"The use of psychological and pedagogical technologies in the activities of a school psychologist"
Kazakhstan, East Kazakhstan region, Semey
KSU "Prirechenskaya secondary school"
educational psychologist
Zhunuspayeva Laura Auelbekovna
Organization of effective training in modern school involves the integration of academic and innovative forms and methods of interaction between the teacher and students. This approach has many advantages. First of all, it allows to increase the competitiveness of trainees. With such a training system, a person has the opportunity to improve his verbal and visual image, develop charismatic potential, learn how to conduct constructive negotiations, master the techniques of "heuristic optimism" (focus on success) and technologies for managing his reputation, loosen up and gain self-confidence, form internal motivation to self-improvement and self-development, etc.
The basis of any technology is a clear definition of the ultimate goal. In technology, the goal is seen as a central component.
The specificity of the work of a school psychologist is that he must master various technologies, including psychological and pedagogical, methods and techniques, be able to combine and modify them.
What psychological and pedagogical technologies are most relevant in the work of a school psychologist?
The teacher-psychologist, working with children, constantly focuses on their personality structures. In this area, the specialist uses the following technologies:
information, through the use of which knowledge, skills and abilities are formed.
operating technologies provide the formation of ways of mental actions.
technologies of self-development are aimed at the formation of self-governing mechanisms of personality.
heuristic - for development creativity personality.
applied ones develop effectively - the practical sphere of personality.
Let's consider these technologies in more detail.
Information Technology
In the work of a school psychologist, information technology is very relevant.
Thanks to the implementation of the project "Development of a unified educational information environment of the school" for a limited period of time, the education system has achieved significant success in the field of informatization.
With the help of information technology the implementation of the main activities is relevant school psychologist: diagnostics, consultation, developing work, education, only the forms and means of their implementation differ significantly from the generally accepted ones. The implementation of the main activities of a school psychologist in the remote service mode occurs through:
Creation of a thematic psychological electronic library for schoolchildren, teachers, parents on topical issues that concern them,
Exposition of developing, diagnostic materials for children, with which children can work on-line,
Conducting remote psychological actions and competitions,
Organization of remote counseling for target groups (in particular, it is possible to create the Internet - trust, a special section, when accessed, closed remote communication between a psychologist and a client is possible),
Organization of forums for designated groups, where they could express their opinions, requests, give feedback, get advice
Organization of distance learning schools
Conducting a chat of a team of psychologists with children, parents, holding a remote consultation of a psychologist, teacher, administration, as well as chats with the involvement of specialists from other cities, conducting teleconferences with teachers, children, etc.
Conducting surveys of target groups
Organization of a psychological workshop for target groups
Speaking about the activities of a remote school psychological service, it is important to note that the remote activity of a psychologist with all target groups should correspond to the real activity of a school psychologist at the moment at school, which ensures the integrity of the functioning of all areas of the psychological service. In addition, the same topic should be carried through the work with all target groups.
One of the directions of using information technology in the work of a school psychologist, one can consider the use of Internet design as a method of correctional and developmental work of a psychologist. The term "Internet project" is one of the most commonly used terms on the Internet. In a narrow sense, it is identified with the concept of "site". In a broad sense, an Internet project is a project in which computer capabilities and services are used to solve a problem.
As examples of the final products of Internet design, the following can be given: a website, a computer presentation, a computer drawing, an e-book, a magazine, a computer game, a remote competition, a festival, a teleconference, a discussion chat and other remote events, etc.
An integral part of the implementation of the Internet project is the media presentation of the results of the project, in which children not only present project products, but also develop the skills of expertise, planning and selection of information, communication skills, etc. When preparing for a presentation, it is important that the children, either on their own or with the help of the teacher, develop the assessment criteria as well as the structure.
In general, the use of ICT in the work of a school psychologist sets new tasks for the development of collections of digital sources, correctional programs, creation electronic textbooks– workshops on psychology, electronic additions to well-known teaching materials on psychology, etc. Information technologies are becoming more and more firmly included in the activities of a teacher-psychologist and are used in the usual way.
Technology of educational games:
Educational games occupy an important place among modern psychological and pedagogical technologies. Educational games perform three main functions:
Instrumental: the formation of certain skills and abilities - can be expressed in game exercises;
Gnostic: the formation of knowledge and the development of thinking of students - expressed in didactic methods;
Socio-psychological: the development of communicative skills, expressed in role-playing games.
The learning game technology can be combined with technologies such as group technology, diagnostics, and training.
The role of educational games in education and psychology is extremely important. In pedagogy, they are an integral part of developmental education, which is based on the development of activity, initiative, independence of students. In psychology, these technologies develop the cognitive, social, professional activity of students.
These technologies are effective in working with children of all ages and with adults (teachers, parents).
Health-saving technologies
In a modern school, along with poor physical health, schoolchildren suffer from psychological problems (disadaptation disorders). These violations are due to the influence of the stressful system of the organization educational process. The school psychological service plays an important role in solving this problem. In the working arsenal of a teacher-psychologist are techniques that can bring a child out of a stressful state, relieve internal tension, identify opportunities for a more optimistic view of a life situation, etc.
Psychological activity involves the use of techniques such as:
Music therapy- the use of music for: relaxation and calming, activation of the emotional sphere, correction of the emotional state.
aromatherapy– the use of fragrant substances for relaxation and aesthetic purposes.
color therapy- the use of color visualization in depression, anxiety, fears.
dance therapy- the use of dance movements or imitations to music to relieve muscle clamps.
Body Therapy– methods of working with the body, the purpose of which is to improve physical and mental well-being.
Art therapy
Art therapy includes a number of areas of psychological work related to creativity - isotherapy, color therapy, phototherapy, fairy tale therapy, music therapy, collage. The psychology of creativity has long been successfully used in work with children and adults. Art therapy reveals the multifaceted inner potential of a person and at the same time helps to deal with a number of serious psychological problems, including traumas, internal conflicts, and fears. Thanks to the psychology of creativity, a person is immersed in a situation where you can relieve stress and gain confidence in yourself. Most often, art technologies are used in diagnostics, correction, psychotherapy, and today in the educational process at different levels of education.
play therapy
This technology solves the following range of tasks: psychocorrection, psychoprophylaxis, development and harmonization of the child's personality, contributes to the improvement psychological climate in families and small groups.
Play therapy includes individual, pair and group games, techniques involving the use of dolls, figurines, relaxation techniques based on the active work of the imagination, various forms of artistic expression, etc.
The term " psychological technologies" implies an aspect related to the formation and development of the subject's personal qualities.
Consequently, the term "psychological technologies" means a set of methods and techniques aimed at the formation of an effective - practical sphere of the individual and the realization of natural potentials.
The technologies used by the teacher-psychologist perform a number of functions: psychological prevention, psychological counseling, psychological support, psychological rehabilitation, socio-psychological training.
Psychological prevention- assistance in the full development of the personality of all participants in the educational process, prevention of possible personal deformations in the process of interaction, assistance in understanding the destructive influence of psychological violence. Main task psychological prevention is the creation of conditions conducive to an adequate and competent response of the individual to manifestations of psychological violence, the refusal to use its forms in interaction.
During the implementation of this function, the following techniques are used:
Improving the socio-psychological competence of participants in the educational environment on issues psychological security during seminars, group discussions on the problems of psychological violence, designing non-violent alternative models of behavior.
Using data on mental health indicators of participants in order to form an individual mental hygiene program: reducing the severity of burnout syndrome; the level of emotional tension; change in self-attitude; harmonization of the relationship between "I-real" and "I-ideal", etc.
Joint discussion and development of rules for safe interaction by all participants in the educational environment.
Psychological counseling - assisting participants in self-knowledge, positive self-attitude, adaptation to real life conditions, formation of a value-motivational sphere and a system of relations with others, awareness of the value of non-violence, overcoming professional deformations, achieving emotional stability that contributes to personal and professional growth and self-development. Group counseling techniques included in classes with all training groups are based on the results of both the previous diagnostics of attitudes towards the educational environment, satisfaction with the main characteristics of interaction, taking into account their significance for the subject, the level of psychological security (using its structural components), and personally -emotional and communicative characteristics, interpreted as indicators of mental health.
Psychological correction– active psychological and pedagogical influence aimed at eliminating deviations in personal and professional development, harmonizing mental health.
In practical psychology, there are two areas of correction. The first is a set of individualized measures to strengthen the regulatory functions of the psyche, the development of emotional self-control and self-government. The second is normative-value correction, which consists in introducing certain directions into the individual-personal system of norms and behavioral standards, in accordance with which a person corrects the performance of his life and activity functions.
Psychological rehabilitation is a process that mobilizes personal adaptation mechanisms when experiencing psychotraumatic circumstances caused by the state external environment. Rehabilitation involves the return of what is lost or may be lost due to changing conditions.
It is psychological trainings that are most often considered as rehabilitation psychotechnologies.
Thus, psychological and pedagogical technologies find their appropriate place in the integral pedagogical process. Any psychological and pedagogical technology, its development and application require the highest creative activity and professional knowledge teacher-psychologist.
Bibliography:
Andreev V.I. Pedagogy: A training course for creative self-development. - 2nd ed. - Kazan: Center for Innovative Technologies, 2000. - 608 p. ISBN 5-93962-005-1.
Bordovskaya N.V., Rean A.A. Pedagogy: Proc. for universities. - Sat.-Peter, 2000.
3. Vachkov I.V., Grinshpun I.B., Pryazhnikov N.S. Introduction to the profession of psychologist. - M .: Publishing house of the Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MO DEC", 2004. - 464 p. (series “Psychologist's Library”).
Leontiev A.A. Pedagogy of common sense // "School 2000 ..." The concept and programs of continuous courses for a general education school. Issue. 1. - M., 1997, p. 18-20;
Rudestam K. Group psychotherapy. Psychocorrective groups: theory and practice. – M.: Progress, 1993. – 368 p.
Smirnov N.K. Health-saving educational technologies and health psychology at school. - M.: ARKTI, 2006. - 320 p.
Sukhareva O.A. Collection of city conference " Modern practice informatization of education”, article"The effectiveness of the use of information technology in the work of a school psychologist" / ed. Skiba N.P., Dubna, M.O. CRO, information department, p. 15, 2006.
Fomin A.S. Game dance as a technology of the XXI century // Human Ecology: Sat. works. Volume V. Part VI. Specific technologies of modern education. - Novosibirsk, 2000. - P.185-205
Shkurko T.A. Dance as a means of diagnosing and correcting relationships in a group.Psychological Bulletin. Issue 1, Part 1, Rostov-on-Don, Ed. Rostov University, 1996, pp. 327-348.
Internet resources:
Pisareva E.V. The role of psychological health-saving technologies in improving the quality of education
Sizanov A.N. Pedagogical innovations in the scientific support of the educational process and the role of the pedagogical community in the success of their implementation...
Chernova E.N. Modern Psychological and Pedagogical Teaching Technologies
"Psychological and pedagogical technologies in the activities of a school psychologist"
Teacher-psychologist, MOU Lyceum "Dubna",
withsearcher GOU DPO MO
Pedagogical Academy of Postgraduate Education
Department of human science and physical culture
Sukhareva O.A.
Today, the word "technology" is increasingly used by specialists in the field of pedagogy and psychology. In the psychological literature, this term is either not considered meaningfully at all or it has an ambiguous meaning.
The term "technology", based on the wording of many literary sources, is understood as art, skill, skill, a set of processing methods, changes in state.
Any activity can be either technology or creativity. It all starts with a creative idea and ends with technology.
The basis of any technology is a clear definition of the ultimate goal. In technology, the goal is seen as a central component.
The specificity of the work of a school psychologist is that he must master various technologies, including psychological and pedagogical, methods and techniques, be able to combine and modify them.
What psychological and pedagogical technologies are most relevant in the work of a school psychologist?
The teacher-psychologist, working with children, constantly focuses on their personality structures. In this area, the specialist uses the following technologies:
information, through the use of which knowledge, skills and abilities are formed.
operating technologies provide the formation of ways of mental actions.
technologies of self-development are aimed at the formation of self-governing mechanisms of personality.
heuristic - on the development of the creative abilities of the individual.
applied ones develop effectively - the practical sphere of personality.
Let's consider these technologies in more detail.
Information Technology
In the work of a school psychologist, information technology is very relevant.
Thanks to the implementation of the project "Development of a unified educational information environment of the school" for a limited period of time, the education system has achieved significant success in the field of informatization.
With the help of information technologies, the implementation of the main activities of a school psychologist is relevant: diagnostics, consultation, developmental work, education, only the forms and means of their implementation differ significantly from the generally accepted ones. The implementation of the main activities of a school psychologist in the remote service mode occurs through:
Creation of a thematic psychological electronic library for schoolchildren, teachers, parents on topical issues that concern them,
Displaying educational, diagnostic materials for children, which children can work with on-line,
Conducting remote psychological actions and competitions,
Organization of remote counseling for target groups (in particular, it is possible to create the Internet - trust, a special section, when accessed, closed remote communication between a psychologist and a client is possible),
Organization of forums for designated groups, where they could express their opinions, requests, give feedback, get advice
Organization of distance learning schools
Conducting a chat of a team of psychologists with children, parents, holding a remote consultation of a psychologist, teacher, administration, as well as chats with the involvement of specialists from other cities, conducting teleconferences with teachers, children, etc.
Conducting surveys of target groups
Organization of a psychological workshop for target groups
Speaking about the activities of a remote school psychological service, it is important to note that the remote activity of a psychologist with all target groups should correspond to the real activity of a school psychologist at the moment at school, which ensures the integrity of the functioning of all areas of the psychological service. In addition, the same topic should be carried through the work with all target groups.
One of the areas of using information technology in the work of a school psychologist can be considered the use of Internet design as a method of correctional and developmental work of a psychologist. The term "Internet project" is one of the most commonly used terms on the Internet. In a narrow sense, it is identified with the concept of "site". In a broad sense, an Internet project is a project in which computer capabilities and services are used to solve a problem.
As examples of the final products of Internet design, the following can be given: a website, a computer presentation, a computer drawing, an e-book, a magazine, a computer game, a remote competition, a festival, a teleconference, a discussion chat and other remote events, etc.
The inclusion of children in the development and implementation of their own Internet projects has great developmental potential. On the one hand, as a team form of work, the Internet project allows you to form cognitive abilities, project thinking, the subjective position of schoolchildren, the ability to work together, and work in a team. On the other hand, content content allows you to solve a wide variety of psychological problems: correctional, developmental, educational.
An integral part of the implementation of the Internet project is the media presentation of the results of the project, in which children not only present project products, but also develop the skills of expertise, planning and selection of information, communication skills, etc. When preparing for a presentation, it is important that the children, either on their own or with the help of the teacher, develop the assessment criteria as well as the structure.
Internet design is often used as part of psychology media lessons, where IT technologies are actively used.
In general, the use of ICT in the work of a school psychologist poses new challenges for the development of collections of digital sources, correctional programs, the creation of electronic textbooks - workshops in psychology, electronic additions to well-known teaching materials in psychology, etc. Information technologies are becoming more and more firmly included in the activities of a teacher-psychologist and are used in the usual way.
Technology of educational games:
Educational games occupy an important place among modern psychological and pedagogical technologies. Educational games perform three main functions:
Instrumental: the formation of certain skills and abilities - can be expressed in game exercises;
Gnostic: the formation of knowledge and the development of students' thinking - is expressed in didactic methods;
Socio-psychological: the development of communication skills, expressed in role-playing games.
The learning game technology can be combined with technologies such as group technology, diagnostics, and training.
The role of educational games in education and psychology is extremely important. In pedagogy, they are an integral part of developmental education, which is based on the development of activity, initiative, independence of students. In psychology, these technologies develop the cognitive, social, professional activity of students. one
These technologies are effective in working with children of all ages and with adults (teachers, parents).
Health-saving technologies
In a modern school, along with poor physical health, schoolchildren suffer from psychological problems (disadaptation disorders). These violations are due to the influence of the stressful system of organization of the educational process. The school psychological service plays an important role in solving this problem. In the working arsenal of a teacher-psychologist there are methods that can bring a child out of a stressful state, relieve internal tension, identify opportunities for a more optimistic outlook on a life situation, etc.
Psychological activity involves the use of techniques such as:
Music therapy- the use of music for: relaxation and calming, activation of the emotional sphere, correction of the emotional state.
aromatherapy– the use of fragrant substances for relaxation and aesthetic purposes.
color therapy- the use of color visualization in depression, anxiety, fears.
dance therapy- the use of dance movements or imitations to music to relieve muscle clamps. 2
Body Therapy– methods of working with the body, the purpose of which is to improve physical and mental well-being.
Art therapy
Art therapy includes a number of areas of psychological work related to creativity - isotherapy, color therapy, phototherapy, fairy tale therapy, music therapy, collage. The psychology of creativity has long been successfully used in work with children and adults. Art therapy reveals the multifaceted inner potential of a person and at the same time helps to deal with a number of serious psychological problems, including traumas, internal conflicts, and fears. () Thanks to the psychology of creativity, a person is immersed in a situation where you can relieve stress and gain confidence in yourself. Most often, art technologies are used in diagnostics, correction, psychotherapy, and today in the educational process at different levels of education. 3
play therapy
This technology solves the following range of tasks: psychocorrection, psychoprophylaxis, development and harmonization of the child's personality, improves the psychological climate in families and small groups.
Play therapy includes individual, pair and group games, techniques involving the use of dolls, figurines, relaxation techniques based on the active work of the imagination, various forms of artistic expression, etc.
According to the approach to the subject, the teacher-psychologist uses technologies:
cooperation
Technologies of cooperation realize democracy, equality, partnership in the subject relations of a psychologist and a child. This technology is the most relevant in the organization of research activities, competitive movement, as well as in training work. The interaction of a psychologist and a student in cooperation, in addition to solving a cognitive, creative goal, provides for the solution of a psychological and social one - in the course of completing the task, a culture of communication is formed that reflects all communicative levels: "... activity - interaction - communication - contact" (according to A.A. .Leontiev).
Person-oriented
They put the personality of the child at the center of the entire school socio-psychological system, providing comfortable, conflict-free and safe conditions for its development, the realization of its natural potentials. Person-centered technology is the embodiment of humanistic philosophy, psychology and pedagogy.
The focus of the school psychologist is on the child's unique holistic personality, striving for the maximum realization of its capabilities (self-actualization), open to the perception of new experience, capable of making a conscious and responsible choice in a variety of life situations: (5)
Humane - personal
They differ primarily in their humanistic essence, psychotherapeutic focus on supporting the individual, helping her. They "profess" the ideas of respect and love for the child, an optimistic faith in his creative powers, rejecting coercion:
The term "psychological technology" implies an aspect related to the formation and development of the subject's personal qualities.
Therefore, the term "psychological technologies" means a set of methods and techniques aimed at the formation of an effective - practical sphere of the individual and the realization of natural potentials. ()
The technologies used by the teacher-psychologist perform a number of functions: psychological prevention, psychological counseling, psychological support, psychological rehabilitation, socio-psychological training. 4
Psychological prevention- assistance in the full development of the personality of all participants in the educational process, prevention of possible personal deformations in the process of interaction, assistance in understanding the destructive influence of psychological violence. The main task of psychological prevention is the creation of conditions conducive to an adequate and competent response of the individual to manifestations of psychological violence, the refusal to use its forms in interaction.
During the implementation of this function, the following techniques are used:
Increasing the socio-psychological competence of participants in the educational environment on issues of psychological safety during seminars, group discussions on the problems of psychological violence, designing non-violent alternative models of behavior.
Using data on mental health indicators of participants in order to form an individual mental hygiene program: reducing the severity of burnout syndrome; the level of emotional tension; change in self-attitude; harmonization of the relationship between "I-real" and "I-ideal", etc.
Joint discussion and development of rules for safe interaction by all participants in the educational environment.
Psychological counseling - assisting participants in self-knowledge, positive self-attitude, adaptation to real life conditions, formation of a value-motivational sphere and a system of relations with others, awareness of the value of non-violence, overcoming professional deformations, achieving emotional stability that contributes to personal and professional growth and self-development. Group counseling techniques included in classes with all training groups are based on the results of both the previous diagnostics of attitudes towards the educational environment, satisfaction with the main characteristics of interaction, taking into account their significance for the subject, the level of psychological security (using its structural components), and personally -emotional and communicative characteristics, interpreted as indicators of mental health.
Psychological correction– active psychological and pedagogical influence aimed at eliminating deviations in personal and professional development, harmonizing mental health.
In practical psychology, there are two areas of correction. The first is a set of individualized measures to strengthen the regulatory functions of the psyche, the development of emotional self-control and self-government. The second is normative-value correction, which consists in introducing certain directions into the individual-personal system of norms and behavioral standards, in accordance with which a person corrects the performance of his life and activity functions.
Psychological rehabilitation- a process that mobilizes personal adaptation mechanisms during the experience of psychotraumatic circumstances caused by the state of the external environment. Rehabilitation involves the return of what is lost or may be lost due to changing conditions.
It is psychological trainings that are most often considered as rehabilitation psychotechnologies.
Thus, psychological and pedagogical technologies find their appropriate place in the integral pedagogical process. Any psychological and pedagogical technology, its development and application require the highest creative activity and professional knowledge of the teacher-psychologist.
Bibliography:
Andreev V.I. Pedagogy: A training course for creative self-development. - 2nd ed. - Kazan: Center for Innovative Technologies, 2000. - 608 p. ISBN 5-93962-005-1.
Bordovskaya N.V., Rean A.A. Pedagogy: Proc. for universities. - Sat.-Peter, 2000.
3. Vachkov I.V., Grinshpun I.B., Pryazhnikov N.S. Introduction to the profession of psychologist. - M .: Publishing house of the Moscow Psychological and Social Institute; Voronezh: Publishing house NPO "MO DEC", 2004. - 464 p. (series “Psychologist's Library”).
Leontiev A.A. Pedagogy of common sense // "School 2000 ..." The concept and programs of continuous courses for a general education school. Issue. 1. - M., 1997, p. 18-20;
Rudestam K. Group psychotherapy. Psychocorrective groups: theory and practice. – M.: Progress, 1993. – 368 p.
Smirnov N.K. Health-saving educational technologies and health psychology at school. - M.: ARKTI, 2006. - 320 p.
Sukhareva O.A. Collection of the city conference "Modern practice of informatization of education", article "The effectiveness of the use of information technology in the work of a school psychologist" / ed. Skiba N.P., Dubna, M.O. CRO, information department, p. 15, 2006.
Fomin A.S. Game dance as a technology of the XXI century // Human Ecology: Sat. works. Volume V. Part VI. Specific technologies of modern education. - Novosibirsk, 2000. - P.185-205
Shkurko T.A. Dance as a means of diagnosing and correcting relationships in a group.
Internet resources:
Pisareva E.V. The role of psychological health-saving technologies in improving the quality of education /sno/poleznoe/school_psychologist/1804-.html
Sizanov A.N. Pedagogical innovations in the scientific support of the educational process and the role of the pedagogical community in the success of their implementation...
Chernova E.N. Modern Psychological and Pedagogical Teaching Technologies
1 Chernova E.N. Modern Psychological and Pedagogical Teaching Technologies
2Shkurko T.A. Dance as a means of diagnosing and correcting relationships in a group. Psychological Bulletin. Issue 1, Part 1, Rostov-on-Don, Ed. Rostov University, 1996, pp. 327-348.
3 Pisareva E.V. The role of psychological health-saving technologies in improving the quality of education /sno/poleznoe/school_psychologist/1804-.html
4Sizanov A.N. Pedagogical innovations in the scientific support of the educational process and the role of the pedagogical community in the success of their implementation...
Topic 3. Technologies of psychological work.
Like any other new area human activity, practical psychology intensively develops and masters its own technologies and individual methods or borrows them from related disciplines: various branches of psychology and pedagogy, social work and sociology, medicine, etc. Methodological discussions in science are inevitable at the stage of formation. "Confusion of roles" occurs in the field of practical activity. Most often, this is due to the clarification of the functional-content hierarchy and features of the application of technologies, especially those related to other professional areas. There is a problem of clarifying the essence and specifics of the latter, their ordering in common system, constituting the fund of practical psychology of education.
The concept of "technology" is used in different meanings. On the one hand, these are ways of materializing knowledge, skills and experience of a person in the process of transforming the object of labor or social reality. On the other hand, it is a rational sequence of using tools in order to achieve high-quality labor results. In a broad sense, technology is a way of carrying out activities based on its rational division into procedures and operations with their subsequent coordination and selection of optimal means and methods for their implementation. The characteristic features of technology are procedurality as a unity of goals, content, forms, methods and results of activities; a set of methods for changing an object and designing the change process. Technologies are designed to perform efficiently with the least amount of time and effort, are reproducible under various conditions, have well-defined stages connected with each other, and are subject to adjustment based on feedback. The general classification of technologies can be carried out according to a variety of parameters: types of activities, the nature of the tasks being solved, levels and areas of application, etc.
Socio-psychological technologies are diagnostic and corrective procedures, the object of which is socio-psychological phenomena that affect the behavior of people included in various social groups.
Socio-pedagogical technologies are a set of pedagogical techniques and methods that purposefully influence the consciousness, behavior and activities of a person as a member of society in the process of his socialization, adaptation to new social conditions and socially oriented activities.
Psychological and pedagogical technologies are a certain system of content, means and methods of training and education aimed at solving psychological problems (an example is the technology of developing education).
Socio-medical technologies are a set of interrelated social and medical techniques and methods of influence aimed at preserving human health and forming healthy lifestyle life.
Psychotechnologies are diagnostic, corrective-developing and psychotherapeutic procedures, the object of which is the mental reality of a particular person, and the subject is changes in certain facets of this mental reality that affect human behavior.
The names of the directions of psychological work and the technologies corresponding to them coincide, which causes certain difficulties in characterizing the latter. They can be overcome if we define the direction as a possible field of activity, its content, and the corresponding technology as a real purposeful process in the general space of activity with a certain content, forms and methods of work that correspond to the tasks of a particular case.
Psychological diagnostics as a technology is a specially organized process of cognition, in which, using appropriate methods, information is collected about a person or group in order to make a psychological diagnosis.
Development technology is aimed at forming mental processes, properties and qualities of the individual in accordance with the requirements of the age and individual capabilities of the child. It involves taking into account not only the zone of the actual development of the child, but also his tomorrow's possibilities (the zone of proximal development).
The technology of psychoprophylaxis is a system of psychological and pedagogical measures aimed at creating an optimal social situation for the development of the child, the psychohygiene of the pedagogical environment. Prevention is preventive measures related to the elimination of external causes, factors and conditions that cause certain deficiencies in the development of children. It may provide solutions to problems that have not yet arisen. For example, many parents and teachers strive to develop the child's activity, provide him with freedom of choice, encourage initiative and independence, thereby preventing social infantilism and passivity. Other preventive measures are taken just before problems occur. So, if a child has gaps in knowledge, skills and abilities of an educational and socio-ethical nature, individual work is carried out with him, preventing his socio-pedagogical neglect.
Preventive measures taken against an already existing problem prevent the emergence of new ones. For example, a psychologist works with individual behavioral shortcomings of a child, stopping the development of negative personality traits. The first two approaches can be attributed to general prevention, and the third - to special. You can call special prevention a system of measures aimed at solving a specific problem: prevention of deviant behavior, academic failure, etc.
In recent years, much attention has been paid to the early prevention of deviations in the development of the child's personality. This is due to the fact that childhood is the period in which the foundation of the personality, moral and ethical standards are laid, rule-compliant behavior and normative activity are formed. The nervous system of a child is extremely plastic and capable of change; in this period, he has increased suggestibility, imitability, is dependent on an adult, and parents and teachers are his main authorities.
The technology of psychological informing is inherently pedagogical, educational. Another thing is that the means used by a psychologist when applying it can be both pedagogical (storytelling, conversation, diction, analysis of problem situations, business game) and psychological (diagnostic and consultative conversation, “helpline”, etc.).
The technology of psychological counseling is a purposeful procedure for creating psychological conditions for emotional response, clarification of the meaning, rationalization of this problem and finding options for solving it.
The technology of social and psychological adaptation of children and adolescents is a purposeful interconnected activity of all subjects of an integral pedagogical process (parents, teachers, social pedagogue, psychologist) and a child, which contributes to the acquisition of social and ethical knowledge and norms, the accumulation of positive social experience, contributing to successful socialization and individualization of the child in the microsociety.
The technology of psychological correction and psychotherapy is a system of psychological or psychotherapeutic means aimed at eliminating, smoothing out shortcomings or their psychological and pedagogical causes. The result of its application are such changes in the child's psyche that positively affect his condition, activities, communication and behavior in general.
The technology of socio-psychological rehabilitation of children and adolescents is a systematic, purposeful process of their return, inclusion, reintegration into society (family, school, class, group of peers), contributing to the full functioning as a social subject.
Rehabilitation in the psychological and pedagogical aspect can be considered as a process of restoring the mental manifestations and abilities of the child after any violation. As a result, a certain balance is created in the psyche and behavior of the child, which meets the norm, adequate to his age and the requirements of the environment. This is possible only with the restoration of the child as a subject of activity (play, learning) and communication in the conditions of training and education. In this regard, rehabilitation is often referred to as re-education.
Socio-pedagogical rehabilitation in educational institutions consists in overcoming school and family repressions in relation to children and adolescents; overcoming obstruction in relation to them by their peers; correction of their communication and behavior; resolution of conflict situations.
The technology of psychological support is a complex of interrelated and interdependent measures represented by different technologies, which are carried out by all subjects of a holistic pedagogical process in order to ensure optimal socio-psychological conditions for maintaining mental health and the full development of the child's personality.
The considered technologies are based on an expedient combination of certain methods. Whenever a psychologist is faced with the need for instrumental support for professional activity programs, he has to analyze the fund of known methods and choose the most adequate ones from them.
The organization of the educational process in kindergarten in modern innovative conditions is associated with the expansion of ideas about the goals of education, which include the goals of development, education, ensuring the physical, mental, psychological, moral and social health of children. GEF defines a new approach to preschool education, where one of the main requirements is the effective use of all pedagogical resources to achieve maximum results in the education and development of future students.
This situation requires teachers to search for new forms, means and methods of organizing the cognitive activity of preschoolers, the implementation of personality-oriented approaches to learning, the use of modern educational technologies in order to provide the child with the necessary timely individualized psychological and pedagogical assistance.
The transformation in preschool education into the new system has not bypassed our preschool institution. The new concept of our kindergarten is a set of measures to update it as a result of the development of innovative processes; takes the position of personality-oriented relations, where the main social value is the child, who is a full participant in the pedagogical process.
AT preschool a set of measures has been developed aimed at creating a developing subject-spatial environment, timely provision of favorable conditions for each child adequate to the age for development, successful learning and the formation of a full-fledged personality. The Federal State Educational Standard highlights the content of psychological and pedagogical work on the development of educational areas by children. These tasks are solved by teachers and specialists of our kindergarten in an integrated manner, in a complex, ensuring the diversified development of pupils.
As part of the support of the psychological service in our kindergarten, interaction is carried out with all subjects of the educational process: with children, their parents and teachers. Psychological and pedagogical support in kindergarten is built by us as a system of professional activities aimed at creating socio-psychological conditions for the successful development, education, upbringing and socialization of children in each age stage, and is provided as a complex technology using modern methods of psychoprophylaxis and correctional and developmental work with preschoolers.
One of the most important tasks of support is to assist all subjects of educational activity in overcoming the child's difficulties in acquiring knowledge, emotional difficulties through the implementation of psycho-prophylactic and pedagogical programs. The interaction of a teacher-psychologist with children is carried out in the course of direct educational activities according to the author's psycho-prophylactic programs: "Good Rays" (social and communicative development), "Following fabulous paths - to success" ( emotional development preschoolers), “We boldly walk along the ladder of knowledge” (prevention of school maladaptation, cognitive development). The form of meetings both in subgroups and individually.
The psychological and methodological service, together with teachers, develops common goals, tasks, develops planning of educational activities, creates working programm DS, an analysis of the conditions, an analysis of problem situations, the dynamics of the development of pupils in the educational process (by groups) is carried out.
At the present stage, the state imposes high requirements on the quality of educational activities and implies the following competence criteria: implementation of a holistic pedagogical process; creation of a developing environment; ensuring the protection of life and health of children. Therefore, the teaching staff is constantly improving their skills by studying in courses, mastering the necessary arsenal of educational technologies that can stimulate the cognitive activity of children. Teachers are ready to respond flexibly to emerging changes in the content of education, creatively adapt it, taking into account emerging and constantly changing cognitive interests and inclinations of pupils.
Usage modern technologies a teacher-psychologist provides more opportunities for creating favorable conditions for accompanying and developing children, for ensuring the development of personality traits of a preschooler and achieving a sufficient educational level in kindergarten as a whole. Providing psychological assistance, various technologies are integrated into the educational space of the kindergarten: health-saving, personality-oriented, communicative, gaming, fairy tale therapy, TRIZ, technologies for project activities and portfolios (both pupils and teachers), information and communication technologies and others.
In the professional activity of a teacher-psychologist, a whole range of technologies is used in integration.
Interactive forms of learning are used by a teacher-psychologist to interact with the subjects of the educational process, parents and teachers. Forms of conduct: teachers' councils, training seminars, meetings - "Round table", business and role-playing games, discussions, "Open Days", trainings, thematic meetings, master classes, projects, information stands, questions and answers on the website for parents. Information, both timely and relevant, is provided in an understandable and accessible form, contributes both to the professional growth of educators and to increasing parental competence.
The teaching staff is provided with psychological and methodological support and assistance in building the educational trajectory of a preschooler, in creating an individual route for the child, taking into account the dynamics of the child's development, his achievements, opportunities, interests and needs. We rely on such educational achievements that the child has and constitute the baggage of his personality. These achievements, in turn, serve as an assessment of the quality of educational activities carried out in kindergarten, an assessment of the effectiveness of pedagogical influences.
The humanization of education, taking into account the individual characteristics of the development of each child stimulate us to look for new ways in educational activities, to use modern technologies and methods that meet the new demands of society and the state.
Currently, in the educational process, ideas are being put forward for the development and self-development of the individual, the disclosure of the creative potential of the child, his activity and independence. Usage student-centered technology in our kindergarten is carried out as a functioning educational system to provide comfortable, safe conditions based on respect for the personality of the child, taking into account the peculiarities of his development, where each child is an active participant in the educational process with his own individual pace of activity and ability to assimilate material, with his own interests, inclinations.
When organizing educational activities with younger preschoolers, teachers, a psychologist, game methods of interaction with children are used, game method technologies through the toy. Children are offered game situations, for example, “A toy (doll, bunny) comes to visit”; “A toy to get acquainted with the guys” (plays, studies with the guys); "The bear has a birthday"; "Traveling with a toy", "Whose toy", "A holiday for toys" - contribute to the development of emotions, the development of communication skills.
During the adaptation period, it is especially important to organize interaction between the kids in the group. We use such emotional games, as: “Turned around, made friends” (for interaction); "Flag", "Under the umbrella" (for association); “Hello with noses, cheeks” (development of trusting relationships); “Gifts, “Binding Thread” (for association); “Skok-skok, guess whose voice”, “Scarlet Flower” (development of attention to a peer); "Snail" - removal of emotional stress; “We kneaded the dough, we sculpted the pie” (development of trusting relationships), where the child is the “future pie”. Round dance games are held for association: “I walk around the house”, “Even circle”, “Carousels”, “Bears”; exercises for the development of emotions: "Secrets"; "Golden Droplets", "Magic Balls", etc.
With older preschoolers are widely used in work information and communication technologies with multimedia support. ICT makes it possible to more effectively develop the intellectual and creative abilities of children, acquire new knowledge, and master new games. Teaching a child to work with information, teaching him to learn is an important task at the present stage of work in accordance with the Federal State Educational Standard. It is revealed that the use of new unusual methods of explanation and consolidation in a playful way increase the motivation for learning, develop voluntary attention, thinking, imagination and memory, creative thinking, which leads, in general, to an increase in children's readiness for school.
Information computer technology provide a student-centered approach to children: so in children with increased abilities after using computer technology mental abilities are stimulated; in children with developmental problems - there is an equalization of opportunities; preschoolers with behavioral problems (for example, with hyperactivity) develop arbitrariness, volitional regulation.
Application interactive technologies contributes to the active interaction of the "adult with the child", there is a joint search for a solution to the problem through the creation and solution of educational situations, through a variety of creative activities. It was found that the use of this technology, enriched with computer tools, contributes to the development of independence, initiative of children; increase self-esteem, self-confidence; reduce tension between students in the group.
To create favorable conditions for the self-expression of children, the development of a positive image of "I", to facilitate the process of communication, the ability to act in concert, we use behavioral therapy(in the form of training), where the guys learn new forms and positive ways of behavior. Through solving problem situations, we introduce children to different emotional states, develop the ability to find ways to regulate their states and constructive ways to resolve conflict situations. As a result of the work carried out, conflicts in the group occurred less frequently, the children became more benevolent, more attentive towards their peers, the degree of their responsibility and organization increased.
In order to expand the experience of children's communication, we practice socio-game approaches in our work. Children are offered, for example, such exercises as "Getting rid of anger", "Falling tower", "Leaf fall", "Paper salute"; exercises for the development of self-control, for example, "Stop, crane", "Turtle race", "Secret word", "Forbidden movement".
By nature, a preschooler is curious, he is characterized by activities aimed at understanding the world around him. In order to develop mental abilities (analysis, synthesis, comparison, generalization, etc.), we use in GCD tresearch technologies, which gives the child the opportunity to find answers to his questions on his own, allows you to feel like a researcher.
An experiment, initially mental, allows the child to create a model of a natural scientific phenomenon and generalize the knowledge gained. Children are offered, for example, modeling tasks: “Change the picture (a tree without leaves) so that it is summer (autumn); or: “Pick up a vase for each bouquet” (shape-size). Creative developing situations “What will happen if you find yourself ...” and topics: “Desert island”, “ magic garden"," Tree of desires "(conclusion: not all desires can lead to good things); "Top of the Mountain", "Island of Luck" - options for responding to an unusual situation are being discussed.
The value of a real experiment, in contrast to a mental one, lies in the fact that the sides of an object or phenomenon of reality hidden from direct observation are visually revealed. So, for example, children were asked to create a new product - "a non-existent animal" (folded from parts); create a fairy tale (“Salad from fairy tales” or a multifunctional building. Practical game tasks were also used to determine “Sinking - not sinking”, “Soft - hard” (wet-dry; pouring - pouring), “What - to whom, pick up”, “ What attracts a magnet”, “Find a pair” (profession - object; object - size; hero - mood; hero - space).
The technology of research activity is also specially organized classes in the form of various trips: to a fairy-tale land, on a map, along the “river of time”, etc.
According to our observations, the use of research activity technology can significantly increase children's interest in educational activities and the efficiency of perception of a given program content; contributes to the development of creative, cognitive abilities and intellectual activity in preschoolers.
The game is the main activity of the preschool child. Use gaming technologies - role-playing and other types of games - provides the organization of cognitive activity of preschoolers, develops emotions; serves to correct behavior, remove destructive elements in behavior, etc. Role-playing game, usually includes a provocative situation to develop control skills. Thanks to the game, the prevention of negative trends in personal development is carried out: managing emotions, expanding the range of the child's behavioral reactions, forming the experience of empathy and sympathy. Children are offered problem or conflict situations for role-playing (or conversation): "What to do if ..." in situations such as: "Fight", "Birthday", "Walk", "Lost ...", "Meeting with a friend ”, “Girlfriend’s illness”, “Blue leaves”.
Gaming technologies are closely intertwined with technologies such as collaborative learning and creative game redesign. For example, “The Tale of the Prankster Gnome”, which interfered with the guys, rearranged and hid toys (ed.). It is not just a game that unfolds here, but a whole plot: the fulfillment of game tasks by children, the search for a mischievous person, the solution of the problem of “what to do”, “how to make friends with a gnome”.
The main principles of game trainings: recognition of the individuality, value, uniqueness of the child; respectful, friendly attitude towards children; emotional support; positive emotional assessment of the child's achievements; compliance with the principles of free participation; mutual respect; awareness; reflection (feedback from children).
The importance of play in working with children preschool age no doubt. Children with rich gaming experience are more prepared for creative activity, they are socially active, more tolerant, they have better developed interaction skills, they act more flexible than their peers with a lack of gaming practice.
TRIZ technologies. The main task of this technology is to teach a child to think outside the box and find their own solutions. TRIZ technology is used in our preschool institution for the development of children creative imagination, creative thinking, analytical and synthetic abilities, activation of cognitive activity, development of convergent and divergent thinking. Children are offered a system of tasks according to the author's program of the psychologist "We boldly walk along the ladder of knowledge"). TRIZ for preschoolers is a system of collective games, exercises for solving creative and inventive problems, promotes the development of the qualities of a creative personality, helps to overcome shyness, isolation, develops the independence and activity of the child.
TRIZ technique is actively used by us to search for new ideas, to develop creativity. Practice has shown that with the help of traditional forms of work it is impossible to fully reveal the creative potential of the child. One of the directions: "Inventing new fairy tales" (continuation to the plot). For example, “There were colored balls of wool in my grandmother's wicker basket. One day…" - continue.“Turn a story into a fairy tale”, “The Mystery of the Double” (identifying “good-bad” contradictions), “How to save Kolobok from a fox (resolving contradictions), “The Adventures of a Flying Apple” (focal object method), “Goldfish”, “Kolobok in a new way ”(change in the plot of the tale). At the same time, gaming, speech activities, as well as productive activities are involved: drawing, modeling fairy tale characters and attributes according to a fairy tale.
It remains essential for us that the children learn the moral and practical "lesson" from the fairy tale: "You mustn't leave home alone"; "do not open the door to a stranger"; “do not laugh at a friend if he does not know how to do something”; “rather than being angry, it is better to make peace”; "business - time, fun - an hour"; "learn to play together"; “it's more fun to play together”, etc.
In our institution, specialists and teachers are introduced into the system of educational activities methodsproblem learning. A conversation is held with the children to discuss problem situations, during which the children put forward options for solving the problem.
A problematic situation for taking into account the motives of the characters in solving a moral dilemma (according to J. Piaget), which allows teaching children the ability to reason, draw conclusions on their own, transfer the acquired experience to real life: “The boy Sasha wanted to help his mother wash the cups and accidentally broke five cups .... And the boy Misha, when no one was at home, climbed onto the shelf for jam, touched and dropped one cup, and broke it. Which child is more to blame?
Problematic situation on the norm of fair distribution: “Imagine that you and your friend (girlfriend) wanted to play and asked the teacher for new toys. She brought three toys, gave you and said: "Play." Question: How will you do it? Why?"
A problematic situation for studying the emotional attitude to moral standards: Vanya broke the car that he was given for his birthday. He got very upset. Think about how to help Vanya. Think of occasions when words of encouragement should be used.
A problematic situation for the formation of moral ideas on the example of the analysis of situations and actions of heroes: “Lay out the pictures, which depict good, good deeds on the one hand and bad and evil on the other” (method “plot pictures by R. R. Kalinina).
The situation with a hidden problem for resolving contentious issues, introducing children to constructive ways to resolve children's conflicts: "Two boys made a boat, and when it was ready, they didn’t share it, they began to pull - each to themselves - and broke the boat."
Children really like to be participants in theatrical productions, so we often lose different situations, compose a "continuation". There were performances based on moral plays by S.Ya. Yakobson: "A Pebble in a Shoe", "An Alien Cube", "The Ruined Fortress" and others, including as a puppet theater. As a result of the work carried out, there was a decrease in conflicts in the group, the children became more friendly towards each other.
Technology of creative tasks. Creative tasks were offered, for example, “Come up with a fairy tale on behalf of a sparrow on a branch”, “A fairy tale on behalf of a boy who went out for a walk and suddenly it snowed (rained) ...” “Come up with a continuation of the story”, for example, “Once the guys went for a walk into the yard and took a kitten with them. Suddenly a dog jumped out…” - What to do?
Practical: "Build a house for a bunny and a house for a fox" (game material according to Voskobovich); “Decompose the plot pictures so that you get a story, come up with a continuation: “Once upon a time ...”; “Pick up an emotion face for each situation” (according to the author’s program “Following fabulous paths to success”).
An important place in the use of technologies for maintaining and stimulating health in our kindergarten is given to methods art therapy and fairy tale therapy.
Art therapy methods are used with preschoolers with various behavioral and emotional disorders.
The main goals of art therapy are self-expression, self-knowledge, expansion of personal experience, harmonization of personality. Art therapy helps to develop a child's creative and imaginative thinking, speech, fine motor skills of the hands, helps to relieve emotional stress, work out disturbing situations. The child creates on paper a world that belongs only to him.
In the process of creative activity, musical accompaniment is used. Children are offered in practice the topics of “immersion” in the colors, sounds, smells and images of nature, a journey into a fairy tale: “Let's listen to the sounds outside the window”; “Imagine that the room turns orange, filled with orange air bubbles…”, “Imagine a beautiful garden where each of the children is a wonderful flower (option: animal). Exercises: “Laugh at fears” (“Surprise the mouse”) - work with fears, “Tender palms” - children draw simple figures on each other's backs; "Magic Patterns" - draw patterns on glass, determine what images they look like; "My mood"; "Magic Island", "Gift to a friend" - create islands of kindness.
One of the interesting syntheses of fairy tale therapy and art therapy is the fairy tale sand therapy. In the playroom of the psychologist there is a light table for sand painting. At the meeting, children are offered approximate topics “Visiting the Sand Fairy”, “Magic Hands”, “Mysterious Objects”, “Unusual Footprints”. Children create with their fingers, a brush or using stencils on a light table, flower meadows and patterns, forests and mountains, fairy-tale characters.
Methods of correction and psychoprophylaxis with the use of modern technologies are diverse, but the most active, in our opinion, is the method fairy tale therapy. Correction of the mental and personal development of a preschooler with fairy tale therapy techniques solves a number of problems: creating a positive emotional mood, forming value orientations; development of social interaction skills.
Through the perception of the fairy-tale world, the necessary conditions are created for the development of the emotional sphere of a preschooler: the development of empathy, trusting relationships between children. The method of fairy tale therapy contributes to the enrichment of the inner world of the child, the development of his creative abilities, contributes to the expansion and development of skills of interaction with peers and adults, with the outside world.
fairy tale therapy- "This is therapy with an environment, a special fairy-tale setting." (Zinkevich-Evstigneeva T.D.). A child of preschool age is distinguished by high emotionality, faith miracles. A fairy tale for a child has a special attraction. In the fairy tale "good conquers evil" - this moral message becomes the main means of this technology.
Fairy tale therapy is the process of transferring fairy tale symbols and meanings into reality, the formation of a connection between fairy tale events and behavior in real life. In a fairy tale, we find the resource that will then help the child, harmonize his emotional sphere. The method of fairy tale therapy contributes to the expansion of the behavioral repertoire, the development of the skill of establishing friendly relations with peers, and correcting the behavior of a preschooler.
The child, being in a fairy tale, interacts with different fairy tale characters, looking for ways to solve the problem that confronts him. In fairy tales there are positive heroes, kind and generous, and there are also negative, evil and cunning. The fairy tale defines a model of behavior, encourages the search for ways out of a problem situation, encourages empathy with the characters. As a result, the child has his own emotional experience, new ideas are formed about people and the world around him, about good and evil. Thanks to fairy tales, a kind of “bank” of life situations is formed in the mind of the child.
Thus, we unobtrusively form the preschooler's rejection of negative qualities in ourselves and develop positive moral qualities, the desire for "right deeds", for positive interpersonal relationships.
Significant experience of working with preschoolers led to the conclusion that the fairy tale has a huge psychotherapeutic potential, has an impact on both the emotional and cognitive spheres of children. Work based on the psychotherapeutic fairy tales of O. Khukhlaeva: "A case in the forest" - increases the child's self-confidence, his desire for independent action; "The Tale of the Hedgehog Vitya" - prevents the occurrence of difficulties in communicating with peers; The fairy tale "About the Beaver, the Fox and the Wolf" (how the beaver saved the Fox) - contributes to the development of empathy and friendliness; The fairy tale "About the children who saved their father" - develops in children the desire to take care, contributes to the formation of adequate self-esteem, increases self-confidence: "I can."
The system of game and fairy-tale tasks allows you to teach children how to resolve contradictions. Tasks are set, for example, “How to help Zoika-Oika do everything herself”, “Is it necessary to share and help” (based on the fairy tale by O. Prokofieva “The First Berries”); “How to help a fox become kinder and more attentive” (according to the Russian folk tale “Zayushkina’s hut”); “How not to offend friends and not be left alone” (based on the fairy tale “Ship” by V. Suteev).
In the process of discussing the content of a fairy tale, the attention of children is drawn to the fact that in fairy tales a lot is always encrypted for us. important information, and, using the example of heroes, a fairy tale wants to teach us something important, and we must guess what exactly. In conclusion, together with the children, a general conclusion is made that leads them to an awareness of the events taking place with them: in what life situations children can use this or that fairy-tale lesson.
Thus, expanding the possibilities of using modern educational technologies in the work of a teacher-psychologist makes it possible to make the educational process developing, attractive to the child; leads to an increase in the effectiveness of correctional and developmental psychological and pedagogical influences, helps to activate the personal potential of a preschooler, stimulates cognitive activity, ensuring its versatile development, and, in general, affects the improvement and effectiveness of the quality of education in kindergarten.
The practical application of modern technologies is impossible without the creativity of both an adult and a child, and this is an expansion of the horizons of the world around for a preschooler, a joyful living with him in the present, understanding the experienced, modeling the future.
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1 Innovative technologies in the work of a teacher-psychologist of a preschool educational institution Prepared by: Teacher-psychologist of MADOU 22 "Topolek", Berdsk Savchenko Olga Evgenievna
3 equipment purchased: 2 light sandboxes A large set of toys for the sandbox Kinetic sand Moon sand Colored kinetic mass for modeling Fairy tale therapy and art therapy manuals of the “Clever Girl” series “100 Flowers” “Communication Lessons” Puppet theaters
4 Art therapy has advantages that make it competitive 1. art therapy environment is psychologically safe, non-judgmental, free; 2. the product of human creativity is a form of objectification of the human condition, which allows us to give a retrospective assessment, to trace the dynamics; 3. art therapy creates opportunities for awareness of one's own value and the value of others, the possibility of including a person in group activities, the discovery of a collective experience, awareness of how one's own personality affects others; 4. art therapy is a means of non-verbal communication.
5 Drawing technique - "Sand-art" (sandography) sand art or sand painting on a light table to introduce the non-traditional direction of fine art sand painting, in the educational process with preschoolers; to carry out communicative interaction of children among themselves in creative and search activities; create a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations; show the features of the sand painting technique.
6 Sand-art
7 Features in working with sand on light tables: Differs in simplicity and accessibility. Sand painting is beautiful. Plastic. Reducing stress.
8 Psychological problems for which it is useful to use sand painting in combination with other methods. Problems of children's behavior. Emotional problems. Family problems. Communication problems.
9 Sand-art drawing technique (sandography) provides an opportunity for the development of Individuality Increased self-esteem development of fine motor skills and increased tactile sensitivity; development of imagination, creative thinking, spatial thinking; development of speech and preparation of the hand for writing; correction of violations of attention and behavior; correction of emotional and neurotic disorders; development of mental processes in children and adults; soft smooth recovery after injuries in children and adults (strokes, brain concussions, correction of posthypoxic disorders and MMD); the development of the two hemispheres of the GM, the harmonious development of the personality; stress relief and harmonization of the internal state; deeper understanding and acceptance of oneself
10 Light sandbox modes
11 "Kinetic sand" is an innovative art therapy technique. Kinetic sand is 98% ordinary quartz sand and 2% silicone polymer, which is used in Food Industry as an additive (E 900). The product has the color of natural sand and contains the same fraction within each delivered batch.
13 parent clubs on the topic "Education by a fairy tale"
14 Bubber Bucket This is a mixture of microscopic ceramic spheres and a modeling binder from Waba Fun. Set for creativity - mass for modeling + accessories. The development of fine motor skills, the development of personal qualities (teaches attentiveness and accuracy, contributes to the development of children's imagination)
15 Set "100 colors" a technique for developing the creativity and intelligence of a child opens the door to the magical world of colors for a child: heavenly, honey, cyclamen, beaujolais, tea rose .. Bright colored cards develop vision, and their diversity develops artistic taste. The visual aid “A set of demonstration tables “Color and Shape” is intended for the development of a preschooler in a preschool educational institution. Spheres of application: cognitive development, aesthetic education. Great foundation game for getting ready for school
16 Character Education System Fairy tale is a comprehensive solution for the harmonious formation of the character of a child from 2 years old. The system is based on the method of personalized fairy tales (one of the methods of fairy tale therapy), developed by Shalva Alexandrovich Amonashvili, an outstanding Russian teacher, academician of the Russian Academy of Sciences.
17 Fairy tale therapy
18 Puppet therapy is an effective use of methods and techniques of puppet therapy in working with fears in children. Puppet therapy goes well with other art therapeutic areas. For example with music therapy
19 Mandala as an art-therapeutic means of harmonizing the psycho-emotional state of the possibility of using mandalas: in order to correct the emotional state, normalize behavior in order to diagnose the current mood in order to study group relationships in order to diagnose and correct a specific problem
20 possibilities of using mandalas: With problems of self-esteem With a feeling of internal imbalance Activation of the resource states of the individual With fear of losing control of oneself With pessimism and depression With psycho-correction of accumulated irritation and aggression Psycho-correction of emotional hypersensitivity or vice versa, alexithymia (difficulty in reacting feelings, emotions). When you feel a dead end in life Psychocorrection of fears and anxieties Overcoming a crisis in development (age-related, personal) Accompanying adaptation Family situations Psychosomatic problems Group cohesion based on spiritual rapprochement, collective creativity Increased concentration and internal balance (for example, in hyperactive children) Correction of fine motor and nervous disorders tension Cultivating patience and accuracy Formation of self-confidence based on calmness and stimulation of creativity
21 Stone Therapy Indications for playing with stones: Difficulties in communication skills and empathy in children and adolescents; psychocorrection and psychoprophylaxis of conflict, isolation, anxiety; neurotic and emotional disorders; crisis states; development of one's own self-image; optimization mental development in childhood. Forms of work with children and adolescents: For children of preschool and primary school age. as stimulus material for free association of the child
22 Phototherapy The purpose of phototherapy and photography is to expand a person's self-knowledge, promote individual development, and help navigate life. The tasks of phototherapy in the preschool educational institution are the study of past experience, the stabilization of the emotional state, the correction of parent-child relationships. universal in application: it can be used as a separate method (working only with photographs), or can be combined with other psychotherapeutic areas (fairy tale therapy, isotherapy, family therapy and etc.). Phototherapy methods are suitable for individual and group lessons majority age groups
23 Animal therapy as a psychological and correctional program for children experiencing difficulties in adaptation and communication includes a method of providing psychological help through interaction with animals and their symbols; - reveals additional opportunities in the behavior and personality of children; - enriches the socially adapted behavioral repertoire through observations; - teaches and trains such mechanisms that allow animals to adapt to the conditions of life as much as possible, to be in harmonious interaction with others.
24 ART THERAPEUTIC METHODS IN WORK WITH TEACHERS
25 ART THERAPEUTIC METHODS IN WORK WITH TEACHERS
26 In the process of organizing art therapy and fairy tale therapy, the following functions are implemented: 1) empathic acceptance; 2) creation of a psychological atmosphere of personal security; 3) emotional support; 4) setting a creative task and ensuring its acceptance; 5) reflection and verbalization of feelings and experiences actualized in the process of drawing
27 Board psychological games "Rhythm and Challenge" - a collective game that requires increased activity and dynamism of the flow. That is why it promotes the development and improvement of communication skills, non-verbal communication and is ideal for adaptation events, initial trainings (for example, dating training) and classes with mixed groups. Also, the game can serve as a successful accompaniment to family groups, children's trainings, school activities for organizing leisure activities, competitions, a game room, circles. it is not recommended to use the game with children with increased anxiety, resentment and inability to lose, as well as increased aggressiveness, excitability and general emotional instability.
28 Affirmations Positive statements or affirmations (from the Latin affirmatio "confirmation") are persuasive statements containing a verbal formula, with repeated repetition fixing in the subconscious of a person the installation for positive changes in his life. This is a positive auto-training aimed at feeling healthy, successful, free, etc. The concept of affirmation is used in the psychology of self-improvement and positive psychology. Scientific research in recent years has shown that the impulses of the second signaling system caused by the word come from the cerebral cortex to internal environment organism and rebuild the vital activity of tissues internal organs. Listen carefully to your speech. What lines do you say most often, what do you call yourself, how do you speak about your life? If a person says "My life is a nightmare!", "What a fool I am!", "Everything I do is in vain!" this whole program is written into the subconscious and gives out a complete set of losers. Our subconscious embodies what is said impartially and flawlessly. So isn't it better to put formulas of luck and success into it?
29 "Psychological postcards as a tool for counseling, training and self-knowledge". “The use of psychological postcards in the development of personal self-regulation of participants in the educational space
30 positive results Ensure the effectiveness of emotional response, gives it even in case of aggressive manifestations socially acceptable acceptable forms; at the same time, opportunities are opened for transforming negative emotions into positive ones. Such a transformation is carried out in those cases when the product of emotional reaction (collage, drawing, etc.) leads to the following: causes catharsis due to the social expressiveness of the form; facilitate the communication process for withdrawn, shy or poorly peer-oriented children; will have an impact on a person's awareness of his feelings, experiences and emotional states, significantly increase personal value, can lead to self-sufficiency
FOR PARENTS (LEGAL REPRESENTATIVES): Training for young parents "Conscious Parenthood" The training program will help parents ( legal representatives): expand the possibilities of understanding your child;
Section 5 Application of modern methods of art - therapy in work with children of preschool age. Nikitina Natalya Sergeevna Educator MADOU 26, Russia, Moscow region Balashikha, E-mail: [email protected]
"Sand therapy as a means of correcting the emotional sphere of younger students" At various stages schooling From elementary school to senior level, there are many difficulties in the development of children
Innovative project "Magic Sand" - an assistant in working with special children" municipal institution additional education "Fantasy" for the status of the Regional Innovation Platform
Sensory room The sensory room is a room with the most comfortable and safe environment, filled with a variety of incentives for exploring the surrounding space by a child or an adult.
1. Integrated program of the territorial center social assistance family and children "Family Palette" The purpose of the program: Prevention of family problems and social orphanhood of children. Program objectives:
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The relevance of the project. Federal state requirements require compliance with the “principle of integrating educational areas in accordance with the age capabilities and characteristics of pupils,
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Music therapy is a method that uses music as a means of psychological correction of the child's condition in the desired direction of development. Numerous methods of music therapy include
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FUND OF EVALUATION IN THE ACADEMIC DISCIPLINE Fundamentals of psychological correction (name of discipline) 44.03.02 Psychological and pedagogical education (code and name of the direction of training) Psychology
“I approve” Director of MBOU Lyceum 15 T.N. Pesotskaya September 06, 2016 Appendix 3 to the work plan of the service of MBOU Lyceum 15 (2016-2017) for the prevention of suicidal behavior Form of work 1) Diagnosis of the level
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Order 183 dated 01.09. 2016 “I approve” Director of MBOU “Rebrikhinsky secondary school” N.N. Schreider Perspective-calendar plan of work of the teacher psychologist Egorova E.A. for 2016 2017 The goal of the program is to preserve and
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Children's development groups "Me and the world around me" The first yoga center in St. Petersburg invites children 6 to 15 years old to children's development groups Combination of yoga classes and art therapy classes with psychologists,
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Puppet therapy is a method of psychological assistance to children, adolescents and their families (consisting in the correction of their behavior through puppet theater, developed by child psychologists I. Ya. Medvedeva and T. L.
Art therapy is a productive way of psychological work with children. Recently, scientists are increasingly turning their attention to the problem of children's health. In science there are more than sixty definitions of the concept
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Workshop for teachers "The use of gaming technologies in the educational process of preschool educational institutions in the framework of the implementation of the Federal State Educational Standard preschool education“The game is a huge bright window through which the spiritual
MUNICIPAL BUDGET EDUCATIONAL INSTITUTION OF ADDITIONAL EDUCATION HOUSE OF CHILDREN'S CREATIVITY "PLANET" TOMSK CHILDREN'S HEALTH CAMP WITH DAY STAY FOR CHILDREN "OUR WORLD" WORK REPORT
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4. Fund of assessment tools for conducting intermediate certification of students in the discipline (module): General information
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Today a preschooler, tomorrow a successful first grader! Developed by: Head of MBDOU "Kindergarten 163", Cheboksary Vaneeva L.I. Director of MBOU secondary school 50 Vasilyeva I.V. Director of MAOU Lyceum 4 Konovalova N.V.
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P / p Content of the work Terms Contingent Note 1. Informational analytical direction 1.1 Preparation of the annual plan August - annual plan 1.2 Registration of working documentation. 1.3 Conclusion of contracts
Plan of work on self-education teacher Leshkevich Svetlana Abramovna Topic: Interaction between preschool educational institutions and families: new approaches and technologies Purpose: Increasing the level of psychological and pedagogical competence of parents
Department of Education of the City of Moscow Central District Department of Education State Budgetary Educational Institution of the City of Moscow
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