around the eyes.
“Imagine that the New Year's holiday is coming soon. You have dreamed of a wonderful gift for a whole year. Here you go to the tree, close your eyes tightly and take a deep breath. Hold your breath. What is under the tree? Now exhale and open your eyes. Oh, miracle! The long-awaited toy is in front of you! You are happy? Smile. "
After completing the exercise, it is mono to discuss (if the children want) who is dreaming about what.
"Dudochka"
Purpose: Relaxation of the facial muscles, especially around the lips.
“Let's play the pipe. Do not take a deep breath, bring the pipe to your lips. Begin to exhale slowly, and as you exhale, try to pull your lips into a tube, then start over. Play! What a wonderful orchestra! "
All of these exercises can be performed in a classroom sitting or standing at desks.
Muscle relaxation studies.
"Barbell"
Option 1.
Purpose: to relax your back muscles.
“Now we are going to be weightlifters. Imagine there is a heavy barbell on the floor. Inhale, lift the bar off the floor with outstretched arms, lift it up. Very hard. Exhale, drop the barbell to the floor, rest. Let's try again."
Option 2
Purpose: to relax the muscles of the arms and back, to enable the child to feel successful.
“Now let's take a lighter barbell and raise it over our head. Let's take a breath, understand the barbell, fix this position so that the judges will count you a victory. It's hard to stand like that, drop the barbell, exhale. Relax. Hooray! You are all champions. You can bow to the audience, everyone is clapping for you, bow again like champions. "
The exercise can be performed several times
"Icicle"
Purpose: to relax the muscles of the arms.
“Guys, I want to ask you a riddle
Under our roof
The white nail weighs
The sun will rise,
The nail will fall
(V. Seliverstov)
That's right, it's an icicle. Let's pretend that we are artists and we are putting on a play for kids. The announcer (this is Me) reads this riddle to them, and you will pretend to be icicles. When I read the first two lines, you take a breath and raise your arms above your head, and on the third, fourth, drop your relaxed arms down. So, we are rehearsing ... And now we are performing. It turned out great! "
"Humpty Dumpty."
Purpose: to relax the muscles of the arms, back and chest. "Let's put on another little show. It's called Humpty Dumpty."
Humpty Dumpty
Sat on the wall
Humpty Dumpty
Fell down in a dream.
(S. Marshak)
First, we will turn the body to the right and left, while the arms dangle freely, like a rag doll. On the words "fell in a dream" - we sharply tilt the body down. "
"Screw".
Purpose: to remove muscle clamps in the shoulder girdle area.
"Guys, let's try to turn into a screw. To do this, put the heels and toes together. At my command" Start "we will turn the body to the left and then to the right. At the same time, the hands will freely follow the body in the same direction. .. Stop!"
The etude may be accompanied by the music of N. Rimsky-Korsakov "Dance of Buffoons" from the opera "Snow Maiden".
"Pump and Ball".
Purpose: to relax as much of the muscles in the body as possible.
“Guys, break into pairs. One of you is a big bouncy ball, the other is a pump that inflates this ball. The ball stands, limp with the whole body, on bent legs, arms, neck relaxed. The body is tilted slightly forward, the head is lowered (the ball is not filled with air). Comrade, begins to inflate the ball, accompanying the movements of the hands (they pump the air) with the sound "c". With each blow of air, the ball inflates more and more. Hearing the first sound "s", he inhales a portion of air, legs are at the knees at the same time, after the second "s" the torso straightened, after the third - the head rises at the ball, after the fourth - cheeks puffed up and even arms moved away from the sides. The ball is inflated. The pump has stopped pumping. A comrade pulls the pump hose out of the ball. Air comes out of the ball with force with the sound "sh". The body went limp again, returned to its original position. " Then the players switch roles.
"Waterfall"
Purpose: This imagination game will help children relax. “Sit back and close your eyes. Breathe in and out deeply 2-3 times. Imagine that you are standing near a waterfall. But this is not an ordinary waterfall. Instead of water, soft white light falls down in it. Now imagine you are under this waterfall, and feel this beautiful white light streaming down your head. You feel your forehead relax, then your mouth, your muscles relax, or ... White light flows down your shoulders, the back of your head and helps them become soft and relaxed.
White light streams off your back, and you notice that the tension in your back disappears and it becomes soft and relaxed too. And the light flows over your chest, over your belly. You feel how they relax and you by yourself, without any effort, can inhale and exhale deeper. This makes you feel very relaxed and pleasant.
Let the light flow also through your hands, through your palms, through your fingers. 3 You notice how your hands and palms become softer and more relaxed. Light flows down your legs, down to your feet. You can feel them relax and soften. This amazing waterfall of white light flows around your entire body. You feel completely calm and serene, and with each breath and exhale, you relax deeper and deeper and fill with fresh strength ... (30 seconds). Now thank this waterfall of light for relaxing you so wonderfully ... Stretch a little, straighten up and open your eyes. "
After this game it is worth doing something calm.
"Dancing Hands."
Purpose: If children are not calm and upset, this game will give children (especially hot, restless ones) the opportunity to clarify their feelings and relax internally.
“Spread large sheets of brown paper (or old wallpaper) on the floor. Take 2 crayons each. Choose a crayon of your favorite color for each hand.
Now lie down with your back so that your hands, from wrist to elbow, are above the paper. In other words, so that children have room to draw. Close your eyes and when the music starts, you can draw on paper with both hands. Move your hands to the beat of the music. Then you can see what happened "(2-3 minutes)."
The game is played with music.
"Blind dance"
Goal: developing trust in each other, relieving excessive muscle tension
“Break into pairs. One of you gets a blindfold, he will be "blind." The other remains "seeing" and will be able to drive the "blind". Now join hands and dance with each other to light music (1-2 minutes). Now switch roles. Help your partner tie the bandage. "
As a preparatory step, you can seat the children in pairs and ask them to join hands. This is the one who sees, moves his hands to the music, and the blindfolded child tries to repeat these movements, without letting go of his hands, for 1-2 minutes. Then the children switch roles. If the anxious child refuses to close his eyes, calm him down and do not insist. Let them dance with open eyes.
As the child gets rid of anxiety states, you can start playing while sitting, and moving around the room.
Games aimed at developing a sense of trust and self-confidence in children.
"Caterpillar".
(Korotaeva E.V., 1998)
Purpose: the game teaches trust. Almost always, partners are not visible, although they can be heard. The success of promoting all depends on the ability of each to coordinate their efforts with the actions of the rest of the participants.
“Guys, now we will be one big caterpillar, and we will move around this room together. Line up in a chain, put your hands on the shoulders in front of the one standing. Squeeze a balloon or ball between the belly of one player and the back of the other. It is strictly forbidden to touch the balloon (ball) with your hands. The first participant in the chain holds his ball in outstretched arms.
Thus, in one chain, but without the help of hands, you must follow a certain route. "
For Onlookers: Pay attention to where the leaders are located, who is regulating the movement of the "living caterpillar".
"Change of rhythms".
(Community program)
Purpose: to help anxious children join the general rhythm of work, relieve excessive muscle tension. If the teacher wants to attract the attention of the children, he begins to clap his hands, and loudly, to the beat of the clap, count: one, two, three, four ... Children join and also all together, clapping their hands together, count: one, two, three, four ... Gradually, the teacher, and after him the children clap less and less, count more and more quietly.
"Bunnies and elephants"
(Lyutova E.N., Motina G.B.)
Purpose: to enable children to feel strong and courageous, to promote self-esteem.
“Guys, I want to offer you a game called“ Bunnies and Elephants ”. At first we will be "cowardly bunnies". Tell me, when the hare senses danger, what does he do? That's right, it is trembling! Show how he trembles. He presses his ears down, shrinks all over, tries to become small and invisible, his tail and legs crack, etc. "
Children show. “Show what the bunnies are doing if they hear a person’s footsteps?”, Children scatter around the group, class, hide, etc. "What do bunnies do if they see a wolf?" the teacher plays with the children for a few minutes.
“And now you and I will be elephants, big, strong. Show how calmly, measuredly, stately and fearlessly the elephants walk. What do elephants do when they see a person? Are they afraid? No. They are friends with him and, when they see him, calmly continue on their way. Show how to show what elephants do when they see a tiger ... ”For several minutes, the children portray a fearless elephant.
After the exercise, the children sit in a circle and discuss who they liked to be more and why.
"Magic Chair".
(Shevtsova I.V.)
Purpose: to help increase the child's self-esteem, improve relationships between children.
This game can be played with a group of children for a long time. Previously, an adult must learn the "history" of each child's name, its origin, what it means. In addition, it is necessary to make a crown and a "Magic Chair" - it must necessarily be high. The adult conducts a short introductory conversation about the origin of the names, and then they say that he will talk about the names of all the children in the group (the group should not be more than 5-6 people). Moreover, it is better to call the names of anxious children in the middle of the game. Here, about whose name they talk, they become king. Throughout the story of his name, he sits on a throne in a crown.
At the end of the game, you can invite the children to come up with different versions of his name (gentle, affectionate). You can also take turns to tell something good about the king.
"Unexpected pictures."
(Fopel K., 2000)
Purpose: "Unexpected pictures" - an example of great collective beauty for young children. During the game, they have the opportunity to see how each member of the group contributes to the overall drawing.
Materials: Every child needs paper and crayons.
Instructions: Sit in one common circle. Take a piece of paper each for yourself and sign your name on the back. Then start drawing some picture (2-3 minutes). At my command, stop drawing and transfer the started drawing to your neighbor on the left. Take the sheet that your neighbor on the right will give you, and continue to draw the picture he started.
Give the children another 2-3 minutes to draw and ask them to hand over their drawing to the neighbor on the left again. In large groups, it will take a long time for all the drawings to complete a full circle. In such cases, stop the exercise after 8-10 shifts, ask to transfer the drawing through one. You can liven up the game with music. As soon as the music stops, the children begin to change drawings. At the end of the exercise, each child receives the picture that he began to draw.
"Two with one crayon."
(Fopel K., 2000)
Purpose: In this game, partners should not talk to each other. Communication between them can only be non-verbal. In order to make the atmosphere more pleasant, the music that children like should sound at the entrance of the game. Materials: each pair needs one large sheet of paper (A3 format) and one wax crayon, and must be accompanied by popular or classical music.
Instructions: break into pairs and sit at the table next to your partner. Place a piece of paper on the table. Now you are one team to draw a picture. And you must draw with the same crayon at the same time. In doing so, strictly follow the rule that prohibits talking to each other. You don't have to agree in advance about what you will draw. Both people in a pair must constantly hold the chalk in their hand, without releasing it for more than a moment. Try to understand each other without words. If you want, you can glance at your partner from time to time to see how he is feeling and understand what he wants to draw. What if he wants to draw something completely different. To cheer you up, I have prepared a small surprise - you will paint with beautiful music, you have 3-4 minutes of time. (Choose a piece of music of the appropriate length). As soon as the music ends, you will also complete your work.
At the end of the game, ask the teams to show them their invention.
“What I love - what I don’t love.”
(Fopel. K., 2000)
Goal: Children should always have the opportunity to calmly and openly talk about what they like and what they don't like. During this game, children can express their feelings and express their point of view to others.
Materials: paper and pencil - for each child.
Instructions: "Take a blank sheet of paper, write the words" I love ... "on it, and then write about what you love: about things that you enjoy doing, about what you love, eat, drink, about what you like to play, about people you like, etc. (10 minutes)
Now choose one from this list and draw it. Write a few sentences about why you like it ... (10 minutes)
Take another sheet of paper, write on top of the sheet the words “I don’t love”, and below list what you don’t love ... (5 minutes)
Now again choose one of the things you listed and draw it on your sheet. Add a few more sentences about why you don't like what you drew. (10 minutes)
After all this, the children present to the group what they have done.
"Drazhny family"
(Fopel. K., 2000)
Purpose: This exercise is very good for families on weekends, usually spending more time together. Children can discuss everything they love to do with the whole family and show others that they are proud of their family, and this pride is one of the important conditions for a child's self-esteem.
Materials: paper and crayons for each participant.
Instruction: Draw a picture that shows you as your whole family doing something that you all really like. If your parents, due to divorce, live separately from each other, in different families, then you can draw two drawings. Children who can write can complement their drawing by listing their family's favorite activities. After completing the activity, each child presents a drawing and reads the attached list.
"Flower rain"
Purpose: This short but effective exercise is very useful for children who are tired, have experienced adversity, difficult situations, or setbacks. Before choosing the "hero" of the game, ask this child if he is ready to accept as a gift from the children of the group something that would greatly improve his mood. Do this exercise only when the child agrees to it.
Instruction: you heard that today Alyosha went through a lot of stress, we can all help him come to his senses and become cheerful and kind again. Alyosha, please stand in the center, and we will all stand around you. Put your hands down calmly and close your eyes. And all of you look at A Lesha and imagine how rain falls on him from hundreds and even thousands of invisible flowers. Let these flowers fall like large snowflakes and large, large drops of rain. You can choose any flowers: roses, daisies, forget-me-nots, violets, tulips, sunflowers, bells or others. Imagine all the beauty and richness of their colors, feel how these flowers smell. Perhaps Alyosha will also be able to feel all this: to see the beauty of flowers, to feel the aroma they exude. (30-60 seconds.)
Watch the child's facial expression and from time to time stimulate the play process with remarks like: “I think we can add more colors. Let them fall slowly, slowly, so that Alyosha has time to rejoice at them. "
Ask individual guys what their flowers look like, how they smell.
It seems to me that you are doing everything very well, and Alyosha can fully enjoy your flowers. Alyosha, do you want some more flowers?
Finish the activity by asking the child in the center, "Did the group give you enough flowers?"
And now you can stop the flower rain, and Alyosha can get out of this flower snowdrift. You can all sit in your seats. Thank you.
Bibliography
- Lyutova E.N., Motina G.B. Cheat sheet for adults: psychocorrectional work with hyperactive, anxious and aggressive children. M .: Genesis, 2000
- Fopel K. How to teach children to cooperate? Psychological games and exercises; practical guide: Per. from German: in 4 volumes. T. 1. - M .: Genesis, 2000
- Chityakova M.I.Psychogymnastics / Ed. M. I. Buyanova. - 2nd ed. - M .: Education: VLADOS, 1995
TEACHER-PSYCHOLOGIST OV SHEVCHUK
Practical psychologist in kindergarten. A guide for psychologists and educators Veraksa Alexander Nikolaevich
Correctional games and exercises aimed at overcoming difficulties in the emotional, personal and cognitive spheres in older preschool children
The problem of educational difficulties and learning difficulties is very urgent at the present time. A large number of scientific publications by various specialists are devoted specifically to the problem of difficult children, or, as they are commonly called, children at risk. Children at risk are children who do not have a pronounced clinical pathological characteristic. However, they have traits that prevent them from adequately adapting to social conditions of life. Recently, there has been a tendency of growth in the number of primary school students with school maladjustment. In this regard, the question arises of an earlier diagnosis, which makes it possible to identify children at risk, and the organization of correctional and developmental classes.
In order to identify older preschoolers with certain difficulties in mental development, you can use the following questionnaire, which is filled out by the group teacher (in some cases, together with a psychologist).
Surname and name of the child ________________________________________
Age________________________________________________________
Basis for allocation to the risk group:
- Behavioral difficulties _________________________________________
- learning difficulties __________________________________________
1. Features of the emotional-volitional sphere, attention
Does the child show:
1) nervousness, anxiety:
c) very rarely.
2) motor restlessness, restlessness, impulsivity:
c) never.
3) distraction, distraction, restlessness:
c) never.
4) fatigue, exhaustion:
c) never.
5) irritability, aggressiveness:
c) never.
6) lethargy, passivity:
c) never.
7) stiffness, timidity, tearfulness:
c) never.
2. Features of cognitive activity
1) Cognitive activity:
a) high;
b) medium;
c) low;
d) is absent.
2) Understands explanations:
Oh good;
b) mediocre;
3) The level of speech development:
a) high;
b) medium;
c) low.
4) The level of memory development:
a) high;
b) medium;
c) low.
5) The level of mastery of mental actions:
a) high;
b) medium;
c) low.
3. Are there any disorders in the motor sphere:
In addition to the questionnaire, the psychologist needs to rely not on the results of the diagnostics performed. For this, it is advisable to divide children into two subgroups: children who have problems with attention, aggressiveness, and communication difficulties; preschoolers with low self-esteem, anxiety.
Classes with children should be held no more than once a week, for 30 minutes. At the same time, you need to communicate with children delicately, with humor. For example, aggressive children often scream loudly. You can ask them: “Guys, do we have deaf children here? Am I that old? Then why are you talking so loudly, I can hear it well! " In addition, it is advisable to introduce some external means into a situation requiring self-control skills: "Let's take the remote control in our hands and make it a little quieter." Conversely, anxious children who speak softly can be asked to "turn up the sound on the remote control." When dealing with some imaginary object, kids do not perceive the psychologist's comments as reproaches and really change their behavior.
Although many tasks in the classroom are aimed at the development of one or another cognitive process (thinking, memory, attention, etc.), the success of the correction is determined not so much by the content of the task itself, as by the goal that the psychologist sets for himself, offering it to the children. Let's take a simple example. The domino game is familiar to many children - it requires care and adherence to certain rules. However, in a joint game, the ability to follow a queue and cope with negative emotions comes to the fore. All children want to win, many cry when they understand that failure is inevitable. You can avoid such competitive situations in kindergarten, but at school children will still meet with them, so it is better to overcome unpleasant emotions in correctional classes. The task of a psychologist is to teach preschoolers to experience such situations, to show children that losing, like winning, is a normal phenomenon in any game. The psychologist, together with the children, can clap the hands of a losing child in order to smooth out the unpleasant aftertaste. Over time, children begin to support each other themselves - “nothing happens,” “no luck,” etc.
Below are examples of activities with older preschool children. In lessons 1–8, preschoolers are divided into two subgroups: the children of the first subgroup are characterized by a fast reaction, and the children of the second subgroup are characterized by a slower reaction. Starting from the 9th lesson, the groups are united. Preschoolers with quick reactions learn to wait for slow children, which contributes to the development of their randomness. Slow children, in turn, looking at their "nimble" peers, try to change the pace of their activities; they become more confident in their actions. In addition, joining subgroups contributes to the development of communication skills.
Lesson 1
Game "Acquaintance"
Target: correction of the emotional sphere, the establishment of friendly relations.
Children betray the ball to each other and say: "My name is ..." (as they are affectionately called in the family). This stage of the lesson is especially important if a child who has not previously attended kindergarten falls into the subgroup. In this case, he talks about himself, about what he loves, what is interesting to him; builds contact with peers.
Game "What has changed?"
Target: development of attention, memory.
There are 5–6 toys on the table. The psychologist invites children to remember them and close their eyes. At this time, he removes one toy. Children open their eyes and guess what has changed.
1st subgroup
Exercise "Kicking"
Target: emotional release, removal of muscle tension.
Children lie on their backs on the carpet, their legs are spread freely. Then they begin to kick slowly, touching the floor with their entire feet. During the exercise, children alternate their legs and raise them high, gradually increasing the speed and force of kicking. At the same time, for each kick, the child says “No!”, Increasing the intensity of the kick.
2nd subgroup
Game "Zhmurki"
Target: development of courage, self-confidence, the ability to navigate in space.
Assemble the Whole Game
Target: development and correction of the cognitive sphere of the psyche; development of visual-figurative thinking.
The psychologist invites children to assemble cut pictures from 3–8 parts.
Session 2
Game "Edible - inedible"
Target: development of attention, familiarity with the essential properties of objects.
Children form a circle.
The facilitator takes turns throwing a ball to the children and names items and food. If something is called edible, the child catches the ball, if it is inedible, he hides his hands.
Dominoes "Associations"
Target: development of attention, thinking, associative representations in children.
An adult invites children to arrange dominoes according to associative representations. For example, a cow is dairy products, a dog is a bone, etc.
1st subgroup
Stop game
Target: development of attention, speed of reaction, overcoming motor automatism.
Children go to music. Suddenly the music stops, but the children must continue to move at the same pace until the presenter says "Stop!"
2nd subgroup
Game "Freeze"
Target: development of attention, auditory perception, overcoming motor automatism.
Children jump to the music. Suddenly the music cuts off. Children freeze in the position in which they were when the music stopped playing. Those who failed to "freeze" leave the game, the rest continue to play until there is only one child, who is recognized as the winner.
Exercise "Pick a Pattern"
Target: development of visual perception, attention, imagination.
An adult distributes cards to children with images of various patterns consisting of geometric shapes. Children examine the figures. Then the adult begins to show geometric shapes, and the preschoolers find the corresponding images on the cards.
Lesson 3 1st subgroup
Game "Kind and Evil Cat"
Target: reducing mental stress, correcting the behavior of aggressive children, reducing aggression.
The psychologist asks the children to portray first angry cats, and then to the calm music of good cats (relaxation).
2nd subgroup
Game "Who Called?"
Target: development of auditory perception, improvement of attention, removal of mental stress.
Children stand in a circle. The driver with closed eyes is in the center of the circle. At a signal from an adult, one of the children calls by the name of the child standing in the middle of the circle. He guesses who called him.
Domino game
Target: development of attention, the ability to follow the rules of the game, fostering a sense of collectivism.
Children at the table play dominoes (depicting various objects). The host monitors compliance with the rules of the game.
The game "Flies, does not fly"
Target: development of attention, ideas about the environment.
Children form a circle. The presenter names various objects and animals. If an object that flies is called, children raise their hands; if an object that does not fly is called, they squat.
Exercise "Assemble the Whole"
Target: correction and development of the cognitive sphere of the psyche; development of visual-figurative thinking, attention.
Children collect pictures from parts (puzzles).
Lesson 4 1st subgroup
Game "Two rams"
Target: reduction of mental stress, aggression and weakening of negative emotions.
Players are divided into pairs. “Early and early, two rams met on the bridge,” says the host. With their legs wide apart and leaning forward, the children rest in each other's palms. They must confront each other without budging. Who moves - lost. In this case, you can make the sounds "Be-e-e".
Then relaxation is carried out.
2nd subgroup
Game "Ball"
Target: development of the ability to communicate, not hesitating to express their attitude to the environment; building cohesion between children.
Children sit in a circle with a ball in the hands of the leader. He wraps the thread around his finger and gives the ball to the sitting child. In this case, the presenter asks the child about something, for example: “What is your name? Do you want to be friends with me? Whom do you love and for what? " etc.
The child takes a ball, also wraps a thread around his finger, answers a question and asks a question to the next player, etc.
Exercise "Pyramid"
Target: development of perception of magnitude, improvement of attention.
An adult invites children to arrange objects (nesting dolls, bowls, pyramid rings) in ascending and descending order.
Game "Don't move"
Target: improving attention, regulating behavior, overcoming motor automatism.
Children jump to the sound of a tambourine. Suddenly, the sounds are cut off and the children freeze in place. Whoever moves is out of the game.
Exercise "Assemble the circle"
Target: correction and development of the cognitive sphere; development of visual-figurative thinking.
Children, according to the scheme, assemble a circle from parts.
Lesson 5 1st subgroup
Game "Kind and Evil Cat"
Target: correction of behavior of aggressive children; reduction of mental stress, weakening of negative emotions.
An adult invites children to first portray angry cats, then to calm music - good cats (relaxation).
2nd subgroup
Game "In the store of mirrors"
Target: correction of the emotional sphere; development of self-confidence, relaxedness.
An adult invites the children to visit a mirror store. One child is chosen for the role of a monkey, the rest of the children act as mirrors. A child posing as a monkey walks into a store and sees himself in the mirrors. He thinks they are other monkeys and starts making faces at them. Reflections do the same. The "monkey" threatens them with his fist, and they threaten her from the mirrors; she stomps, and the monkeys also stomp. Whatever the "monkey" does, the reflections in the mirrors exactly repeat its movements.
Game "The fourth odd"
Target: correction and development of the cognitive sphere of the psyche; development of thinking, the ability to generalize objects on a specific basis.
The presenter shows the children tables consisting of four pictures and suggests identifying an extra object. Children find an item and tell why they are superfluous.
Game "Say the other way around"
Target: development of thinking, attention, speed of reaction.
Children form a circle. The presenter throws the ball to one of the children and names an adjective or adverb. The child returns the ball, calling a word with the opposite meaning.
Game "What has changed?"
Purpose: development of attention, memory.
The presenter puts 5–7 toys in front of the children and asks them to close their eyes. At this time, he removes one toy. Opening their eyes, children have to guess which toy has disappeared.
Lesson 6 1st subgroup
Kicking game
Target: correction of the emotional sphere; emotional release, removal of muscle tension.
Children lie on their backs on the carpet, their legs are spread freely. Then they begin to kick slowly, touching the floor with their entire feet. During the exercise, children alternate their legs and raise them high, gradually increasing the speed and force of kicking. At the same time, for each blow, the child says "No!", Increasing the intensity of the blow.
Then the children listen to calm music (relaxation).
2nd subgroup
Game "Zhmurki"
Target: correction of the emotional sphere; development of courage, self-confidence, the ability to navigate in space.
The driver is blindfolded. One of the children twists it in place to make orientation difficult. Then the children scatter around the room, and the driver tries to catch them. If he succeeds, he tries to determine by touch who he caught.
Game "ABC of Mood"
Target: acquaintance with different emotional states of people around, development of the ability to understand this state.
The presenter gives the children sitting at the table a set of cards (6 pieces), each of which depicts different emotional states of the character. The facilitator asks the children to find cards on which the character is happy, offended, angry, etc. Preschoolers show the corresponding cards. The adult then asks the children to share experiences in their own lives when they have experienced the same feelings.
Game "Dwarfs and Giants"
Target: development of attention, speed of reaction.
At the command of the host "Dwarfs!" children squat, at the command "Giants!" - get up. An adult gives commands at random and at a different pace.
Exercise "Ridiculous"
Target: development of attention, the ability to understand pictures with a ridiculous plot.
An adult shows pictures to children and invites them to find on them something that does not happen in life.
Session 7 1st subgroup
Game "Is there or not?"
Target: correction of the emotional sphere; development of attention, speed of reaction, the ability to obey certain rules.
The players stand in a circle and join hands. The leader is in the center of the circle. He asks the children to listen to his statement and decide whether they agree with him or not. If you agree, then you need to raise your hands up and shout "Yes!", If you do not agree, you should lower your hands and shout "No!"
Are there fireflies in the field?
Are there fishermen in the sea?
Does a calf have wings?
Does the pig have a beak?
Does the burrow have doors?
Does a rooster have a tail?
Does the violin have a key?
Does the verse have a rhyme?
Are there any mistakes in it?
2nd subgroup
Game "Crow"
Target: correction of the emotional sphere; improving attention, developing activity, cohesion of the players, creating healthy emotional arousal.
The leader in the center of the circle imitates the flight of a crow. Then he stops and begins to pluck his wings: “The crow is sitting on the roof. She pinches her wings. Sirlalala, Sirlalala! " Suddenly the presenter says: "Who will sit down earlier?" Then: "Who will get up earlier?"
Those who are late to execute the command are eliminated from the game.
Game "Guess what's hidden?"
Target: training of attention, memory, development of ideas about the surrounding objects.
The bag contains various items. The adult invites the child to find an object in the bag by touch, describe it and guess what it is.
The game "Remember your place"
Target: improving memory; creating a cheerful mood.
Children stand in a circle or in different corners of the room. The facilitator asks them to remember their places. Then he turns on funny music and the children run away. With the end of the music, they should return to their places.
Spot the Difference Exercise
Target: development and correction of the cognitive sphere of the psyche; improving attention.
An adult shows the children two almost identical drawings and asks them to determine how one drawing differs from the other.
Lesson 8 1st subgroup
The game “Roar, lion, roar; getcha, train, getcha "
Target: correction of the emotional sphere of the psyche; removal of barriers in communication, muscle tension.
The host tells the children: “We are all lions, a big lion family. Let's have a competition to see who growls louder. As soon as I say 'Roar, lion, roar!', Start roaring loudly. '
Then the presenter invites the children to portray a steam locomotive. Children stand in a line with their hands on each other's shoulders. The "steam locomotive" goes in different directions, now fast, now slowly, now turning, now bending, making loud sounds and whistles. The driver changes at the stations. At the end of the game, there is a "crash" and everyone falls to the floor.
Then the children listen to calm music (relaxation).
2nd subgroup
Game "The wind blows on ..."
Target: correction of the emotional sphere; developing a sense of cohesion, removing barriers to communication.
"The wind blows on ..." - the presenter begins the game and specifies: "The wind blows on the one with blond hair." All blonde children gather at one end of the room. The presenter continues: “The wind blows on someone who has a sister (who loves animals, who cries a lot, who has no friends, etc.). Children who consider themselves to be in one group or another get together.
Exercise "What It Looks Like"
Target: correction of the cognitive sphere of the psyche; development of thinking, ideas about the surrounding objects.
The presenter shows the children geometric shapes (circle, oval, rectangle, triangle) and offers to name objects that have a similar shape.
The game "Flies, does not fly"
Target:
Children form a circle. The presenter names various objects and animals. If an object that flies is called, children raise their hands; if an object that does not fly is called, preschoolers squat.
Exercise "Assemble the square"
Target: development of thinking, attention, perception of a holistic image of objects.
Children, according to the scheme, assemble a square from parts.
Session 9
Exercise "Compliments"
Target: correction and development of the emotional sphere of the psyche; relieving mental stress, overcoming barriers in communication, developing the ability to see your positive sides.
Children join hands and form a circle. Looking into the eyes, the children take turns saying a few kind words to each other, praising something for something. The recipient of the compliment nods his head: "Thank you, I am very pleased!" Then he gives a compliment to his neighbor. The exercise is carried out in a circle.
Game "What's missing?"
Target: correction and development of the cognitive sphere of the psyche; development of attention.
The facilitator offers the children cards with missing details. Children find the missing part and name it.
Game "Fire - ice"
Target: development of attention, speed of reactions.
At the command of the presenter "Fire!", The children standing in the circle begin to move. At the command "Ice!", They freeze in the position in which the team found them.
Exercise "Noisy pictures"
Target: correction of the cognitive sphere of the psyche; development of attention, visual perception.
An adult puts a picture in front of the children with randomly intertwined lines, and suggests finding the image hidden behind these lines.
Session 10
Game "What the mood is like"
Target: correction of the emotional sphere of the psyche; development of the ability to understand the emotional state of another person and the ability to adequately express their mood.
Children form a circle. The presenter invites them to take turns telling them what time of year, a natural phenomenon, the weather is similar to their current mood. The host begins: “My mood is like a white fluffy cloud in the blue sky. And your?"
Dominoes "Associations"
Target: development of thinking, attention, ability to obey a certain rule.
An adult invites children to arrange dominoes according to associative representations. For example: cow - dairy products, dog - bone, etc.
Forbidden traffic game
Target: development of attention, memory, speed of reactions; removal of mental stress.
An adult explains to the children the rules of the game: “I will perform different movements, and you will repeat them after me. One movement cannot be repeated. " The presenter shows this movement. Then he begins to perform different movements and suddenly shows the forbidden movement. Whoever repeats it becomes the leader.
Game "The fourth odd"
Target: correction and development of the cognitive sphere of the psyche; development of thinking, attention, the ability to generalize objects on a specific basis.
The presenter shows the children tables consisting of four pictures and suggests identifying an extra object. Children find objects and explain why they are superfluous.
Target: correction of the emotional and personal sphere of the psyche; development of attention, auditory perception.
Children sit in a circle and cover their eyes with bandages. The facilitator transplants several people and touches the child with his hand. The one touched by the presenter says: "I am here!" Children have to guess who said these words.
Exercise "Construct a shape from the counting sticks"
Target: correction of cognitive and creative abilities; development of attention, fine motor skills of the hand, the ability to work, focusing on the sample.
Children, according to the model, lay out different figures from counting sticks.
Target:
Children stand in a circle. The leader alternately throws a ball to the children, saying: "Water" ("Air", "Earth"). The child returns the ball, naming the animal that walks on the ground (swims in water or flies). At the word "Fire" the child should turn around and clap his hands.
Exercise "Magic Shapes"
Target: development of creativity, imagination, fine motor skills of the hand.
An adult invites children to become "magicians" and turn figures into various objects or draw a picture by completing the figures. An adult notes the best drawings.
Session 12
Exercise "How do you feel?"
Target: correction of the emotional sphere of the psyche; developing the ability to understand one's emotional state and the state of the people around.
An adult shows children cards depicting different shades of mood. Children should choose the one that best conveys their mood (mood of mom, dad, etc.).
Exercise "Logic endings"
Target: development and correction of the cognitive sphere of the psyche; development of thinking.
The presenter invites the children to finish the sentences: "Lemons are sour, and sugar ..., The bird flies, and the snake ... You see with your eyes, but you hear ..., Apples and pears ..., A knife and a piece of glass ..." etc.
Game "Ear - nose"
Target: development of attention, dexterity, speed of reactions, the creation of healthy emotional excitement, cheerful mood; removal of mental stress.
The adult invites the children to take appropriate actions on command. At the command "Ear!" the guys should touch the ear, at the command "Nose!" - up to the nose. The leader performs actions together with the children, but after a while he “makes mistakes”. Children, not paying attention to the "mistakes", should show the part of the face that the leader calls.
Fold the Pattern Exercise
Target: the development of spatial thinking, the ability to create different patterns according to the model, the ability to work according to the scheme.
The presenter lays out a pattern from the cubes and invites the children to make exactly the same pattern from their cubes (Nikitin cubes).
Session 13
Game "Wish"
Target: correction of the emotional and personal sphere of the psyche and relationships of children; education of kindness, respect for peers, a desire to see good in people and not hesitate to talk about it.
Children sit in a circle and throw a ball to each other, saying good wishes.
Game "What has changed?"
Target: development of attention, memory.
The facilitator puts 3 ^ 7 toys in front of the children and lets them look at them for a few seconds. Then he asks the children to turn away. During this time, he swaps several of the toys. By turning and looking at the toys, children should say what has changed.
Game "Four Elements"
Target: the development of attention, the ability to obey certain rules, the cohesion of the players, dexterity, speed of reaction; removal of mental stress.
The players sit in a circle. At the command of the presenter "Earth", the children lower their arms down, at the command "Water" - stretch their arms forward, at the command "Air" - raise their hands up, at the command "Fire" - rotate their hands in the wrist and elbow joints. Whoever makes a mistake is considered a loser.
Game "The fourth odd"
Target: correction of the cognitive sphere of the psyche; development of thinking, attention, the ability to generalize objects on a specific basis.
The presenter shows the children tables consisting of four pictures, and asks to determine the extra object. Children find objects and explain why they are superfluous.
Session 14
Exercise "What and when I feel"
Target: correction of unwanted character traits, behavior of children; the development of the ability to express their feelings, to correctly assess the attitude of other people towards oneself.
The facilitator asks the children what feelings people might have.
(Anger, grief, surprise, joy, fear, etc.) Next, he invites each child to choose one card from a set of pictures with a schematic representation of the emotional state and tell when he experiences such feelings (“I am glad when ...”, “I it can be scary when ... "etc.).
Exercise "Describe from memory"
Target: development of memory, attention.
The presenter shows the children a doll (any toy) for a short time, then removes it and offers to answer the questions: “What kind of hair does the doll have? Which dress? What eyes? Does the doll have bows (shoes, socks)? Is she standing or sitting? " etc.
Game "Earth, air, water, fire"
Target: development of ideas about the environment, attention, speed of reactions.
Children form a circle. The presenter alternately throws the ball to the children, saying: "Water" ("Air", "Earth"). The child returns the ball, naming an animal that walks on the ground (swims in water or flies). At the word "Fire" the child should turn around and clap his hands.
Domino game
Target: correction of the cognitive sphere of the psyche; development of attention, thinking.
Children at the table play dominoes (depicting various objects). The moderator monitors compliance with the rules.
Session 15
Exercise "Kind Word"
Target: correction of children's relationships; development of friendly relations between children, the ability to better understand oneself and other people, removing barriers in communication.
Children sit in a circle. Each one in turn says something nice to his neighbor. At the same time, the speaker must look into the eyes of the person he is talking about.
Exercise "Guess the riddle"
Target: development and correction of the cognitive sphere of the psyche; development of thinking, attention, intelligence.
The presenter tells children riddles about animals and plants, and the children guess them.
The game "Flies, does not fly"
Target: development of attention, ideas about the world around; creating a cheerful mood, healthy emotional excitement.
Children form a circle. The presenter names various objects and animals. If an object that flies is called, children raise their hands, if an object that does not fly is called, they squat. How unfortunate parents form anxiety in preschool children Emotions play an important role in the life of children: they help to perceive reality and react to it. By manifesting in behavior, they inform the adult about what the child likes, angry or upset.
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