The best psychological games for children and teenagers. Psychological games for children card index (senior group) on the topic Psychological exercises for children 5 years old

Date: 16.11.2021

Card file of psychological games.

Playing for children is not only and not so much fun. For a child, play is the main activity. She helps him to develop and learn about the world around him. Therefore, parents and teachers often use psychological games for children in raising a child. We will share some of these games with you.
Psychological games for children can be aimed at developing memory, reaction, ingenuity, attention, imagination, ear for music. They will help identify leaders in the children's team, make friends and unite the team, overcome shyness and develop self-confidence. The advantage of psychological games for children is that the child will be happy to play, not even suspecting that at this moment he is being brought up. Let's consider some types of psychological games for children.

"Funny Drawings". The game is intended for children of primary school age and trains memory for the names of objects. On ten sheets of paper, you need to draw funny non-existent objects - fruits, vegetables, animals, etc. Each object comes up with an unusual name. Then the children are shown the drawings and are told the names of each of them, having previously warned that they need to be remembered. Then the pictures are removed, and after a few seconds they are shown again, and the children guess their names. If you play with one child, then he just has to guess as many objects as possible. If with several - arrange a competition, awarding one point for each guessed object or giving a reward. If the players are very small, you need to come up with a simpler name, and make fewer cards with pictures.

"Taster". This game for preschoolers and younger students develops taste and visual memory. You can play it with a group of children, or you can play it together with your child, then you will be the leader. Children are shown a basket of different fruits that they need to remember. Then they are asked to leave the room, and the presenter makes a salad of fruits, chopping them into small pieces and seasoning with sour cream. It is necessary to use not all fruits, but hide the basket. Children try the salad, and then try to name those fruits that were not included in the salad, but were in the basket. You can also play this game with vegetables. It allows you to kill two birds with one stone: train your memory and feed your child with healthy and tasty vegetables and fruits.

"How to connect two words?" This game develops imagination and the ability to establish associative (semantic) connections. It is intended for children of secondary school age. An adult is the arbiter-leader in this game. He names any two words, for example, "parsley" and "grandmother". Children should explain how these words are related. The options can be very different: the grandmother grows parsley on the windowsill; grandmother has curly hair, like parsley, etc. For each option, the player is awarded one point. You can further encourage interesting and unusual options, but they still should not be devoid of meaning and logic.

"Whose rainbow is brighter?" This game for children of primary and secondary school age not only develops the imagination, but also helps to learn how to give emotional coloring to their statements and correctly express thoughts in writing. Each child receives a piece of paper with a sentence written on it. This is the beginning of the story. Players need to finish the story on their own and at the same time use interrogative and exclamation sentences - the more, the better. Initial sentences should be fairly simple (be sure to be age-specific), but they should contain an idea that you can easily develop.

"Our hairdressing salon". Some children are complex because of their hairstyle - they may not like the length of the hair or the color of the hair, the fact that their hair is curly or straight, while others have it the other way around. The game "our hairdresser" will help them get rid of this complex. It is better to play it with children of middle school age. The players are divided into pairs, each pair has a "client" and a "hairdresser". The "hairdresser" should give the client an original hairstyle. To do this, you can use different elastic bands and hairpins, foams, gels, mousses. But all products should be easily washed off with water. It is not advised to use hairspray - it can get into the eyes, and its smell is not always pleasant. Scissors are prohibited - an unsuccessful haircut is difficult to fix. When all the hairstyles are ready, you can hold a hairdresser and model competition and determine the most unusual hairstyle, or you can encourage each pair. Then the players in pairs switch roles.

Often, children's complexes, shyness and shyness are associated with the fact that the child does not know how to behave correctly in a given situation, does not know the rules of good manners. This game for children of middle and high school age will help to cope with this complex. The presenter (it is better if it is an adult) invites children to stage different situations from everyday life. What if you are invited to visit? Or, on the contrary, have guests come to you? After those who wish have shown their sketches, you can discuss them and decide - how to do the right thing.

"Do one, do two." Game for schoolchildren. The presenter says that at his command, all children must simultaneously do some kind of action. On the command "do once", they raise the chairs up and hold them until one of them tells them to lower the chairs. At the command of the leader "do two" the players start running around the chairs. When one of the players gives the command, they must sit down at the same time. Those of the children who gave the commands to lower the chairs and sit down are most likely leaders, especially if they were the same person.

"Readers". A game for teenagers. The players close their eyes, their task is to count to ten. It should be considered out of order, i.e. one player cannot say two numbers in a row, you cannot agree. If two players speak at the same time, the game starts over. The leader is most likely the player who calls the most numbers.

Psychological game for children "If you like it, then do it!"

Children stand in a circle, one of them shows any movement, while pronouncing the first words of the song "If you like it, then do it ...", the rest of the children repeat the movement, continuing the song: "If you like it, show others too if you like it, then do it ... ". Then the next child shows his movement, and so on until the circle is completed

Psychological game for children "I throw you a ball."

To defuse and raise the mood, you can offer a ball game. In the circle, everyone will toss the ball to each other, calling by the name of the one to whom they are throwing, and saying the words: "I am throwing you a flower (candy, elephant, etc.)." The one to whom the ball was thrown must answer with dignity.

Psychological game for children "Broken phone"

Participants take turns passing proverbs to each other, which the presenter called into the ear of the one sitting at both ends. Then each of them communicates a proverb, which is transmitted to him from the other end.

There is no such person for a century without sin

Any untruth is a sin

You can't escape fate

Risk is a noble cause

You will make money - you will live without need

When money speaks, truth is silent

And stealing wisely - trouble cannot be avoided

Once stolen - forever became a thief

Who is stronger is right

With whom you lead - from that you will gain

A clever lie is better than a stupid truth

Escaped - right, but caught - guilty

Psychological game "Understand me"

At the same time, all participants loudly pronounce their word, and the driver repeats all the words that he managed to hear.

Participants in the game receive 2 sheets each with the names "sell" and "buy" The presenter suggests on one sheet, under the words "sell" to write all their shortcomings, from which he would like to get rid of, and on the other sheet under the words "buy" to write the merits, which he lacks in communication. Then the sheets are attached to the chests of the participants in the game, and they become visitors to the "Fair", begin to walk and offer to buy (or sell) what they need. The game continues until everyone goes around and reads all the possible options for buying and selling the qualities required for him.

Psychological game for children "Name an emotion"

By passing the ball in a circle, participants identify emotions that interfere with communication. Then the ball is passed to the other side and the emotions that help communication are called. Emotions can be expressed in different ways - through movement, posture, facial expressions, gestures, intonation.

Method "Your name"

Participants stand in a circle, and one, passing the ball to a neighbor, says his full name. The task of others is to name, passing the ball in a circle, as many variants of its name as possible (for example, Katya, Katyusha, Katerina, Katenka, Katyushka, Ekaterina). The task is repeated for each participant. Then everyone shares their impressions of how they felt when they heard their name.

Exercise game "Trash can"

Children write their negative thoughts, unpleasant incidents, stories, situations on sheets of paper, crush the sheets and throw them into the bucket (forgetting this forever).

Psychological game for children "BURIME"

Poetry is easy to compose, said the poet Tsvetik. The main thing is to have meaning and rhyme. Everyone takes a sheet of paper and a pen and writes any line that comes to mind, even remotely resembling a verse in its rhythmic pattern. Further, all the pieces of paper are transferred to one in a circle and one more line is written, a continuation to the previous line, preferably in rhyme, and so on. For a surprise element, it is better to wrap the sheet in a tube, leaving only the last three lines in sight. When all the leaves have passed one, two or three circles, each takes the leaf that began and expressively recites it to the laughter of the audience.

Psychological game for children "FLY"

A game of concentration and testing. Those who show weak attention and concentration are not accepted as astronauts. Everyone sits in a circle or at a table. Presenter's instruction. Imagine a tic-tac-toe field, three by three squares. A fly sits in the center. We will move the fly one by one. There are only four moves: up, down, right, left. The mistake will be to reverse: up and down, and the fly out of the field. The task is to all together, in a circle, mentally move the fly, voicing their move and not be mistaken. If someone was mistaken - a drop and again a fly in the center. You can enter penalty points for errors for the element of competition.

Bulky fly. This is a more complex option, which is no longer available to everyone, but only to the most attentive. Imagine a three-by-three Rubik's cube - a three-by-three Rubik's cube. We add two more moves - to ourselves and from ourselves. It is important not to lose the fly, to carefully monitor its movements and not to make mistakes.

Psychological game for children "TROECHKA"

There is one simple game to test attention and concentration. Instruction. We will rhythmically count the natural series of numbers in a circle: one-two-three-four-five and so on. The difficulty is that, according to the rules of the game, the number "3", numbers ending in three, for example "13", and numbers divisible by three, for example, "6" are not spoken, but clapped. An error is considered to be the error itself and the failure of the rhythm. In case of an error, everything is reset and starts all over again ("One") with this participant in any direction in a circle.

With the outward simplicity of the game, not all teams manage to reach at least twenty. If you have reached thirty, this indicates a good concentration of attention. Simplification or complication of the game is possible by slowing down or speeding up the rhythm.

Psychological game for children "ZOOPARK"

Acting game. 7-8 people participate, everyone chooses any animal: a sheep, a horse, a pig, a cat, a dog, a crocodile, a platypus, a jackal in winter, a maral during the mating season, etc. Further acquaintance: each in a circle expressively demonstrates to the others the characteristic movement of this animal. After that, in turn, it is necessary to show first "oneself", and then any other "animal" present. This "animal" gets a move, shows itself and then another animal. Etc. Then you can declare a "superzoo". This is when all the animals are shown in the most exaggerated and vivid way! You can play right through. Wrong in passing the move - dropped out of the game.

Psychological exercise for children "PRINCESS IN THE PEACE"

Only women participate in the game. It is necessary to put stools (or chairs without upholstered) in a row according to the number of prospective participants (3-4 is best). A certain amount of round caramels is placed on each stool (there are such sweets, in the form of small koloboks), you can have buttons on the leg (preferably larger). For example, on the first stool - 3 candies, on the second - 2, on the third - 4. From above, the stools are covered with opaque plastic bags. The preparations are over. Those who wish are called. They are seated on stools. Music turns on. Usually the song "Move your booty" is included for this competition. And so, dancing while sitting on a stool, the participants must determine how many sweets are under them. The winner is the one who does it faster and more correctly.

Psychological game for children "NEW YEAR TREE"

For the game you need: a stool or a chair - 1 piece, a girl - 1 piece, clothespins - a lot. Clothespins are attached to the girl's dress, the girl is placed on a stool, 2 young men are selected from the company (you can generally split into 2 teams), who remove the clothespins from her while blindfolded. The one who takes off the last clothespin, or the one who has more clothespins, removes the girl from the chair and kisses as many times as he has. The game can be played the other way around, i.e. a guy gets up on a stool.

Psychological game "Cacti grow in the desert".

Everyone stands in a circle, join hands, walk and say:

"Cacti grow in the desert, cacti grow in the desert ..." The presenter stands in the center of the circle, sometimes turns. Suddenly, one of the players jumps out of the circle and shouts: "Oops!" He must do this so that the leader does not see him at that moment, and the players next to him immediately clasp their hands. If the leader sees someone about to jump out, he touches his shoulder, and he remains in the general circle.

The host asks: "What's the matter with you?"

The player comes up with any answer related to the cactus (for example: "I ate a cactus, but it is bitter" or "I stepped on a cactus").

After that, the player goes back to the circle, and others can jump out. The most important condition is not to repeat yourself when answering the host's question.

Those children who are most often outside the circle are the most active and have great leadership abilities.

Psychological game "Teddy bears for a walk"

It is useful to involve children of preschool and primary school age in such a game. It can be played in kindergarten or at an elementary school party.

First, the presenter says: “You are all little bears, you are walking in the meadow and picking sweet strawberries. One of you is the oldest, he watches over all the others. "

Cheerful music sounds, children walk around the room and pretend to be bear cubs - waddle, pretend to pick berries, sing songs.

At this time, the presenter chooses one player and, when the music stops, announces that he is the eldest bear cub. His task (announced in advance) is to check as soon as possible whether all the cubs are in place, that is, to touch the shoulder of each player.

After he makes sure that no one is lost, the game resumes, and after a few minutes the leader appoints another leader. The game goes on until everyone has been in this role. The one who completes this task the fastest is declared the fastest and oldest. Naturally, this will only work for someone who will act calmer and more organized than others. At the end of the game, the facilitator explains why the winner was able to complete the task better than the others. Allows children to learn how to respond quickly to a task and organize their actions correctly. It can be done quite often, changing cubs to kittens, chickens, elephants, etc.

Psychological game "Far, far, in a dense forest ..."

The game is for preschoolers. At this age, leadership qualities are manifested quite clearly, usually they are directly related to mental or physical superiority. With age, these qualities can disappear if they are not developed.

The players sit on chairs, close their eyes, and the presenter explains the rules: the phrase “far, far away, in a dense forest ... who?” Is pronounced. One of the players answers, for example: "foxes". If several answers are pronounced at the same time, the presenter does not accept them and repeats the phrase again. Sometimes it is difficult for the players to decide who should answer, but the presenter should not interfere and let the guys figure it out for themselves.

When the only answer is received, the presenter says the following phrase: "Far, far away, in a dense forest, foxes ... what are they doing?" Answers are accepted according to the same rules.

You can play this game for a long time until you get bored. Or - when the first phrase is long enough, you can start over. The only condition: all phrases should begin the same: "Far, far away, in a dense forest ..."

It usually happens that one or more players answer the most. It is worth paying attention to them - they are the ones who have the most developed leadership abilities.

Psychological game "Shipwreck"

The game is for preschool and school children.

The host announces: “We were sailing in a big ship, and it ran aground. Then a strong wind rose, the ship ran aground, but the engine broke down. There are enough boats, but the radio has deteriorated. What to do?"

The situation may be different, the main thing is that there are several ways out of it.

The children discuss the current situation and consider all possible ways out of it. Someone offers one way out, someone else. It is important to pay attention to the one who is most actively involved in the discussion, defends his opinion.

As a result of the discussion, the players tell the presenter their way out of the situation, and he tells them what came of it. Naturally, the result must be successful. The presenter must not allow a “split” among the players, that is, that one half of the children will choose one option, and the other half will choose the other.

Psychological game "Fire brigade"

At the beginning of the game, a leader is selected. The rest of the players are the "fire brigade". The presenter must send them out to extinguish the "fire". Players have to run, fuss and do some kind of goofy action. The task of the presenter is to be able to “collect” them and force them to “put out the fire”. As a result, each player gives his own assessment of the leader's behavior on a five-point scale.

Then the players change places - someone else becomes the leader. The game repeats itself. Then each of the players again gives his own assessment of the leader's behavior. The game continues until each of the players is in the leader's place. The winner will be the one with the most points.

Psychological game "Photographer"

A game for preschoolers.

At the beginning of the game, a presenter is selected - the "photographer". The presenter must take interesting "photographs", which means he needs to seat the rest of the guys at his discretion. The “photographer” will have to act quickly and clearly. To some of the participants in the game, he can offer the role of a teacher - therefore, he must take the appropriate posture. Someone can become a "policeman", someone an "actress", someone a "magician".

Each of the players gives his own assessment of the actions of the "photographer" on a five-point scale. Then the players change, another becomes the "photographer". The game continues until all the guys are in the role of the "photographer". And to make the game even more interesting, you can take a Polaroid and take snapshots. The best "photographer", accordingly, will get better pictures, which means that he is better than others able to achieve that others fulfill his requirements, and is a leader.

Psychological game "I am the best, and you?"

For preschool children.

All children should feel solidarity and receive a portion of encouragement and approval, and in an atmosphere of mutual understanding and good mood, children will forget about their fears and doubts at least for a while. The game is designed for the participation of not too many children (from 3 to 5).

One of the children, amid general cheers of approval, is perched on a chair, and for a while the dream of being on stage and earning enthusiastic applause becomes a reality. The others circle the chair in a tight ring and clap their hands.

Each of the players should visit this place of honor, and those who receive applause and those who applaud also enjoy the game.

Psychological game "Along the main street with an orchestra"

For preschool children.

The game helps children to get rid of negative emotions, as well as to present themselves as an important conductor of the orchestra. This exercise not only invigorates, but also creates a sense of cohesion. For the game, a cassette with a recording of perky and cheerful music is useful, which would be liked by children and evoke positive emotions in them.

All children should remember the conductor and the movements that he performs in the orchestra pit. All together need to stand in a common circle, imagine themselves as conductors and "conduct" an imaginary orchestra. All parts of the body should be involved: arms, legs, shoulders, palms ...

Psychological game "Gardener"

For children of preschool and primary school age; it is desirable that the number of participants is at least 10.

Choose a host. An adult often becomes them.

All children take their own color names. The presenter starts the game, saying the following text: “I was born a gardener, I got really angry, I’m tired of all the flowers, except ...”, and names one of the flowers chosen by the children. For example, “… except for a rose.” “Rose” should immediately respond: “Ouch!” “Rose” answers: “In love.” The same player or presenter asks: “With whom?” “Rose” answers, for example, “Into the violet.” Immediately, “Violet” should respond: “Oops!” etc. If you did not respond when you named your flower, or if you yourself "fell in love" with someone who is not here, then you have lost. The game starts over.

Psychological game "Nose, mouth ..."

For preschool children. She teaches the ability to quickly respond to a situation, develops their attention and the ability to quickly switch it from one subject to another.

Usually an adult becomes the leader. Sit facing the children in a semicircle. Start the game by saying: "Nose, nose, nose, nose ...". With this extended forefinger, touch your nose. Children should do the same. Suddenly change the word: "Nose, nose, mouth ...", but you should not touch the mouth, but another part of the head, for example, the forehead or ear. The task of the children is to touch the same part of the head as you, not the one you named. Anyone who makes a mistake more than 3 times is out of the game.

The player with the longest remaining in the game is considered the winner.

Psychological game "Product base"

For preschool and primary school children.

The leader is selected. He will be the "director of the product base". Another is the "store director". The rest of the players are “sellers”. The essence of the game is as follows - one “salesperson” comes to the “director of the product base” and asks him what products are in stock. The “base director” gives him a specific list, for example: “There is ice cream, Ostankinskaya sausage, Salami sausage, smoked sausages, Dutch cheese, Indian tea, milk, butter, margarine.”

The “seller” must remember everything and pass it on to the “store director”. The difficulty is that you cannot write down the name of the products, you can only memorize it. At the same time, the presenters themselves may well write down what they said in order to check the players later. For each correctly named product, the player receives a point. The winners are those who get the most of them.

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Playing for children is not only and not so much fun. For a child, play is the main activity. She helps him to develop and learn about the world around him. Therefore, parents and educators often usepsychological games for childrenin raising a child. We will share some of these games with you.

Psychological games for children can be aimed at developing memory, reaction, ingenuity, attention, imagination, ear for music. They will help identify leaders in the children's team, make friends and unite the team, overcome shyness and develop self-confidence. The advantage of psychological games for children is that the child will be happy to play, not even suspecting that at this moment he is being brought up.Let's consider some types of psychological games for children.

Psychological games for children. Memory development

"Funny Drawings".The game is intended for children of primary school age and trains memory for the names of objects. On ten sheets of paper, you need to draw funny non-existent objects - fruits, vegetables, animals, etc. Each object comes up with an unusual name. Then the children are shown the drawings and are told the names of each of them, having previously warned that they need to be remembered. Then the pictures are removed, and after a few seconds they are shown again, and the children guess their names. If you play with one child, then he just has to guess as many objects as possible. If with several - arrange a competition, awarding one point for each guessed object or giving a reward. If the players are very small, you need to come up with a simpler name, and make fewer cards with pictures.

"Taster". This game for preschoolers and younger students develops taste and visual memory. You can play it with a group of children, or you can play it together with your child, then you will be the leader. Children are shown a basket of different fruits that they need to remember. Then they are asked to leave the room, and the presenter makes a salad of fruits, chopping them into small pieces and seasoning with sour cream. It is necessary to use not all fruits, but hide the basket. Children try the salad, and then try to name those fruits that were not included in the salad, but were in the basket. You can also play this game with vegetables. It allows you to kill two birds with one stone: train your memory and feed your child with healthy and tasty vegetables and fruits.

Psychological games for children. Development of thinking and imagination

"How to connect two words?"This game develops imagination and the ability to establish associative (semantic) connections. It is intended for children of secondary school age. An adult is the arbiter-leader in this game. He names any two words, for example, "parsley" and "grandmother". Children should explain how these words are related. The options can be very different: the grandmother grows parsley on the windowsill; grandmother has curly hair, like parsley, etc. For each option, the player is awarded one point. You can further encourage interesting and unusual options, but they still should not be devoid of meaning and logic.

"Whose rainbow is brighter?"This game for children of primary and secondary school age not only develops the imagination, but also helps to learn how to give emotional coloring to their statements and correctly express thoughts in writing. Each child receives a piece of paper with a sentence written on it. This is the beginning of the story. Players need to finish the story on their own and at the same time use interrogative and exclamation sentences - the more, the better. Initial sentences should be fairly simple (be sure to be age-specific), but they should contain an idea that you can easily develop.

Psychological games for children. Getting rid of complexes

"Our hairdressing salon".Some children are complex because of their hairstyle - they may not like the length of the hair or the color of the hair, the fact that their hair is curly or straight, while others have it the other way around. The game "our hairdresser" will help them get rid of this complex. It is better to play it with children of middle school age. The players are divided into pairs, each pair has a "client" and a "hairdresser". The "hairdresser" should give the client an original hairstyle. To do this, you can use different elastic bands and hairpins, foams, gels, mousses. But all products should be easily washed off with water. It is not advised to use hairspray - it can get into the eyes, and its smell is not always pleasant. Scissors are prohibited - an unsuccessful haircut is difficult to fix. When all the hairstyles are ready, you can hold a hairdresser and model competition and determine the most unusual hairstyle, or you can encourage each pair. Then the players in pairs switch roles.

"Ability to behave in society".Often, children's complexes, shyness and shyness are associated with the fact that the child does not know how to behave correctly in a given situation, does not know the rules of good manners. This game for children of middle and high school age will help to cope with this complex. The presenter (it is better if it is an adult) invites children to stage different situations from everyday life. What if you are invited to visit? Or, on the contrary, have guests come to you? After those who wish have shown their sketches, you can discuss them and decide - how to do the right thing.

Psychological games for children. How do you define a leader?

"Do one, do two."Game for schoolchildren. The presenter says that at his command, all children must simultaneously do some kind of action. On the command "do once", they raise the chairs up and hold them until one of them tells them to lower the chairs. At the command of the leader "do two" the players start running around the chairs. When one of the players gives the command, they must sit down at the same time. Those of the children who gave the commands to lower the chairs and sit down are most likely leaders, especially if they were the same person.

"Readers". A game for teenagers. The players close their eyes, their task is to count to ten. It should be considered out of order, i.e. one player cannot say two numbers in a row, you cannot agree. If two players speak at the same time, the game starts over. The leader is most likely the player who calls the most numbers.

"If you like it, then do it!"

Psychological game for children"I'm throwing you the ball."

Psychological game for children"Broken phone"

There is no such person for a century without sin

Any untruth is a sin

You can't escape fate

Risk is a noble cause

You will make money - you will live without need

When money speaks, truth is silent

And stealing wisely - trouble cannot be avoided

Once stolen - forever became a thief

Who is stronger is right

With whom you lead - from that you will gain

A clever lie is better than a stupid truth

Escaped - right, but caught - guilty

4.Game "Understand Me"

At the same time, all participants loudly pronounce their word, and the driver repeats all the words that he managed to hear.

Psychological game for children "Fair of merits"

Psychological game for children"Name an emotion"

Method "Your name"

Exercise game "Bin"

Children write their negative thoughts, unpleasant incidents, stories, situations on sheets of paper, crush the sheets and throw them into the bucket (forgetting this forever).

Psychological game for children"BURIME"

Psychological game for children"FLY"

Psychological game for children"Troichka"

Psychological game for children"ZOO"

Psychological exercise for children"PRINCESS ON THE PEA"

Psychological game for children"CHRISTMAS TREE"

Psychological games for preschoolers

"Cacti grow in the desert"

The game is intended

Everyone stands in a circle, join hands, walk and say:

The host asks: "What's the matter with you?"

The player comes up with any answer related to the cactus (for example: "I ate a cactus, but it is bitter" or "I stepped on a cactus").

After that, the player goes back to the circle, and others can jump out. The most important condition is not to repeat yourself when answering the host's question.

Those children who are most often outside the circle are the most active and have great leadership abilities.

"Cubs for a walk"

It is useful to involve children of preschool and primary school age in such a game. It can be played in kindergarten or at an elementary school party.

First, the presenter says: “You are all little bears, you are walking in the meadow and picking sweet strawberries. One of you is the oldest, he watches over all the others. "

Cheerful music sounds, children walk around the room and pretend to be bear cubs - waddle, pretend to pick berries, sing songs.

The Walking Bears game allows children to learn how to react quickly to a task and organize their actions correctly. It can be done quite often, changing cubs to kittens, chickens, elephants, etc.

"Far, far away, in a dense forest ..."

When the only answer is received, the presenter says the following phrase: "Far, far away, in a dense forest, foxes ... what are they doing?" Answers are accepted according to the same rules.

It usually happens that one or more players answer the most. It is worth paying attention to them - they are the ones who have the most developed leadership abilities.

"Shipwreck"

The game is for preschool and school children.

The situation may be different, the main thing is that there are several ways out of it.

"Fire brigade"

For preschool children.

"Photographer"

A game for preschoolers.

"I am the best, and you?"

For preschool children.

Each of the players should visit this place of honor, and those who receive applause and those who applaud also enjoy the game.

"Along the main street with an orchestra"

For preschool children.

"Gardener"

For children of preschool and primary school age; it is desirable that the number of participants is at least 10.

Choose a host. An adult often becomes them.

Nose, mouth ...

For preschool children. She teaches the ability to quickly respond to a situation, develops their attention and the ability to quickly switch it from one subject to another.

The player with the longest remaining in the game is considered the winner.

"Product base"

For preschool and primary school children.

Psychological games and exercises with preschoolers

Psychological games for preschoolers

"Cacti grow in the desert"

Everyone stands in a circle, join hands, walk and say:

The host asks: "What's the matter with you?"

The player comes up with any answer related to the cactus (for example: "I ate a cactus, but it is bitter" or "I stepped on a cactus").

After that, the player goes back to the circle, and others can jump out. The most important condition is not to repeat yourself when answering the host's question.

Those children who are most often outside the circle are the most active and have great leadership abilities.

"Cubs for a walk"

First, the presenter says: “You are all little bears, you are walking in the meadow and picking sweet strawberries. One of you is the oldest, he watches over all the others. "

Cheerful music sounds, children walk around the room and pretend to be bear cubs - waddle, pretend to pick berries, sing songs.

The Walking Bears game allows children to learn how to react quickly to a task and organize their actions correctly. It can be done quite often, changing cubs to kittens, chickens, elephants, etc.

"Far, far away, in a dense forest ..."

When the only answer is received, the presenter says the following phrase: "Far, far away, in a dense forest, foxes ... what are they doing?" Answers are accepted according to the same rules.

It usually happens that one or more players answer the most. It is worth paying attention to them - they are the ones who have the most developed leadership abilities.

"Shipwreck"

The situation may be different, the main thing is that there are several ways out of it.

"Fire brigade"

"Photographer"

"I am the best, and you?"

All children should feel solidarity and receive a portion of encouragement and approval, and in an atmosphere of mutual understanding and good mood, children will forget about their fears and doubts at least for a while. The game is designed for the participation of not too many children (from 3 to 5).

Each of the players should visit this place of honor, and those who receive applause and those who applaud also enjoy the game.

"Along the main street with an orchestra"

"Gardener"

It is desirable that the number of participants is at least 10.

Choose a host. An adult often becomes them.

Nose, mouth ...

The player with the longest remaining in the game is considered the winner.

"Product base"

"Music and color"

The players sit in a semicircle. The presenter is located opposite. Children are given cardboard squares of different colors and shades. The presenter puts on some kind of symphonic, orchestral or instrumental music for 2-3 minutes.

The players' task is to lift up a square painted in a color that, in their opinion, conveys the same mood as the music they hear. If one of the children raised a square that is sharply different in color from those raised by the rest, the presenter asks him to substantiate his opinion, and then continues the collective discussion.

The game will teach children to compare shades of color and colors of music and find a connection and difference between them. At the end of the game, you can ask the children to talk about colors and answer questions such as: what is this color, what does it look like, what music and instruments correspond to it?

"Clouds, white-maned horses"

This game can be played among your family members. You should choose a warm sunny day, when there are many different clouds in the sky, quickly passing by. The players should lie on their backs and, looking at the sky, choose one cloud for themselves. Then everyone should describe their cloud: tell what it looks like, what color it has, from whom it runs away (describe the rival cloud following it) and what mood it carries.

The one who composes the most picturesque story wins. To get the kids interested, the facilitator (parent) must be the first to lead by example.

"Know the hero"

The presenter chooses any children's fairy tale with a fairly simple and clear plot as the basis for the game. For preschool children, you need to choose a fairy tale in which there are not very many characters and the main characters are unambiguous, that is, they are positive or negative.

The participants of the game sit in one common circle. The presenter expressively reads the whole tale aloud. After that, he asks the players in turn to characterize each character (hero) of the tale, arguing his answer, backing up with examples. The child should try to answer why he thinks so.

Then, when all opinions have been expressed, a general discussion can take place. The task of the game is not to identify the winner, it is important to teach each child to adequately and correctly assess the actions of the heroes, because children can apply their knowledge to real people.

"Who wears glasses?"

Children often worry if they have to wear glasses. This game aims to help them get rid of this complex. It is advisable to prepare for the game in advance. To do this, you need to find in magazines, newspapers, photographs of various famous and not so famous people who wear glasses.

Also, for the game you need to pick up several pairs of glasses, you can use any - solar, for swimming or simply cut out of paper.

It is desirable that the presenter himself be wearing glasses. He invites the children to try to choose glasses for their taste from those that are available. Each player puts on some kind of glasses. The game consists in the fact that first the presenter shows photographs of famous people wearing glasses, then invites everyone to say something good about the choice of glasses.

The participants in the game take turns expressing their opinions. It can be anything you like. We can say that wearing glasses is stylish, especially if they are beautiful and fashionable, or that wearing glasses is convenient, since everything is visible and dust does not get into the eyes. When everyone has expressed themselves in this way, the presenter chooses the author of the most meaningful speech. There are no winners or losers in the game, but the smartest one can be rewarded with some kind of prize. For this game, you can take a "Polaroid" so that everyone can take a picture with glasses as a keepsake.

Let's sing

You may not be a singer and not have a good voice, but at the same time feel free to sing in the presence of friends or acquaintances. Singing not only improves your mood, but also develops your voice. And this is a very useful quality, it will come in handy both in the classroom and in other cases. However, some children are embarrassed to sing. They are sure that they are extremely bad at it. And all because someone once told them that they would not succeed. This game helps to get rid of this complex.

Everyone should sing any song he likes: modern, romance, Russian folk. Or you can invent it yourself. If he is shy and cannot sing in full voice, the leader's task is to help him. In this case, he invites those present to sing this song in chorus. As a result, even the most timid guys will join the general singing. There are no winners or losers in the game, everyone has the right to show their singing skills.

Come up with a fairy tale

The presenter shows everyone a picture on which anything can be depicted, from an apple to a person, and the players take turns to compose a fairy tale about what is shown in the picture.

Who is more interesting?

The game is aimed at developing the child's creative imagination and his ability to establish logical connections.

The presenter pronounces any phrase with an unfinished thought, for example: "This morning I left the house ...". The second player immediately composes a sequel: "... and saw that a huge car was rushing towards me ..." Each player adds his own phrase and the result should be a story or a fairy tale.

The facilitator can give direction to this story at the beginning of the game, having decided on the outline of the plot. In this case, the players will choose their phrases, but in accordance with a predetermined beginning and end of the plot, however, an element of improvisation is not excluded.

The plot for a collective story can be both an ordinary story and a fairy tale, a wonderful and fantastic story.

"What is bitter?"

As many children as possible should play in this game. The facilitator asks questions: “What is red? Bitter? Scary? Funny? Soft? " Questions can be very diverse, and the answers should be appropriate in meaning.

The rules can be complicated: for example, you can enter a time to think about the answer. The one who did not figure it out in time - leaves the game, and the one who gave the most answers wins. The words of the leader, with the help of which the phrases are composed, can be as follows: hard, liquid, rare, frequent, low, small, light, oblique, lively, full, even, light, dark, strong, strong ...

For older children who are in elementary school, the task can be complicated. Let them come up with not only phrases, but also sentences with these words. They should express a complete idea and be competently and interestingly composed.

Fairy Apprentice

Even one child can play. With the help of his imagination, he imagines that he meets a fairy, who for some time becomes his patroness and protector. The fairy gives the child a magic wand (a thread, a needle, a ring ... that is, what the child will like most of these objects) so that with the help of this object one can call for help at a dangerous moment.

Further events depend on the imagination of the child, who offers various options and comes up with situations from which you can get out only with the help of a magical object. It can be a meeting with aliens, a formidable monster….

Interesting and entertaining stories invented by a child can be played out, which develops not only imagination, but also acting skills. The end of adventures (or misadventures), naturally, should be happy: good triumphs over evil. Roles in this game are not assigned to anyone specific, that is, the child imagines himself as who he wants to be most.

You can play on the street, in a room, on a table, behind a screen ... The only thing that an adult can offer a child before a game is a plan according to which approximate events are to develop, but an element of improvisation should be present in this game in any case, because only with with the help of the child's imagination, something can happen.

Approximate plan:

1. Meeting of a child and a fairy.

2. The fairy takes the hero to a fairytale and wonderful country.

3. Returning home.

This plan is conditional, you can change it in any direction.

"The elephant is angry"

The leader is selected. The rest of the children should depict how angry all kinds of people, fairy-tale heroes or animals are. The presenter addresses each participant in the game: "Katya, show me how angry the elephant is?" Katya should depict how she imagines it. Thus, you can come up with a variety of plots - how angry a teacher, student, elephant, cat, mouse, etc. There are no winners or losers in the game. But the author of the most successful stories can be considered the winner.

Exercises for training in anger and aggression management

A pebble in a shoe

Objectives: This game is a creative transposition of one of the rules of interaction in a team: "Problems - to the fore." In this game, we use a simple and understandable metaphor for children, with which they can communicate their difficulties as soon as they arise. From time to time, it makes sense to play Pebble in a Shoe as a group ritual to encourage even the most shy kids to talk about their worries and concerns. Encourage 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 always 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 in my shoe. 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" to be named.

Yes and no

Objectives: This game, like the previous one, is aimed at relieving the state of apathy and fatigue in children, at awakening their vitality. The great thing about this game is that only the voice is involved. Therefore, the "Yes and No" game can be especially useful for those children who have not yet discovered their own voice as an important way of self-affirmation in life. A fake, playful argument refreshes the classroom climate and tends to relieve tension. When starting this game, keep in mind that there will be an eerie noise and din in the classroom for a while.

Materials: Small bell.

Instructions: Think for a moment how your voice usually sounds. Rather quiet, rather loud, rather medium?

Now you will need to use the full power of your voice. Divide into pairs and stand in front of each other. Now you will have an imaginary battle with words. Decide which of you will say the word "yes" and who will say the word "no". Your entire argument will consist of just these two words. Then you will change them. You can start out very quietly, gradually increasing the volume until one of you decides that there is nowhere to be louder. Please listen to the bell I brought with me. When you hear his ringing, stop, take a few deep breaths. At the same time, pay attention to how pleasant it is to be in silence after such noise and din.

Learning to cooperate in games and exercises

Unexpected pictures

Objectives: "Unexpected Pictures" is an example of great teamwork for young children. During this 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 painting a 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 or ask to transfer the drawing through one.

You can liven up the game with music. As soon as the music stops, the children start changing patterns. At the end of the exercise, each child receives the picture that he began to draw.

Exercise analysis:

- Do you like the drawing that you started to draw?

- Did you like finishing other people's drawings?

- What drawing do you like the most?

- Are these drawings different from those that you usually draw? How?

Skyscraper

Objectives: The whole group participates in this game at once. In it, children can actively use both their motor skills and imagination and judgment.

Materials: One folding rule and two to three wooden cubes for each child. The task will be more difficult if the cubes are of different sizes. There should be several wooden cylinders among them.

Instructions: Take two cubes each and sit in a circle on the floor. Now all of you together will need to build one skyscraper. I am very interested to know to what height you can erect it so that it does not fall apart. One of you can start building by placing one cube on the floor in the center. Then the next one comes up and places his cube next to or on top. Decide for yourself when you add one of your cubes. At the same time, you can talk to each other and think together how you will proceed next. I will count how many cubes you have added before the tower falls. Even if only one cube falls, you have to start all over again. In addition, from time to time I will measure how high the tower has already risen.

Measure the height of the resulting skyscraper from time to time. It would be nice if you could comment on the actions and strategies of the children. First of all, support everything that is aimed at cooperation of children with each other.

Exercise analysis:

- Did you like this game?

- Did you take offense at someone during the game?

Cardboard towers

Objectives: This is a very fun game in which the children try to interact with each other on their own in order to cope with a difficult task together. At the same time, they can create a really working team. There are two options for the game:

Non-verbal. In this case, children do not have the right to talk to each other during the assignment, but can only communicate without words.

Verbal. In this version, children can discuss the process of completing the assignment with each other.

The non-verbal version has the advantage of making children be more alert. Perhaps this version of the game will be more suitable for the first game, and after a while the game can be repeated verbally.

Materials: For each small group, you need 20 sheets of colored cardboard for labor lessons measuring 6 X 10 cm (the color of the cardboard is different for each group), in addition to that, each group must have one tape of scotch tape.

Instructions: Divide into groups of six. Each group must build their own tower now. To do this, you will receive 20 sheets of cardboard and a roll of duct tape. Please don't use anything else in your work. You have exactly 10 minutes to build the tower. And now a very important point - please do not talk to each other, find other ways to interact with each other.

Stop the game after exactly 10 minutes and ask each group to imagine their tower.

- Did your group have enough material?

- Did you want more material? Less?

- How did your group work?

- Which of the children in your group started construction?

- Did you have a presenter?

- Did all the children participate in the game?

- What was the mood in your group?

- How did you feel during the work?

- What was the most pleasant thing about your work?

- How did you understand each other?

- Are you satisfied with your work in the group?

- Were you a good team member?

- Are you angry with someone?

- What would you do differently next time?

- Which tower do you like the most?

- Are you satisfied with your team's tower?

- What does the work in such a team depend on?

Exercises to correct fear and anxiety

Exercise "Cheerful Fear"

Purpose: correction of anxiety, fears.

The psychologist tells the tale: “Once upon a time there was Fear. Everyone was afraid of him, and no one wanted to play with him. Fear became sad and bored alone, and he decided to go look for friends, but found no one, because everyone was afraid of him and hid from him. Fear tired of scaring everyone, and he decided to become cheerful and funny. What can Fear do to make children have fun? ... ”. Children offer their options.

Exercise "Cave of Fears"

Purpose: differentiation of anxiety and fears, their primary stabilization.

Means: pictorial, expressive, verbal and communicative.

Form: individual.

Age: senior preschool, junior school.

Material:

Sketch "cave of fears".

Colored pencils (paints, markers).

Course of the lesson:

Part 1. Drawing

The child is invited to consider a sketch of the drawing "the cave of fears". Then, instructions are introduced for the fabulous content of the sketch and the installation on the figurative (objectified) image of fears. The instruction is given by a psychologist in a free form.

Part 2. Conversation

When the drawing is finished, the child is invited to talk about the depicted images and emotional experiences in the process of drawing.

Incentive Questions:

Who / what is this? Why is he / they scary? Whom does he / they scare? How? When? Are you afraid of them / him? Why? Can he / they be defeated? How?

How did you feel when you were painting? What did you remember? What was I thinking about?

Why did you choose these colors, lines?

Part 3. Expressive pause

The child is invited to portray fears with pantomimic and mimic means.

Game "Animals in the Mink"

Age: for children 3-4 years old.

Lying with your child in bed with the lights on, cover yourself with a blanket and say something like the following: “You and I are little squirrels (bunnies, mice - whoever he likes better), we are lying in our cozy burrow. There, on the street, it is dark, cold, it is raining, the wind is howling, and you and I are warm, quiet, comfortable. And no one will come to us, we will not let anyone in. There are thick walls in our mink, no one is afraid of us. " Talk should be soothing, so that the child relaxes and gradually falls asleep.

In the morning, you can play how an evil wolf tried to climb into the burrow of the animals (the role of which can be periodically offered to the child), and the animals chased him away. In the evening, this option should be avoided so that the child does not become overexcited.

Game "Brave Scout"

Purpose: correction of fears, anxiety.

Age: for children 5-8 years old.

You can play in a company, or you can play together with an adult. It is better to weave the episode about the brave scout into a detailed war game, so that everything turns out more natural and interesting. At some point, the child (called, again, by his real name) gets the task to go on reconnaissance at night. In a darkened room, weapons belonging to the enemy are laid out. The child must count everything and report to the commander. The commander awards him a medal of courage.

Exercise "Getting rid of anxiety"

Purpose: relieving anxiety, anxiety, preparing for the expected stressful situation.

Time required: 5-10 minutes.

Procedure: Relax and imagine that you are sitting on a wonderful green lawn on a clear sunny day ... The sky is lit up with a rainbow, and a particle of this radiance belongs to you ... It is brighter than thousands of suns ... Its rays gently and tenderly warm your head, penetrate into the body, pour over it, all of it is filled with a cleansing, healing light, in which your grief and anxiety, all negative thoughts and feelings, fears and assumptions dissolve. All unhealthy particles leave your body, turning into dark smoke, which is quickly dispersed by the gentle wind. You are freed from anxiety, you are cleansed, you are light and joyful!

Emotional games in kindergarten aimed at relieving aggression, help children to throw out anger, relieve excess muscle and emotional tension, direct energy in the right, "constructive" channel, tune in a calm and positive way.

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Card file of psychological games and exercises for children

preschool age

	Introduction	page 2
	Games to relieve the emotional stress of children	page 3
	Minute Jokes	page 6
	Games, exercises for experiencing emotional states by children	page 15
		p. 20
	Games for learning effective ways of communication	page 24
	Games that reflect the claim to social recognition	page 26
	Games aimed at removing conflicts	page 28
	Poems-Mirilki	page 33
	Working with the senses	page 35
	Games with aggressive children	page 44
	Games with hyperactive children	page 48
	Outdoor games	page 50
	Relaxation techniques for preschoolers	page 56

INTRODUCTION

annotation

Emotional games in kindergarten aimedto relieve aggression, help children to throw out anger, relieve excess muscle and emotional tension, direct energy in the right, "constructive" channel, tune in a calm and positive mood.

Children do certain exercises to tire the muscles; and tired muscles automatically, without conscious effort, relax by themselves. It remains only to carefully observe the relaxation process. These games can be played as physical. minutes in class, during the free activities of children, in between classes or in the evening.

Relevance

Modern children experience constant stress and tension. Here are some of the reasons for this state of children: the departure of one or both parents to work, a large number of children in the garden playing in a small space, computer games and shooting games. All this will certainly affect the emotional state of the child and the general state of health of the children. Therefore, games and exercises to relieve emotional stress are very necessary in the garden.

GAMES FOR REMOVING EMOTIONAL

CHILDREN'S VOLTAGE

"Sparrow fights"

Target: removal of physical aggression.

Children choose a mate for themselves and “turn” into pugnacious “sparrows” (they crouch, hugging their knees with their hands). "Sparrows" bounce sideways to each other, push. Whoever of the children falls or removes his hands from his knees, he is out of the game. "Fights" begin and end at the signal of an adult

"A minute of prank"

Target: psychological relief.

On a signal (hitting a tambourine, whistle, clapping hands), the presenter invites the children to play pranks: everyone does what he wants - jumping, running, tumbling, etc. the presenter's repeated signal after 1-3 minutes announces the end of the pranks.

"Evil good cats"

Target: removal of general aggression.

Children are invited to form a large circle, in the center of which, on the floor, is a sports hoop. This is the "magic circle" in which "transformations" will take place. The child enters the hoop and at the signal of the leader (clap his hands, sound of a bell, nod his head) turns into an angry cat: hisses and scratches. At the same time, it is impossible to leave the "magic circle". Children standing around the hoop repeat in chorus: "Stronger, stronger, stronger ..." - and the child, depicting a cat, makes more and more active "evil" movements. On a repeated signal from the presenter, the action ends, the children are divided into pairs and again, at the signal of an adult, turn into angry cats. If someone did not have enough pair, then the presenter himself can participate in the game. The categorical rule: do not touch each other! If it is violated. The game stops instantly, the presenter shows an example of possible actions, and then continues the game. On a repeated signal, the "cats" stop and can exchange pairs. At the final stage of the game, the host invites the "evil cats" to become kind and affectionate. At the signal, children "turn" into kind cats that caress each other.

"Zhuzha"

Target: removal of general collective aggression.

The presenter chooses "Buzz", which sits on a chair (in the house), the other children begin to tease buzz, grimacing in front of her6

Buzz, buzz, come out

Buzz, Buzz, catch up!

"Buzz" looks out of the window of his house (from a chair), shows his fists, stomps his feet in anger, and when the children enter the "magic line", runs out and catches the children. Whoever “buzz” has caught is eliminated from the game (captured by “Zhuzhe”).

"Callouts"

Target: acquaintance with play techniques that contribute to the release of anger in an acceptable form using verbal means.

Children pass the ball in a circle, while calling each other in different offensive words. These can be the names of trees, fruits, mushrooms, flowers ... Each appeal must necessarily begin with the words "And you ...". For example, "And you are a carrot." In the final round of the exercise, the participants must say something pleasant to their neighbor, for example, "You are my joy!"

"Drawing a poem"

Target: removal of aggressiveness, development of expressive movements.

The teacher invites children to stage a poem. He reads and repeats, children stage.

There is a boy Ivan in our yard.

He's a terrible bully!

Teases cats and dogs

He will not calm down in any way.

Vanya fights with everyone,

No one is happy to meet him

Soon Vanya will be left alone,

We do not want to be friends with him at all!

"Clouds"

Target: removal of aggressiveness, muscle tension in the arms, development of self-regulation skills, imagination.

Cut out clouds from blue velvet paper. To the music of PI Tchaikovsky "seasons" stick the clouds on a sheet of watercolor paper. Paint the rain with blue and light blue finger paints.

Round dance game "Bunny"

Target: removal of muscle tension.

Children stand in a circle holding hands. There is a sad bunny in the center of the circle. Children sing:

Bunny, bunny! What's the matter?

You are sitting very sick.

You get up, get up, ride!

Here's a carrot! (2 times)

Get it and dance!

All the children go up to the bunny and give him an imaginary carrot. The bunny takes a carrot, becomes cheerful and begins to dance. And the children clap their hands. Then another bunny is selected.

"We draw on the palms"

Target: relieving tension in the area of the muscles of the hands, building confidence.

Performed in pairs. The guys close their eyes, stretch out their hands to each other: one palms up, the other down. One represents some kind of image and tries to convey it to the second, stroking it with his palms (for example, sea, wind, two under a lantern, etc.). Then the pairs change.

"Frogs"

Target: to relax the muscles of the face.

Take a close look as I do the next exercise. (Show the movement of the lips corresponding to the articulation of the sound "and", pay attention to the tension and relaxation of the lips.) Now listen and do as I do.

We are funny frogs

We pull our lips straight to the ears!

If I pull it, I’ll stop it!

Lips are not tight

And relaxed ...

"Affectionate crayon"

Target : Develop communication skills, relieve muscle tension in the back.

Conduct: Children are divided into pairs. One lies on the floor. Another - with a finger on his back draws the sun, a number, a rain, a letter. The first one has to guess what is drawn. After finishing drawing - with a gentle hand gesture “erase” everything drawn.

"Bubble"

Target: development of imagination, expressiveness of movements, stress relief.

Game description: The teacher or child simulates blowing soap bubbles, and the rest of the children depict the flight of these bubbles. Children move freely. After the command "Burst!" children lie on the floor.

"Gentle breeze"

Target: relieving tension in the area of the muscles of the face.

Children sit on high chairs. Host: “A gentle breeze has flown into our room. Let's close our eyes. The breeze touched your face. Stroke it: forehead, cheeks, nose, neck. Carefully stroke your hair, arms, legs, tummy. What a nice breeze! Let's open our eyes. Goodbye, breeze, come to us again

JOKES - MINUTES

"The artist-dreamer"

The teacher invites the children to imagine themselves as artists for a moment - mentally pick up a brush and a palette and draw in the air in front of them (on an imaginary sheet of paper) ... Then the teacher reads a poem, depicting actions along the way.

I am an artist - just a miracle!
I take a brush and paint in my hands. (moves his hand with an imaginary hand)
I will draw now
A wonderful fairy tale!
Here is a huge dome of the sky. (sweeping circular motions of an imaginary
brush on an imaginary sheet)
Here is a circle of the sun on it
and orange
rings depart from him! ("Draws" the sun, rays, rings of light)
Instead of a cloud to a clapperboard
I will draw in bright blue. (movements that copy the artist's work - "draw" and "paint")
"Bam!" - and slammed like a cannon! (sharp upward sweep of the brush)
And the green shower went! (intermittent brush movements)
Lemonade rain from the sky
Pours on the grass from the firecracker,
and there is candy in the grass - (smooth, rounded movements with a "brush" - draw
candy)
Chocolate yummy!
Suddenly, the candy began to grow. (circular movements with a "brush", the candy grows)
Higher, higher! Up and up!
I will divide it with a brush
Piece by piece for everyone! (sweeping "criss-cross" hand movements)

"Meeting"

The teacher invites the children, neighbors on the desk, to turn to each other and imagine a meeting of merry friends who have not seen each other for a whole year.

Hello my dear friend! (we portray joy, surprise, hugs)
I haven't seen you for a year.
I can say hello-
I shake my friend's hand tightly! (shake hands)
And in a friendly way I want
Slap a friend on the shoulder. (pretend to be clapping)
I will smile at him fervently, (smile)
Build a face, (build faces)
And I'm drowning as if
marching in line. (stamping our feet)
I will wave my hands - (we wave our arms like wings)
I’ll scratch my back. (scratching each other's back - it's just fun!)
I will correct the collar for him, (we correct each other's collars)
Sing a song out loud (sing: la-la-la)
We are now together with him, next to
We clap in the palm of your hand - clap! (clap)
Wink, sit comfortably
... And we will continue our lesson.

"Sharon blower"

The teacher addresses the students: “Guys! I invite all of us to take a short pause. Relax and play the game "Sharon blower". Sharon blower is a profession that was invented in a fairyland (or maybe just in a fairy tale). I will tell you about her in a poem, and you try to support me with inhaling and exhaling (these are the rules of the game). Just listen carefully. I will prompt you to inhale and exhale, you repeat after me. " So, we started:

I'm not a pilot, not a seamstress,
Not even a lifeguard.
And my profession
Sharon blower!
I breathe in deeply ... (deep breath)
I breathe out boldly ... (exhale)
Colorful balloons
I do it skillfully!
I will inflate the first balloon ... (inhale, exhale, inhale, exhale)
The ball is beautiful red.
As bright as a light
Not dangerous at all.
Now I'll inflate the second balloon ... (inhale, exhale, inhale, exhale)
He is very tight ... (inhale, exhale, inhale, exhale)
Oh, how stubborn!
The ball is the greenest one!
And now the third ball ... (inhale, exhale, inhale, exhale)
Yellow like the sun ... (inhale, exhale, inhale, exhale)
Ouch! He shot up and disappeared -
Flew away at the window! (we wave our hand)
And the fourth I take
I'll give it to you!
Bright turquoise
I inflate again ... (inhale, exhale, inhale, exhale)
What naughty you are
What are you resisting?
I will take more air ... (deep breath, exhale)
What are you not pouting? ... (deep breath, exhale)
Here grows, grows my ball ... (deep breath, exhale)
He became on a par with me! ... (deep breath, exhale)
Bang! Babakh! Like a hundred claps! (everyone claps their hands)
Burst the balloon into a hundred pieces! (deep breath)

The main thing is not to lose heart!
Let's inflate a new one! (everyone claps their hands)

"Athletes"

The teacher announces a minute of unloading: “Guys! Attention! Sports minute! Quite recently, our entire country watched the Beijing Olympics on TV. We were worried about our athletes. I really wanted them to win in every sport. And now let's unanimously imagine ourselves in their place. I read you a poem - a speech, and you repeat the actions that they say. Attention! Athletes! Ready! Let's start! ".

I'm walking along the path (everyone walks at a sporty pace)
And race walking
I know very well.
One-two, one-two!
I'm adding a step! (going faster)
One-two, one-two!

I'm quicksand
I'm going to swim
I disperse the waves ... (actions with my hands)
One-two, one-two!
I dive with my head! (neck and shoulder actions)

I'm a gymnast.
One two Three!
How beautiful, look
I do the slopes. (we tilt to the right, left, forward, backward)
And then bows. (bow)

I'm a heavyweight strongman.
I lift it up to heaven
Two hundred and forty kilograms (forward tilt of the torso, strain, depict
lifting the bar)
I'll bring you medals!

I am a football team. (everyone is running)
I will score a lot of goals. (depicting dribbling across the field)
Let everyone know
no better
us - Russian players!

Hooray guys!
We won! (jumping in place - hurray!)

"Rain"

Teacher: “Guys! Let's digress from the lesson for a moment. And let's listen to the rain. "
For this exercise, children place their fingers on the edge of the table they are sitting at. The teacher offers to quietly drum your fingers on the table and shows how this is done, reads a poem consisting of questions. Teacher: “Guys! Each of you mentally answers the questions asked. If the answer to the question is "yes" or "I am", then the fraction on the table is reinforced by the one to whom it applies. It turns out that the rain grows at some moments and turns into a cheerful downpour, at others it dies down, becomes barely audible. So, let's listen to our rain! "

Who was born in the summer?
- Who in the spring?
- ... in the fall?
-… and who - in winter?

Which one of you guys
loves chocolates?

Who braids ribbons in pigtails?
- Who drives the ball across the field?

Who knows how to move their ears?
- Who helps mom around the house?

Who has a cat in the apartment?
- ... or a dog (vice versa)?

Who sings well?
- Who has a brother?
- ... and little sister?
-…garden?
-…and garden?

Who is drawing?
- ... sculpts?
-… glues?
- Who knows how to make everyone laugh?

Who reads poetry aloud?
- Who are our students?

"At the concert"

The teacher reads, and the guys clap their hands, in accordance with the lines of the poem.

We are at a concert today.
The audience is good.
Applaud the artists
We will be in our hands.

Here is a pianist on stage.
How he played brilliantly!
We applaud him!
The whole audience applauds.

And now the baby is singing
about the dog and about the book.
We applaud her too
We applaud harder.

Here is the venerable, famous
bass came out to the microphone
surprised us with the vocals.
We applaud him,
For the whole hall, for the whole country!

The clown ran out jumping!
Instead of a nose - a bump from the tree,
Instead of a hat, there is a lid from the can.
A monkey sits on the shoulder.
We will clap him.
We will sink him!

Our concert ends
Amazing expert
by various miracles -
The magician came to us.
Once and waved a stick
He returned us to the classroom.

We applaud all of us -
To admired spectators!

"Flight"

Teacher: “Friends! Let's pretend we have grown wings! We can fly. How would we do it? - We are moving, circling, playing in flight! "

I have wings behind my back (hands behind my back)
I can fly over the ground. (hands up)
I soar up and the world - Hey! (hands - up high, do the waves)
It fits in my palm.

I’ll circle a little in the clouds. (wave our hands, spin around ourselves)
I will rush down with an arrow and - Ah! (squat)
Ride a cumulus cloud
I'll ride it to the heavenly cooler! (do short squats - let's go!)

I will jump down the slope and run. (running in place)
I'll clean the wings and rest. (we put our hands down)
I will spread my fingers like feathers, (shake hands)
I'll straighten up, shake myself a little. (we straighten our back, spread our shoulder blades,
stretch your neck)
... I will leave you a feather as a keepsake
Soft, fluffy in the palm of your hand. (blow off an imaginary feather from the palm, make
deep breath in and out)

"Flower »
Teacher: “Guys! Imagine how wonderful it is to be ... a flower! Grow from a tiny seed, and delight everyone around you with beauty and harmony! Feel how you are filled with light, strength and peace. Let's touch these sensations! Listen and repeat the movements. "

The seed fell into the ground (squatted down, bowed his head, covered his head with his hands)
Quietly slept until spring. (breathe evenly - inhale and exhale, inhale and exhale)
Startled and woke up, (startled, "trembled", raised their head)
Only the sun has risen.

Stretched out: is it morning? (pulled their hands up, "towards the sun")
And the sprout went up (we slowly get up)
Look at a ray of light
Inhale a breath of air. (we rise to full height, breathe evenly and deeply)

He dismissed the pens.
Ah, beautiful plant! (arms outstretched to the sides)
Clouds came up in the sky
and the spring rain fell. (smoothly moved their shoulders, elbows, fingers)

And then the bud is beautiful
began to prepare for disclosure. (shook their head, made head tilts to the right, to the left,
back and forth)
Grew up, grew stronger, saved up all the strength -
Bang !!! Opened! Take a look! (sharply threw their hands up, stood on tiptoe)

And the breeze shakes
The first meadow flower! (swing to the right, left, smile !!!)

"Kittens"

The teacher addresses the children: “You know, guys, when we write, read, think about something very seriously, the muscles of our face tighten. And then the person needs his own gymnastics. And what kind of gymnastics is this? Let's try with you! You just need to try on different facial expressions - surprised (demonstrates), sad, cheerful, even angry (!) And of course don't forget about the smile! "

I have kittens.
I'm surprised, guys, (surprised expression on his face: eyebrows raised, eyes wide
disclosed)
If I see how they are
Play the ball, naughty guys.

Sometimes I get angry and frown, (angry: eyebrows are pulled together, the corners of the lips are down)
If they smoke, they argue,
and a lace from my sneakers,
cleverly divided into two.

I laugh at them, if (laughter: mouth wide open, eyes narrowed)
They catch a fly on the fly.
... When they sleep, embracing together -
I'm walking on tiptoe.
As on thin ice.
A cat's sleep on the shore. (facial expression focused, tense)

Here we woke up. Kitty Kitty Kitty!
Head over heels rolled down! (smile)
You will hurt yourself! Carefully!
... Can I pet you? (raise eyebrows - interrogative expression)

"Fly"

"Guys! - the teacher addresses the children. - I suggest doing a little gymnastics for our eyes. After all, they worked so much today - they helped us to read, write, examine drawings, diagrams! You don't need to do anything special. Let's just use our imagination and imagine the following picture. ”(Exercise for the pupils of the eyes)

A guest came to us in the morning
from an open window,
Our sweet dream was interrupted.
Buzzed, began to gurgle,
Straight into your ear! Straight into your ear!
Street small,
But an annoying fly. (watching an imaginary fly - move the pupils to the left,
right)

Soared up to the ceiling, (raised the pupils up)
Dived down to us, (lowered the pupils down)
She sat on the pillow on the left, (pupils - to the left)
She moved to the sofa.

On the right the dog lay Athos,
so she's on his nose. (pupils - to the right)

Spun over me, (pupil movement: left - up - right - down)
And I wanted to bite. (screwed up their eyes)

Changed my mind: to the kitchen
flew breakfast-to-kat. (opened my eyes)

Have a rest? Great! With renewed vigor - further! Experiences. You can also use the unfinished sentence method for this exercise:
I am glad when ...
I am proud that ...
I feel sad when ...
I get scared when ...
I get angry when ...
I was surprised when ...
When I am offended, ...
I am angry if ...
Once I got scared ...

GAMES, EXERCISES FOR LIVING EMOTIONAL STATES IN CHILDREN

" Clouds"
Target : development of imagination, expressiveness of movements, emotional state.
Description of the game: the teacher reads a poem, and the children depict clouds in accordance with the text.
Clouds floated across the sky, and I looked at them. And I wanted to find two similar clouds. I gazed at the heights for a long time and even screwed up my eyes. And what I saw, I'll tell you everything now. Here is a cheerful cloud laughing at me:
- Why are you squinting your eyes like that? How funny you are! I also laughed with him: - I have fun with you! And for a long, long time I waved the cloud after my hand.
But another cloud was upset in earnest: His mother was a breeze
suddenly carried me far away. And it burst into tears like raindrops ...
And it became so sad, sad, and not at all funny. And suddenly across the sky a formidable
the monster flies and angrily threatens me with a huge fist.
Oh, I was scared, friends, but the wind helped me: it blew so that the monster
took off. And a small cloud floats above the lake, and the cloud opens its mouth in surprise: - Oh, who is there in the surface of the lake so fluffy.
So shaggy, small? Fly, fly with me. For so long I've been playing
and I want to tell you that I could not find two similar clouds.

"Gardener" Purpose:development of imagination, expressiveness of movements.
Description of the game: the teacher or child plays the role of a gardener who plants, water, and loosens flowers. Children depict flowers that grow from the good care of the gardener and are drawn to the sun. Children can paint specific flowers that they choose.

"Rains"
Target : development of expressiveness of movements, plasticity, imagination.
Description of the game: children stand in a circle and, moving one after another, on the instructions of the teacher, imitate rain. It can be cheerful, with the sun, a terrible downpour with a thunderstorm, sad, endlessly drizzling, etc.

"By the sea"
Target : development of imagination, expressiveness of movements and speech, group cohesion, empathy, stress relief.
Description of the game: The teacher says: “Imagine that you are sitting by the sea. Warm, gentle sun. We are sunbathing. Substitute your chin for the sun, slightly parse your lips and teeth (inhale). A bug flies, is going to sit on the tongue. Close your mouth tightly (hold your breath). Move your lips and hands vigorously. The bug will fly away. Open your mouth slightly. To breathe with ease. The nose tans, put the nose to the sun, the mouth is half-open. A butterfly is flying. Chooses whose nose to sit on (inhale). Wrinkle your nose, raise your upper lip to the top, leave your mouth half-open (hold your breath). The butterfly flew away. Relax the muscles of the lips and nose (exhale). Eyebrows - swing. The butterfly flew in again. Let the butterfly swing on the swing. Move your eyebrows up and down. The butterfly flew away completely. I want to sleep, the muscles of the face are relaxed (in the shade, semi-light).

"Choose a girl"
Target : development of arbitrariness, observation, imagination.
Description of the game: children choose from the offered cards with images of a cheerful, sad, frightened, angry girl the most suitable for the text of each of the proposed poems by A. Barto.
The hostess threw the bunny, the bunny was left in the rain. I could not get off the bench, I was soaked to the thread. - Which girl left the bunny? - the teacher asks, after reading the poem.
There is a goby swaying, sighing on the go: - Oh, the board ends, now I

I will fall.
Which girl was scared for the bull? They dropped the bear on the floor, tore off the bear's paw.
I won’t leave him anyway, because he’s good.
Which girl took pity on the bear? I love my horse, I will comb her fur smoothly, I will smooth the tail with a comb and ride on horseback.

Which girl loves her horse?

Children play with their favorite toys.

"Guess the mood"
Target: teach children to recognize the emotional state of a person by facial expressions, gestures, postures, the location of partners in space.
Description of the game: children sit in a circle. The teacher has a box with photographs in his hands. They lie so that the images are not visible. The box changes hands. Each child takes one photograph, examines it, shows it to the others and answers the following questions: “Who is in the photo? What is the person's mood? How did you define his mood? Why did this mood arise? If the mood is sad, how would you help this person? "

"Talking Objects"
Target : develop the child's ability to identify with someone or with something, teach children to empathize.: in the course of the game, children take on different roles and describe their state, the reasons for their actions, the system of relations with reality.
The first child starts: “I am not Sasha, I am a ball. I would like it if I was not a one-color, but a decorated cheerful pattern. I would like not to be held on a string, but to let me fly freely wherever I want. " The next child continues: “I'm not Borya, I'm a ball. I am made of rubber and well inflated. Children rejoice when they throw me over to each other! " The teacher suggests the names of the following items: coat, bus, soap, etc. Children also offer their own options.

"The cat blew the ball"
Target: removal of emotional and muscle tension.
Description of the game: children are in a relaxed position, they depict deflated balls. The teacher says the text: The cat was blowing a balloon, And the kitten was bothering her: He came up with a paw-top! And the cat has a lop ball! To the words: "the cat blew the balloon ..." the children straighten their bodies, puff out their cheeks. On the signal "lop" - "balls" with a sound deflate and return to their original position.

"Mood Mirror"
Target: to develop one of the mechanisms of penetration into the inner world of another person - motor playing. Teach children to reproduce some of the components of the partner's expressive behavior.
Description of the game: the game is played in pairs. Children face each other. One child is a mirror. The other is the one who looks in the mirror. The latter tries with the help of facial expressions, gestures, postures to reflect various states (a person is happy, sulking, surprised, sad, proud, etc.), and the mirror repeats the expressive movements of the partner.

"Hug and caress a toy"
Target : satisfy children's need for emotional warmth and closeness
Game description: educator brings one or more soft toys into the group, for example: a doll, a dog, a bear, a hare, a cat, etc. Children walk around the room. At the signal of the teacher, they are divided into groups and go to the toy that they would like to caress. The first child takes a toy, hugs it, caresses it and says something tender and pleasant to it. The child then passes the toy to his neighbor. He, in turn, must hug the toy animal and say affectionate words. The game can be repeated several times.

Game exercise "Feel for another"
Target : develop in children the ability to put themselves in the place of another person, to express sympathy, empathy.
Description of the game: exercises are performed in pairs. The teacher asks a variety of situations.

The girl fell, injured her hand, she was in pain (one child, with the help of facial expressions, postures, shows pain, the other tries to find affectionate words, gestures, and provides assistance).
The two friends have not seen each other for a long time. They dream of meeting (the task is given to show how two friends will meet after a long separation).
The baby is lost, crying (you need to show how the older child will act, how to help the baby).
The girl was offended. Her friend took pity on her (tied a bow, gave a toy, hugged her, how else can you comfort the girl?).
The girls picked up the kitten, took pity on him, gave him milk.

Couples take turns showing their exercises. The rest of the children evaluate the expressiveness of facial expressions and movements, then switch roles.

Game exercise "Finish the sentence"
Target : teach children to recognize their affections, sympathies, interests, hobbies and talk about them.
Description: My favourite game…
My favorite toy…
My favourite hobby…
My best friend…
My favorite song…
My favorite season…
My favorite sweets ...
My favorite book …
My favorite holiday ...
My favorite fairytale hero ...
My favorite rhyme ...
My favorite cartoon ...
My favorite fairy tale ...
My favorite flower ...

Game exercise "I and my mood"
Target: teach children to be aware and accept their feelings and experiences. You can also use the unfinished sentence method for this exercise:

I am glad when ...
I am proud that ...
I feel sad when ...
I get scared when ...
I get angry when ...
I was surprised when ...
When I get hurt
I am angry if ...
Once I got scared ...

Game exercise "Sun Bunny"
Target : teach children to be calm, joyful, satisfied.
Description of the game: the sun bunny looked into your eyes. Close them. He ran over his face, gently stroke his forehead, nose, mouth, cheek, chin with your palms, gently stroke his head, neck, arms, legs. He climbed onto his stomach - stroke the tummy. The sun bunny is not a mischievous person, he loves and caresses you, make friends with him.

Game exercise "Princess Nesmeyana"
Target: to form in children a benevolent attitude towards a partner, the ability to see, first of all, positive qualities.
Description of the game: with the help of a reading-count, "Tsarevna Nesmeyana" is selected. To make Nesmeyana smile, you need to say kind words to her about how good, sympathetic and cheerful she is. The children take turns talking to the "princess" about her good qualities and actions.

Game exercise "In the center of the circle"
Target : to teach children to say kind words to another, to enable everyone to feel emotional satisfaction with themselves and friendly support.
Description of the game: children sit in a circle on a rug or on chairs. In the center, the child, who is chosen by the teacher or children, can be counted. The task of children is to tell the child who is in the center pleasant words: “I like you”; "You are polite and kind"; “I love to play with you,” etc.
Note: this play exercise is recommended to be carried out over a long period so that each child has the opportunity to visit the center of the circle.

SKILL BUILDING GAMES

CONFLICT-FREE COMMUNICATION

Games that form the skill of conflict-free communication

Target : to train teachers in games that reduce the level of conflict in the children's collective. Build motivation to use these games.

Form of conduct: a week before the seminar, teachers are given games, selected taking into account the age of the children with whom the teacher works. The teacher prepares the attributes and equipment for these games. At the seminar, the teacher presents these games to colleagues, and he plays 2 games (the ones he liked the most) on colleagues (he is the teacher, the rest of the teachers are "children")

Goals and main tasks:

Develop relationships based on equality or readiness (ability) to constructively solve problems related to the position (status) in the group, to help children feel unity with others.

Develop openness, the ability to express interest in each other and your attitude towards others.

Show children what mutual recognition and respect means.

Develop communication and non-violent conflict resolution skills.

Arouse interest in a common goal.

Develop a willingness to contribute to the common cause.

Develop a willingness to meet each other halfway.

Learn to be patient with the shortcomings of others.

"Kind animal"

Target : to promote the rallying of the children's team, to teach children to understand the feelings of others, to provide support and empathy.

Game progress ... 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. So not only does the animal breathe, just as smoothly and clearly its big kind heart beats, knocking - a step forward, knocking - a step back, etc. We all take the breath and beat of the heart of this animal for ourselves. "

"The little train"

Target: creating a positive emotional background, rallying the group, developing voluntary control, the ability to obey the rules of others.

Game progress ... Children are built one after another, holding the shoulders. The "locomotive" is carrying the "trailer", overcoming various obstacles.

"The dragon bites its tail"

Target: rallying the group.

Game progress ... The players stand behind each other, holding on to the waist in front of the one standing in front. The first child is the head of the dragon, the last is the tip of the tail. To the music, the first player tries to grab the last one - the “dragon” catches its “tail”. The rest of the children tenaciously hold on to each other. If the dragon does not catch its tail, then the next time another child is assigned to the role of "dragon head".

"Bug"

Target: disclosure of group relations.

The course of the game. Children line up behind the driver. The driver stands with his back to the group, putting his hand out from under the armpits with an open palm. The driver must find out which of the children touched his hand, and drives until he guesses correctly. The driver is selected using a counting device.

After three sessions in a group, 5 spontaneous roles can be distinguished according to observations:

leader;

leader's comrade ("henchman");

non-aligned oppositionist;

obedient conformist ("ram");

"scapegoat".

"Embrace"

Target: teach children to physically express their positive feelings, thereby contributing to the development of group cohesion. The game can be played in the morning when the children gather in the group to "warm up" it. The teacher must show his desire to see in front of him a single cohesive group that unites all children, regardless of their level of sociability.

Game progress ... The teacher invites the children to sit in one big circle.

Educator. Children, how many of you still remember what he did with his soft toys to express his attitude towards them? That's right, you took them in your arms. I want you all to be good to each other and be friends with each other. Of course, sometimes you can argue with each other, but when people are friendly, it is easier for them to endure resentment or disagreement. I want you to express your friendship with the rest of the children by hugging them. Perhaps there will be a day when one of you does not want to be hugged. Then let us know what you want, for now you can just watch, but not participate in the game. Then everyone else will not touch this child. I will start with a light little hug, and I hope you will help me transform this hug into a stronger and more friendly one. When the hug reaches you, any of you can add enthusiasm and friendliness to it.

Children in a circle begin to hug each other, each time, if the neighbor does not mind, increasing the hug.

After the game, questions are asked:

Did you like the game?

Why is it good to hug other children?

How do you feel when another child hugs you?

Do they pick you up at home? How often does it happen?

"Applause in a circle"

Target: the formation of group cohesion.

Game progress . Educator. Guys, how many of you can imagine how an artist feels after a concert or performance - standing in front of his audience and listening to thunderous applause? Perhaps he is not only feeling this applause with his ears. Perhaps he takes a standing ovation with all his body and soul. We have a good group and each of you deserves a round of applause. I want to play a game with you, during which the applause sounds softly at first, and then gets stronger and stronger. Join the general circle, I'm starting.

The teacher approaches one of the children. Looks into his eyes and gives his applause, clapping his hands with all his might. Then, together with this child, the teacher chooses the next one, who also receives his portion of applause, then the troika chooses the next applicant for the standing ovation. Each time the one who was applauded chooses the next one, the game continues until the last participant in the game receives applause from the whole group.

GAMES FOR LEARNING EFFECTIVE WAYS OF COMMUNICATION

"Ask for a toy"

Target: development of communication skills.

Game progress ... The group of children is divided into pairs, one of the participants in the pair (with a blue identification mark (flower)) picks up an object, for example, a toy, notebook, pencil, etc. The other (No. 2) should ask for this object. Instructions for participant # 1: “You are holding a toy that you really need, but your friend also needs it. He will ask you for her. Try to keep the toy with you and give it away only if you really want to do it. " Instructions for participant number 2: "Choosing the right words, try to ask for a toy so that they will give it to you." The participants then switch roles.

"Good friend"

Target : develop the skill of building friendships.

Game progress ... To carry out the game, you will need paper, a pencil, felt-tip pens for each child.

The teacher invites the children to think about their good friend and clarifies that this can be a real person or he can just be imagined. Then the following questions are discussed: “What do you think of this person? What do you love to do together? What does your friend look like? What do you like the most about him? What are you doing to make your friendship stronger? »The teacher suggests drawing the answers to these questions on paper.

Further discussion:

How does a person find a friend?

Why are good friends so important in life?

Do you have a friend in the group?

Game "I like you"

Target : development of communication skills and good relationships between children.

Game progress ... To play the game, you will need a ball of colored wool. At the request of the teacher, children sit in a common circle.

Educator. Guys, let's put together one big colored web that connects us to each other. When we weave it, each of us can express his kind thoughts and feelings that he has for his peers. So, wrap the free end of the woolen thread twice around your palm and roll the ball towards one of the guys, accompanying your movement with the words: “Lena (Dima, Masha)! I like you because ... (it's a lot of fun to play different games with you). "

Lena, having listened to the words addressed to her, wraps the thread around her palm so that the "web" is more or less stretched. After that, Lena must think and decide to whom to transfer the ball further. Passing it to Dima, she also says kind words: “Dima! I like you because I found my bow, which I lost yesterday. " And so the game continues until all the children are entangled in the "web". The last child who received the ball begins to wind it in the opposite direction, while each child winds his part of the thread on the ball and pronounces the words spoken to him and the name of the person who said, giving the ball back to him.

Further discussion:

Is it easy to say nice things to other children?

Who said anything nice to you before this game?

Are the children friendly in the group?

Why is every child worthy of love?

Anything about this game that surprised you?

GAMES THAT REFLECT AN ATTRACTED SOCIAL RECOGNITION

Main tasks:

instill in the child new forms of behavior;

teach yourself to make the right decisions and take responsibility for yourself;

give the opportunity to feel like an independent and self-confident person;

correction of affective behavior;

the acquisition of self-relaxation skills.

Sketches: "The clown laughs and teases the elephant", "Silence" (trainings of desirable behavior), "This is what he is" (pantomime), "Shadow", "Timid child", "Captain" and "Correct decision" (courage, confidence in yourself), “Two little jealous people”, “So it will be fair”, “The deer has a big house”, “Cuckoo”, “Screw”, “The sun and a cloud”, “Bushy got water”, “Playing with sand” (muscle relaxation ). Games: "Birthday", "Associations", "Desert Island", "Scary Tales", "Fanta"

"King"

Target: to form adequate self-esteem in children, to instill new forms of behavior.

The course of the game.

Educator. Guys, how many of you ever dreamed of becoming a king? What are the benefits of becoming king? And what kind of troubles can it bring? Do you know how a good king is different from an evil one?

After ascertaining the opinion of the children, the teacher invites them to play a game in which everyone can visit the king for five minutes. With the help of a rhyme, the first participant is selected in the role of the king, the rest of the children become his servants and must do everything that the king orders. Naturally, the king does not have the right to give such orders that may offend or offend other children, but he can order, for example, that the servants bow to him, serve him a drink, be on his "parcels", etc. When the king's orders are fulfilled, by counting, another performer of the role is selected; during the game, 2-3 children can visit the role of the king. When the reign of the last king ends, the teacher conducts a conversation in which he discusses with the children their experience in the game.

Further discussion:

How did you feel when you were king?

What did you like the most about this role?

Was it easy for you to give orders to other children?

How did you feel when you were a servant?

Was it easy for you to fulfill the king's wishes?

When Vova (Yegor) was king, was he a good or an evil king for you?

How far can a good king go in his desires?

CONFLICT REMOVAL GAMES

Main tasks:

Reorienting behavior through role play.

Formation of adequate norms of behavior.

Relief of tension in children.

Moral education.

Regulation of behavior in a team and expansion of the child's behavioral repertoire.

Teaching acceptable ways to express anger.

Practicing response skills in conflict situations.

Relaxation training.

Sketches: "Carlson", "A Very Thin Child". Games: "Who Came", "Blots", "Guess what's hidden?", "What has changed?", "Guess who we are?" "," Who is behind whom "," Sly "

In these sketches and games, the teacher can simulate a conflict situation, and then analyze the conflict together with the children.

If there is a quarrel or fight in the group, you can make out this situation in a circle by inviting your favorite literary heroes known to children, for example, Dunno and Donut. In front of the children, the guests act out a quarrel similar to the one that happened in the group, and then ask the children to reconcile them. Children offer different ways to get out of the conflict. You can divide the heroes and guys into two groups, one of which speaks on behalf of Dunno, the other on behalf of Donut. Children can be given the opportunity to choose for themselves whose position they would like to take and whose interests to defend. Whatever specific form of role play is chosen, it is important that ultimately children will acquire the ability to take the position of another person, recognize his feelings and experiences, and learn how to behave in difficult life situations. A general discussion of the problem will contribute to the rallying of the children's team and the establishment of a favorable psychological climate in the group.

During such discussions, you can act out other situations that most often cause conflicts in the team: how to react if a friend does not give you the toy you need, what to do if you are teased; what to do if you were pushed and you fell, etc. Purposeful and patient work in this direction will help the child with greater understanding of the feelings of others and learn to himself adequately relate to what is happening.

In addition, you can invite children to organize a theater, ask them to act out certain situations, for example, "How Malvina had a falling out with Buratino." However, before showing any scene, children should discuss why the heroes of the fairy tale behaved in one way or another. It is necessary that they try to put themselves in the place of fairy-tale characters and answer the questions: "What did Buratino feel when Malvina put him in the closet?", "What did Malvina feel when she had to punish Buratino?" - and etc.

Such conversations will help children realize how important it is to be in the shoes of a rival or abuser in order to understand why he did this and not otherwise.

"Argument"

Target: teach children to analyze actions, find the cause of the conflict; differentiate opposite emotional experiences: friendliness and hostility. To acquaint children with constructive ways of solving conflict situations, as well as to promote their assimilation and use in behavior.

Game progress ... The game requires a "magic plate" and a picture of two girls.

Educator (draws the attention of children to the "magic plate", at the bottom of which there is a picture with the image of two girls). Children, I want to introduce you to two friends: Olya and Lena. But look at the expressions on their faces! What do you think happened?

Quarreled

We had a fight with a friend

And sat down in the corners.

It's very boring without each other!

We need to make peace.

I did not offend her -

I only held the bear

Only with a bear ran away

And she said: "I won't give it up!"

Issues for discussion:

Think and say: why did the girls quarrel? (Because of the toy);

Have you ever had a fight with your friends? Because of which?

And what do those who quarrel feel?

Can you do without quarrels?

Think how girls can make up? After listening to the answers, the teacher offers one of the ways of reconciliation - the author ended this story like this:

I’ll give her a bear, I’ll apologize, I’ll give her a ball, I’ll give her a tram and I’ll say: "Let's play!"

(A. Kuznetsova)

The teacher focuses on the fact that the culprit of the quarrel must be able to admit his guilt.

"Reconciliation"

Target : teach children a non-violent way to resolve conflict situations.

The course of the game.

Educator. In life, people often try to solve their problems on the principle of "eye for an eye, eye for an eye". When someone offends us, we respond with an even stronger offense. If someone threatens us, we also react with a threat and thereby intensify our conflicts. In many cases, it is much more useful to take a step back, admit your share of responsibility for the occurrence of a quarrel or fight, and shake hands with each other as a sign of reconciliation.

Filya and Piggy (toys) will help us in this game. One of you will speak in the words of Fili, and the other - Piggy. Now you will try to act out a scene of a quarrel between Filia and Piggy, for example, because of the book that Phil brought to the group. (Children act out a quarrel between TV characters, showing resentment and anger.) Well, now Filya and Khryusha are not friends, they sit in different corners of the room and do not talk to each other. Guys, let's help them make up. Suggest how this can be done. (Children offer options: sit next to them, give the book to the owner, etc.) Yes, guys, you're right. In this situation, you can do without a fight with a book. I suggest you act out the scene differently. Piggy needs to invite Philly to look at the book together or in turn, and not to pull it out of his hands, or to offer something of his own for a while - a typewriter, a set of pencils, etc. (The children act out the scene differently.) And now Filya and Piggy must make up, ask each other for forgiveness for having offended each other, and let them shake hands with each other as a sign of reconciliation.

Questions for discussion with children in roles:

Was it difficult for you to forgive the other? How did you feel about it?

What happens when you get angry with someone?

Do you think forgiveness is a sign of strength or a sign of weakness?

Why is it so important to forgive others?

"Rug of the world"

Target: teach children strategies for negotiation and discussion in resolving conflicts in a group. The very presence of a "rug of peace" in the group encourages children to abandon fights, arguments and tears, replacing them with discussing the problem with each other.

Game progress ... To play, you need a piece of thin blanket or fabric measuring 90 x 150 cm or a soft rug of the same size, felt-tip pens, glue, sequins, beads, colored buttons, everything you may need to decorate the decoration.

Educator. Guys, tell me, what do you argue with each other sometimes? Which of the guys do you argue with more often than others? How do you feel after such an argument? What do you think can happen if different opinions clash in a dispute? Today I brought for all of us a piece of fabric that will become our "rug of the world." As soon as a dispute arises, the "opponents" can sit down on it and talk to each other in such a way as to find a peaceful solution to their problem. Let's see what happens. (The teacher puts a cloth in the center of the room, and on it - a beautiful picture book or an amusing toy.) Imagine that Katya and Sveta want to take this toy to play, but she is one, and there are two of them. They will both sit on the "rug of peace", and I will sit next to them to help them when they want to discuss and resolve this problem. None of them have the right to take a toy just like that. (Children take a place on the carpet.) Maybe some of the children have a suggestion on how this situation could be resolved?

After a few minutes of discussion, the teacher asks the children to decorate a piece of fabric: “Now we can turn this piece into a“ rug of peace ”for our group. I will write the names of all the children on it, and you must help me decorate it. "

This process is very important, because thanks to it, children symbolically make the "rug of the world" a part of their lives. Whenever a dispute breaks out, they can use it to resolve the problem that has arisen, to discuss it. The Peace Rug must be used exclusively for this purpose. When children get used to this ritual, they will begin to use the "peace rug" without the help of a teacher, and this is very important, since independent problem solving is the main goal of this strategy. The Peace Mat will give children inner confidence and peace, and will also help them concentrate their energies on finding mutually beneficial solutions to problems. It is a great symbol of rejection of verbal or physical aggression.

Issues for discussion:

Why is the "rug of the world" so important to us?

What happens when the stronger wins the argument?

Why is it unacceptable to use violence in a dispute?

What do you mean by justice?

POEMS - PEACES

Target: increase motivation for peaceful resolution of conflicts in the group, create a ritual for ending the conflict

1. Make up - make up, don't fight anymore.

If you fight-

I will bite!

And nothing to do with biting,

I will fight with bricks!

We don't need a brick

Let's make friends with you!

2. Handle by handle

We will take it tight

We used to fight

And now, no matter how much!

3. We will not quarrel.

We will be friends

We will not forget the oath

As long as we live!

4. Enough for us to be angry,

Everyone is having fun!

Hurry up, let's put up:

You're my friend!

And I am your friend!

We will forget all the insults

And be friends, as we will be before!

5. I reconcile, reconcile, reconcile,

And I don't fight anymore.

Well, if I fight, -

I'll find myself in a dirty puddle!
6. Let's put up with you

And share everything.

And who will not put up-

Let's not get along with that!

7. To make the sun smile,

They tried to warm you and me,

You just need to be kind

And put up with us soon!

8. Peace, peace forever,

You can't fight anymore

Otherwise, grandmother will come

And he pounds on the pope!

9. Than to swear and tease

Better we put up with you!

Let's smile together

Songs to sing and dance

Swimming in the lake in summer

And pick strawberries

Ice skating in winter

Bab to sculpt, play snowballs,

Divide sweets for two

All problems and secrets.

It's very boring to live in a quarrel,

Because - let's be friends!

WORKING WITH SENSES

"Connoisseurs of the senses"
Ask your child how much he knows about feelings. If it seems to him that there is a lot, invite him to play such a game. It will be a competition for sentiment connoisseurs. Take the ball and start passing it in a circle (you can play together with the child or invite other family members to participate, which will be not only interesting, but also indicative in terms of their knowledge and interest in the inner world).
The one who has the ball in his hands must name one emotion (positive or negative) and pass the ball to the next. It is impossible to repeat what has been said before. Anyone who cannot give an answer leaves the game. The rest is the greatest connoisseur of feelings in your family! You can set some kind of prize for him, for example, the most delicious piece of cake at dinner (or some other family pleasure).
To make the game more useful, and the child's loss was not offensive, warn that this is the first round, and after a while the game can be repeated, and the prize will be even better. This will create a mood in the child for memorizing the named words, which will help him to win in the future.

"Guess how I felt?"
If you have already played (and more than once) the previous game, then for sure your child already knows the names of at least the basic emotions. But this does not mean that he correctly understands their essence. This game will help you check this (and, if necessary, correct it). It has two main roles: the driver and the player (there can be several players).
The driver must make some kind of feeling, remember the story when this feeling arose in him, or come up with a story about someone else experiencing a similar state. At the same time, he must tell his story so as not to accidentally name the feeling itself. You need to end the story with the sentence: "Then I felt ..." - and pause. Then the player tries to guess what a person could feel when in such a situation.
It is better to make short stories, for example: “I came from the store once, laid out the groceries and realized that there was no oil among them. Probably, I forgot it on the counter when I put everything in a bag. I looked at the clock - the store was already closing. I wanted to fry potatoes! Then I felt ... "(The most accurate answer in this example is" annoyance ", but there may be other emotions - sadness or anger at myself.)

Note. It is better for an adult to start driving, showing the children by example what stories can be (not too long and not very complicated). If the child guessed the feeling of the character in question, then you can invite him to become a driver and come up with his own story. Listen carefully to these stories - perhaps, in a normal conversation, the child would not have told about his hidden feelings!

"Land of feelings"
Now that the child knows the names of emotions and what sensations are behind them, you can move on to visual images of feelings and the use of creativity in working with them.
Remember with your child again what feelings you know. Write the names of the emotions you come across on separate sheets of paper. Now invite your child to imagine what these "inhabitants of the inner world" look like? Have him draw a portrait of each on the sheet with the appropriate title. The process of creating such images is very interesting and revealing. Pay attention to how the child imagines certain feelings, how he explains his choice. The following addition to the painted portrait can be especially informative. Invite a young artist to depict what the house of each feeling looks like and what things are stored in it. Perhaps in the new images you will see something similar to the life of the child himself.
Note. The resulting portraits are best decorated in some way. You can create a "gallery of feelings" of them by hanging them on the wall, you can make an art album by joining the sheets together and making a cover. The main thing is not to throw them away and do not let them roll around anywhere. After all, these are the "inhabitants of the inner world" of your son or daughter, and only for this reason they deserve respect and dignified treatment, and children are very sensitive to such manifestations of parental attention! The work on creating such an album or gallery is best done in several stages (especially with small children), making such activities systematic and starting new portraits on sheets with an inscription made on the first day of this long game.

"Feelings on stage"
This game is similar to the game "Anger on the Stage", only there can be as many roles as there are feelings. So there is where to roam the director's fantasy!
It is better to make this game, like the previous one, systematically repeated. Offer to play it when you see that the child is really experiencing some kind of emotion. For example, when he is happy, invite him to tell and portray what his joy would look like on stage.
Note. Imagine with your child by asking additional questions such as "What would a dance of joy be like?" If a boy or girl wants to perform it, you will probably need your help in choosing the musical accompaniment for this creative process! Therefore, the collection of your audio tapes or discs should contain melodies with a wide variety of emotional content (from despair and anxiety to joy and pride).

Stories from photographs
This game is the next step in the emotional development of a child, a bridge from his interest and attention to his own inner world to understanding other people's emotions and empathy.
In order to start playing, you will need any pictures of people that reflect their mood. They are easy to find by flipping through some magazines or looking at reproductions of paintings. Show your child one of these photos and ask them to identify how the person in the photo is feeling. Then ask why he thinks so - have the child try to express in words what external signs of emotion he drew attention to. You can also invite him to fantasize by thinking about what events in the life of the photographed man or woman preceded this moment.
Note. In this game, it would be good to use photos from your family album, since after the child's fictional story, you could tell him what exactly happened before the shooting, and thereby acquaint him with the elements of family history, making it possible to feel "involved" in family events and the experiences of relatives. However, it will be interesting and useful to use your personal photos for this game only if they really reflect different moods, and not standard smiles for the camera.
"Dictionary of kind words"
Aggressive children often suffer from poor vocabulary, as a result of which, even when communicating with people they like, they often use habitual rude expressions. Language not only reflects our inner world, but can also influence it: along with the appearance of good words, our attention is focused on those pleasant qualities and phenomena that they denote.
Create a special dictionary with your child. In it, alphabetically, you will write various adjectives, participles and nouns that can describe the character or appearance of a person, that is, answer the question of what a person can be. At the same time, an important restriction must be observed - all words must be kind, polite, suitable for describing pleasant (or neutral) qualities in people. So, with the letter "B" you can write both words describing appearance: "blond", "dark-haired", "white-skinned", "blond", etc., and words related to the description of character: "disinterested", "thrifty", "noble", "defenseless", "trouble-free", etc., or describing human activities in some area: "flawless", "impeccable", "brilliant", etc. If words like "stupid" or "chatterbox", then discuss with him that such words are also in Russian, and we use them, but are they pleasant, he would like to hear them addressed to him! If not, then they have no place in the dictionary of kind words.
Note. As you probably understand, it is not enough to compose such a dictionary with your child and, putting it on the shelf, wait for him to speak, using such a rich vocabulary. In order for all these words to really begin to be used by children in ordinary speech, it is necessary to carry out systematic work. For this purpose, firstly, it is good to "refresh" words in memory. To do this, you can either use the version of the game "Word - step" (when the player can take a step forward, naming the quality of a person in a certain letter), or from time to time ask the child questions that contain definitions of some property, but do not name it (for example: “How can you name a person who cannot stand up for himself and does not feel safe?” Answer: “Defenseless.”). Second, you need to take care of the practice of using new words in your son or daughter's everyday speech. To do this, try to discuss with him more often the heroes of films and books, analyze their actions, motives, deciding what character traits they testify to. Of course, here you will have to use not only positive characteristics, but try to show the child that even in the most negative hero (as well as in a real person) you can find some good traits that deserve respect.

"The blind man and the guide"
This game will give the child the experience of trusting others, and this is what aggressive children usually lack. It takes two people to start the game. One of them will be blind - he is blindfolded. The second - his guide, trying to carefully and carefully move the blind person across the road with busy traffic.
You will create this "movement" in advance by placing chairs and some other things in the room in such a way that they interfere with freely moving from one side of the room to the other. If there are still people willing to take part in the game, they can create "barricades" from their bodies, spreading their arms and legs and freezing anywhere in the room.
The task of the guide is to carefully transfer the blind person to the other "side of the highway" (where is the place, agree in advance), protecting him from collisions with various obstacles. After the task is completed, discuss with the child whether it was easy for him as a blind person, whether he trusted the guide, his care and skill, what feelings he experienced. Next time, let him try himself in the role of a guide - this will teach him care and attention to another person.
It can be difficult for children to explain with a "blind" person, since phrases like: "Now put your foot here" - they do not say anything to him. Usually the child realizes this after some time and his communication with the "blind" next time will be more effective, so it is useful to carry out such games more than once.
Note. In this game, the "guide" can contact the "blind" in different ways: talk about what needs to be done, or simply lead him along, lifting the "blind" leg to the required height in order to step over the obstacle. You can alternate these options by introducing a ban on one of them, thus training the mastery of either verbal (speech) or non-verbal means of communication. If your "blind" strives to go all the way on his own, ignoring the help of the guide, then in the next round try to worsen his orientation in space by placing obstacles in a different way and spinning the child in place after he has been blindfolded.

"Pilot and dispatcher"
Find out from the child how he imagines the actions of the pilot on the plane: with the help of what does he orientate himself in space? How to avoid collisions with other planes? What is it relied on if visibility is poor? Thus, you will inevitably come to a discussion of the dispatcher's work. It is not difficult to give sad examples from life when the wrong actions of the pilot, the inattention of the controller or simply their inconsistency in work led to a disaster. Therefore, it is very important to trust another person and follow his recommendations if that person has more information than you have at the moment.
At first, the role of the pilot will be played by a child. If you blindfold him, it means the plane is in poor visibility. Now the young pilot will have to completely entrust his well-being to the dispatcher, that is, you (or another family member who plays this role). As in the previous game, place various obstacles in the room. Place the pilot in the center. The controller must be at a sufficient distance from him and control the actions of the aircraft "from the ground", that is, exclusively with words. So he can give step-by-step instructions such as: "Turn a little to the right, take three small steps forward. So, move forward a little more. Stop." and so on. The pilot, following the instructions of the controller, must fly unimpeded through the room to the specified destination.
Note. This game is similar to the game "The Blind and the Guide", but it is somewhat more difficult to execute, because in addition to the child's trust in the second player, it involves the ability to wait, to be in the unknown for a while. That is, during the game your child will have to overcome his impulsiveness and learn to trust a person "at a distance", not feeling a "friendly shoulder" nearby and being guided only by verbal instructions. So if you assume that your son or daughter has difficulties with the development of these qualities, then you should not move on to this game without having mastered the previous one well.

"Portrait of an aggressive man"
The ability for adequate self-esteem and self-criticism, unfortunately, is not a well-developed quality in most children, especially in children prone to aggression. This play exercise will help them see themselves from the outside and become aware of their individual actions in a conflict situation and their style of behavior in general.
Ask the child to mentally imagine an aggressive person: how he looks, how he behaves, how he talks, how he walks. Now you can try to reflect these ideas on paper - have a child draw a portrait of an aggressive person. When the drawing is finished, talk about what is shown there. Why did the child draw the aggressive person in this way, what qualities did he want to emphasize in this portrait? Also ask what your son or daughter likes about the drawn person, for which you can respect him. And what, on the contrary, do you dislike, what would you like to change? Why is this little man aggressive? Ask how, in the child's opinion, the people around them treat aggressive people. How does he himself feel about them?
Now you need to move on to talking about the personality of the child himself. First of all, tell him that aggression is a normal human manifestation in certain situations when other methods of solving the problem are ineffective (it is better to immediately give examples of such situations or ask the child to do this). You can also discuss the fact that aggression has some manifestations that are not only not condemned by society, but even encouraged. Such manifestations include, for example, persistence in achieving goals and the ability to protect oneself and others.
Once your child has learned that aggression is not always a bad thing, you can expect him to acknowledge this quality in himself. Ask your son or daughter when he or she behaves aggressively towards others? Are there any circumstances in which he almost always behaves this way? Are there people who constantly evoke aggressive desires in a child? Pay close attention to these answers, they will contain "chronic problems" that need to be analyzed and will have to be systematically worked on. Try to discuss in detail the typical situations of anger and aggressive behavior in the child. How did your child feel at that moment? What did you think about? What did he want to do? What did he really do? What followed? Could you have done otherwise to avoid negative consequences?
Note. If you are not a judge in this conversation, but a sympathetic friend, then you will be able to expand the boundaries of the child's thinking and enrich his behavioral repertoire through the knowledge gleaned from your life experience. In order to make children want to behave differently, it is better to rely on such arguments as “did you achieve your goal?”, “Did the people around you understand what you felt and what you wanted?”, “Was your behavior effective? "," have your relationships with others improved? " or "good kids don't behave like that!"

"Understand without words"
Every adult knows by himself how annoying it is that others do not understand our thoughts and desires. Also, every adult guesses what is in this sad circumstance and the fault of the person himself - which means that he could not clearly explain this, was not persistent or resourceful enough to achieve this goal. But children often do not know about it. Due to children's egocentrism (when they consider themselves the center of the universe and measure the whole world by themselves), it is difficult for them to imagine that those around them really did not understand or misunderstood. Children rarely make an effort to be understood, but they often get offended and angry, evaluating the lack of understanding as "malicious intent."
Therefore, this game will be useful to everyone, since in it the child will need to be as intelligible as possible and constantly look for explanations of what was conceived to the rest of the players. In addition, he will also be in someone else's shoes, trying to understand the driver when they switch places.
So, in this game, the driver conceives a word (answering the question "who?" Or "what?"). After that, he should try to depict what the word means without uttering a sound. You can move, reproducing the situation in which a given thing is used, or freeze, trying to sculpturally depict a conceived word. The only thing that is prohibited in this game is to point to the object itself, even if it is nearby, and to pronounce words and sounds. The rest of the players try to guess the displayed word. When they have a version of what this means, they immediately say their answer. If he is wrong, then the driver shakes his head negatively. If the answer is correct, then the leader can speak again and joyfully demonstrates this by calling out loud the hidden word and inviting the person who called him to become the leader. If the player's answer is close in meaning, but not entirely accurate, then the presenter shows this with the help of a sign, which is agreed in advance, for example, by waving both hands in front of him.
Note. When your child becomes comfortable with these rules, you can complicate the game by guessing not one word, but a phrase containing the name of the object and its characteristics (for example, "fat cat"). Accordingly, guessing the answer will consist of two parts. First, the driver raises one finger up, which means the task of guessing the noun. When it has already been pronounced, the driver shows two fingers, which demonstrates to the participants that they are moving on to guess the adjective.

"Criticize without offending"
This game is a very important part of the program for working with an aggressive child, as it trains the ability to direct your discontent not to paper, sand or water, but directly to the one who caused negative emotions in the child. Of course, the form of manifestation of such dissatisfaction should be polite and not offend the person. The child should strive not to "hurt in revenge", but to achieve changes in the behavior of the other person so that he becomes comfortable with him again. In other words, you need to teach children constructive criticism, and this is a whole art. Therefore, do not expect everything at once, but start gradually working in this direction.
Prepare in advance a set of phrases that your child (or his classmates) is inclined to use to evaluate the manifestations of the other person. In this piggy bank you will have sentences like: "You are a fool", "Look where you are, cow!", "You will die out of boredom with you!" and other phrases that cut the ear of an educated adult. You can write down these rudeness and name-calling on separate pieces of paper. Now introduce the laws of correct criticism. These include:

- criticize not the person as a whole, but his specific actions;
- talk about your feelings about what you don't like;
- suggest ways to solve the problem, if possible, then your help;
- show respect for the person, your belief that he can change;
- avoid words and intonations that can offend a person;
- do not order, but offer the person a choice.
If the child has learned the theory, start practicing. Take any piece of paper with an offensive phrase. Have the child suggest how to change her in such a way as to speak about her feelings and thoughts, but not offend the person. So, the phrase "You will die of boredom with you!" can turn into a sentence like: "You know, I'm already tired of collecting the mosaic. Let's go for a walk or build a castle from a constructor" or "Personally, I'm not very interested in hearing about the same thing all day long. I'm sure you know many more interesting things. So maybe we can talk about something else or get busy? " Exactly what your child's answer will be depends on their age and what kind of situation they imagine.
Note. Adults will have to help the child at the first stage, since the speech development and thinking of children are still insufficient to give thoughts and feelings a different verbal form. So prepare in advance. At the same time, when offering your son or daughter some kind of polite option, think about whether such a wording corresponds to the age of the child and the peculiarities of speech of modern children. Otherwise, a situation may arise when your child will become a laughing stock, using too bookish or too adult sentences. Replacing the rude phrases that you offer him should harmoniously blend into his speech so that others do not have the feeling that your child is playing some role (for example, pupils of the Institute for Noble Maidens).

GAMES WITH AGGRESSIVE CHILDREN

"Gorse"

Target: relax the muscles of the lower face and hands.

You and your friend had a fight. A fight is about to begin. Inhale deeply, clench your jaws tightly. Fix your fingers in your fists, press your fingers into your palms until painful. Hold your breath for a few seconds. Think: maybe you shouldn't fight? Exhale and relax. Hooray! The troubles are over!

"Balloon"

Target: 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 balloons. 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 them to each other. The exercise can be repeated 3 times.

"Icicle"

Target : relax arm muscles.

Guys, I want to ask you a riddle:

Under our roof

The white nail is hanging

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 breathe in 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"

Target : 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.

"Blind dance"

Target : developing trust in each other, relieving excessive muscle tension.

Break into pairs. One of you gets a blindfold, he will be “blind”. The other will remain "seeing" and will be able to guide 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 place the children in pairs and ask them to hold hands. 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 him dance with open eyes.

As the child gets rid of anxiety states, you can start playing the game not while sitting, but moving around the room.

"Caterpillar"

Target : play 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 all move around this room together. Line up in a chain, put your hands on the shoulders of the one in front. 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 a single 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.

"Magic chair"

Target : help to increase the child's self-esteem, improve relationships between children.

This game can be played with a group of children for a long time. Beforehand, an adult must learn the “history” of the name of each child - its origin, what it means. In addition, it is necessary to make a crown and a "Magic Chair" - it must be absolutely high. The adult conducts a short introductory conversation about the origin of the names, and then says that he will talk about the names of all the children in the group (the group should not be more than 5-6 people), and it is better to call the names of anxious children in the middle of the game. The one whose name is told becomes 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.

"Callouts"

Target : remove verbal aggression, help children express anger in an acceptable form.

Tell the children the following: “Guys, passing the ball in a circle, let's call each other different offensive words (a condition is 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 take offense at each other. In the final circle, you should definitely say something pleasant to your neighbor, for example: And you,…. Sun!"

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.

"Tukh-tibi-spirit"

Target: removal of negative moods and restoration of strength.

I will give you a secret word. This is a magic spell against bad mood, against resentment and disappointment. To make it really work, you need to do the following. Now you will start walking around the room without speaking to anyone. As soon as you want to talk, stop in front of one of the participants, look into his eyes and say the magic word three times, angrily and angrily: “Tukh-tibi-spirit”. Then continue walking around the room. From time to time, stop in front of someone and again utter this magic word angrily and angrily.

For the magic word to work, you need to say it not into emptiness, but looking into the eyes of the person standing in front of you.

There is a comical paradox in this game. Although children should utter the word “Tukh-tibi-spirit” angrily, after a while they cannot help but laugh.

"Ask for a toy"

Target: teach children effective ways to communicate.

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, etc. Another participant (participant 2) should ask for this object. Instructions for participant 1: “You are holding a toy (notebook, pencil) that you really need, but your friend also needs it. He will ask you for her. Try to keep the toy with you and only give it away if you really want to. ” Instructions for participant 2: “Choosing the right words, try to ask for a toy so that they will give it to you.” Then participants 1 and 2 switch roles.

" Eyes to eyes"

Target: develop a sense of empathy in children, tune in to a calm mood.

“Guys, join hands with your deskmate. Look each other only in the eyes and, feeling hands, try to silently convey different states: “I'm sad,” “I'm having fun, let's play,” “I'm angry,” “I don't want to talk to anyone,” etc.

After the game, discuss with the children which states were transmitted, which of them were easy to guess, and which were difficult.

GAMES WITH HYPERACTIVE CHILDREN

"Find the Difference"

Target: developing the ability to concentrate on details.

The child draws any simple picture (cat, house, etc.) and passes it on to an adult, while he turns away. An adult finishes a few details and returns a picture. The child should notice what has changed in the drawing. 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.

"Chants-whispers-silent"

Target : development of observation, the ability to act according to the rule, 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 palm - children should freeze in place or lie on the floor and not move. The end of the game should be “silent”.

"Speak!"

Target : developing the ability to control impulsive actions.

Tell the children the following. “Guys, I'm going to ask you simple and difficult questions. But it will be possible 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 it today?" ... “Speak!”; "How much is two plus three?" etc. The game can be conducted both individually and with a group of children.

"Brownian motion"

Target: developing the ability to distribute attention.

"Pass the ball"

Target:

"My triangular cap" (Old game)

Target: teach to concentrate, promote awareness of the child's body, 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 the children who get to say the word “cap” replace it with a gesture (for example, 2 light slaps with a palm on their head). The next time, 2 words are already replaced: the word “cap” and the word “mine” (point with your hand at yourself). In each subsequent circle, the players pronounce one word less, and “show” one more. In the final repetition, children depict the entire phrase only with gestures.

OUTDOOR GAMES

« Find the difference»

Target: developing the ability to concentrate on details.

A child draws any simple picture (a cat, a house, etc.) and passes it on to an adult, while he turns away. An adult finishes a few details and returns a picture. The child should notice what has changed in the drawing. 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»

Target: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 on the hand and touch it with tender paws. It is necessary with closed eyes to guess 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»

Target:development of observation, the ability to act according to the rule, 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 palm - children should freeze in place or lie on the floor and not move. The end of the game should be "silent".

« Changers»

Target: development of communication skills, activation of children.

The game is played in a circle, the participants choose a driver who gets up and carries his chair outside the circle, so it turns out that there are one fewer chairs than the players. Then the presenter says: Those who have ... (blond hair, watches, etc.) change places. After that, those who have the named sign should quickly get up and change places, at the same time the driver tries to take a free seat. The participant of the game, left without a chair, becomes the driver.

« Talking with hands»

Target:teach children to control their actions.

If the child had a fight, broke something, or hurt someone, you can offer him the following game: circle the silhouette of palms 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. It is important to emphasize that the hands are good, they can do a lot (list what exactly), but sometimes they do not obey their master. You need to end the game with the "conclusion of an agreement" between the hands and their owner. Let the hands promise that for 2-3 days (tonight or, in the case of working with hyperactive children, an even shorter period of time) they will try to do only good things: tinker, greet, play and will not offend anyone.

If the child agrees to such conditions, then after a predetermined period of time it is necessary to play this game again and conclude a contract for a longer period, praising the obedient hands and their owner.

« Speak!»

Target:development of the ability to control impulsive actions.

Tell the children the following. “Guys, I’m going to ask you simple and difficult questions. But it will be possible 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!”; "How much is two plus three?" etc."

The game can be played both individually and with a group of children.

« Brownian motion»

Target: 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 should not stop and roll out of 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 “ can”»

Target:give the child the opportunity 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.

"Hours" can be alternated within one day, or you can arrange them on different days, as long as they become familiar 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).

« Pass the ball»

Target: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. You can complicate the exercise by asking the children to play with their eyes closed or by using several balls in the game at the same time.

« Siamese twins»

Target:teach children flexibility in communicating with each other, contribute to the emergence of trust between them.

Tell the children the following. “Divide into pairs, stand shoulder to shoulder, hug each other with one hand at the waist, place your right leg next to your partner's left leg. You are now conjoined twins: two heads, three legs, one torso, and two arms. Try to walk around the room, do something, lie down, stand up, draw, jump, 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.

« Onlookers»

Target: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 4 times, 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).

« Listen to the command»

Target: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, listens 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 played until the group is able to listen well and complete the task. The game will help the teacher to change the rhythm of the actions of the naughty children, and the children - to calm down and easily switch to another, calmer type of activity.

"Arrange posts"

Target:development of volitional regulation skills, 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 commander claps his hands, the last child walking 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 hear commands.

« The king said ...»

Target: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 the 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" or "The commander ordered."

« Forbidden traffic»

Target: Playing with clear rules organizes, disciplines children, unites the players, develops quick reactions and induces healthy emotional uplift.

Children are facing the presenter. To the music, with the beginning of each measure, they repeat the movements shown by the presenter. Then one movement is selected that cannot be performed. Anyone who repeats the prohibited move is out of the game. Instead of showing movement, you can say numbers aloud. The participants in the game repeat in chorus all the numbers, except for one prohibited, for example, the number "five". When the children hear it, they will have to clap their hands (or spin in place).

« Listen to the claps»

Target: training attention and control of motor activity.

Everyone walks in a circle or moves around the room in a free direction. When the presenter claps their hands once, the children should stop and take the stork pose (standing on one 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 sides, hands between the soles of the feet on the floor). With three claps, the players resume walking.

« Freeze»

Target: 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 in which the music stopped. 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 only one player remains in the circle.

« Let's say hello»

Target:removal of 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:

1 clap - shake hands;
2 claps - say hello with your shoulders;
3 claps - say hello to the backs.

The variety of tactile sensations accompanying this game will give the generative 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 prohibit conversations during this game.

« Fun bell game»

Target:development of auditory perception.

Everyone sits in a circle, at the request of the group, a driver is selected, however, if there are no people willing to drive, then the role of the driver is assigned to the coach. 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 toss the bell to each other.

RELAXATION TECHNIQUES

FOR PRESCHOOLERS

Relaxation exercises are best done with calm music. Doing these exercises regularly makes the child calmer, more balanced, and also allows the child to better understand his feelings. As a result, the child controls himself, controls his destructive emotions and actions. Relaxation exercises allow the child to master the skills of self-regulation and maintain a more even emotional state.

"Snow Woman"

You can make a small game out of this exercise while rolling imaginary snowballs across the floor. Then, together with the child, you sculpt a snowman.

So, “we blinded a snow woman in the yard. A beautiful snow woman turned out (you need to ask the child to portray a dream woman). She has a head, a torso, two arms that stick out slightly to the sides, and she stands on two strong legs ... At night a cold-cold wind blew, and our woman began to freeze. First, her head froze (ask the child to strain his head and neck), then her shoulders (strain her shoulders), then her torso (the child strains his torso). And the wind is blowing more and more, wants to destroy the dream. babu. Rested sn. a woman with her legs (she strains her legs a lot), and the wind did not manage to destroy the sn. babu. The wind flew away, morning came, the sun looked out, saw a snowman, decided to warm it up. The sun began to bake, and our woman began to melt. First, the head began to melt (the child lowers his head freely), then the shoulders (relaxes and lowers the shoulders), then the arms (gently lowers the arms), then the torso (the child, as if settling, bends forward), and then the legs (the legs gently bend into knees). The child first sits down, then lies down on the floor. The sun warms, the snow woman melts and turns into a puddle, spreads over the ground. "

Orange

The child lies on his back, his head is slightly to one side, arms and legs are slightly apart to the sides. Ask the child to imagine that an orange has rolled up to his right hand, let him take the orange in his hand and begin to squeeze juice out of it (the hand should be clenched into a fist and very tense for 8 - 10 seconds).

"Open the fist, roll the orange, the handle is warm ..., soft ..., resting ..." Then the orange rolled to his left hand. And the same procedure is repeated with the left hand. It is advisable to do the exercise 2 times (while changing the fruits)

« Move the stone "

The child lies on his back. Ask him to imagine that there is a huge, heavy stone near his right leg. You need to firmly rest your right leg (foot) on this stone and try to at least slightly move it from its place. To do this, slightly raise the leg and strain it strongly (8 - 12 sec.) Then the leg returns to its original position; "The leg is warm ..., soft ..., resting ...". Then the same is done with the left leg.

"Turtle»

The exercise is done lying down, preferably on the side or stomach. Ask your child to imagine that he is a small turtle lying on yellow sand (or soft grass) near a transparent stream (river, lake or sea - at the request of the child). The sun is warming, the turtle is warm and good. The arms and legs are relaxed, the neck is soft ... Suddenly a cold cloud appeared and covered the sun. The turtle became cold and uncomfortable, and it hid its legs, arms and neck in a shell (children strain their backs, slightly bending it and thus depicting a shell; and also strain their neck, arms, legs, as if pulling them under the shell, 5 - 10 sec.). But then the cloud flew away, the sun came out again, it became warm and good again. The turtle warmed up, and its neck, arms, legs became warm and again appeared from under the shell (the back relaxes for 5-10 sec.).

« Relaxationin the pose of a starfish "

Ask your child to close his eyes and imagine a place where he likes to rest, where he always feels good and safe. Then let him imagine that he is in this place and does what he wants there, from which he experiences pleasure. The duration of the exercise is 1 - 2 minutes. At the end of the exercise, ask your child to open his eyes, stretch several times, sit down, take a deep breath, and stand up.

« Fly"

Purpose: relieve tension from the facial muscles.

Have the child sit comfortably with his hands on his knees, shoulders and head down, eyes closed. Mentally imagine that a fly is trying to land on his face. She sits first on her nose, then on her mouth, then on her forehead, then on her eyes. The task of the child, without opening his eyes, is to drive away the annoying insect.

"Lemon"

Sit comfortably: put your hands on your knees (palms up), shoulders and head down, eyes closed. Imagine mentally that you have a lemon in your right hand. Start squeezing it slowly until you feel that you have “squeezed out” all the juice. Relax. Remember your feelings. Now imagine that the lemon is in your left hand. Repeat the exercise. Relax again and remember how you feel. Then do the exercise with both hands at the same time. Relax. Enjoy a state of peace.

« Icicle "," Ice Cream "

Stand up, close your eyes, raise your hands up. Imagine that you are an icicle or ice cream. Tighten all the muscles in your body. Remember these feelings. Freeze in this position for 1-2 minutes. Then imagine that under the influence of the sun's heat you begin to slowly melt, gradually relaxing your hands, then the muscles of the shoulders, neck, trunk, legs, etc. Memorize the sensations in a state of relaxation. Do the exercise until you reach your optimal emotional state. This exercise can be done while lying on the floor.

"Balloon"

Stand up, close your eyes, raise your hands up, take a breath. Imagine that you are a large balloon filled with air. Stand in this position for 1-2 minutes, straining all the muscles in the body. Then imagine that a small hole appears in the ball. Slowly begin to release air while relaxing the muscles in your body: the hands, then the muscles of the shoulders, neck, trunk, legs, etc. Memorize the sensations in a state of relaxation. Do the exercise until you reach your optimal emotional state.

And, finally, with strong neuropsychic stress, you can perform 20-30 squats or 15-20 jumps on the spot. This will release the tension that has arisen. This method of relieving psycho-emotional stress is widely used by both athletes and artists before important performances.
Everyone needs to know!

First aid for stress for teachers

Take 10 minutes of your time to rest and relax. During this time, nothing terrible will happen. In this short period of time, it is important to try to forget about your chores around the house. Such rest at the end of the day is essential. After it, household problems are solved with a fresh mind, and much less nervous and physical energy is spent.

And you are again full of strength and energy!

Against stressful breathing

Take a deep breath slowly through your nose; at the peak of inhalation, hold your breath for a moment, then exhale through your nose as slowly as possible. This is a soothing breath. Try to imagine that with each deep breath and extended exhale, you are relieving some of the stressful tension.

One minute relaxation.

Relax the corners of your mouth, moisturize your lips (let your tongue lie freely in your mouth). Relax your shoulders. Focus on your facial expressions and body position: remember that they reflect your emotions, thoughts, inner state. It is only natural that you do not want those around you to know about your stressful condition. In this case, you can change your "face and body language" by relaxing your muscles and breathing deeply (with an especially long exhalation).

Inventory

Take a look around and take a close look at the room in which you are. Slowly, without haste, mentally find 7 red objects in the room in which you are, "sort out" all the objects one by one. Try to focus completely on this "inventory". Say mentally to yourself: "Red notebook cover, red curtains, red flower vase," etc. By focusing on each individual item, you will be distracted from internal stressful tension, directing your attention to the rational perception of the environment. You can find and examine objects on any basis.

A change of scenery

If circumstances permit, leave the area in which you are experiencing acute stress. Move to another, where no one is, or go outside, where you can be alone with your thoughts.

Relaxation

Stand with feet shoulder-width apart, bend forward and relax. The head, shoulders and arms hang down freely. Breathing is free. Fix this position for 1-2 minutes, then slowly - attention: very slowly! - Raise your head (so that it does not spin).

Abstraction

Engage in some activity - no matter what: start washing clothes, washing dishes, or cleaning. The secret of this method is simple: any activity, and especially physical labor, plays the role of a lightning rod in a stressful situation - it helps to distract from internal stress, "let off steam".

Music

Play some soothing music that you love. Try to listen to it, concentrate on it and only on it (local concentration). Remember that concentration on one thing contributes to complete relaxation, evokes positive emotions.

Communication

Have a conversation about some abstract topic with any person nearby: a neighbor, a workmate. If no one is around, call your friend or girlfriend. This is a kind of distracting activity, which is carried out "here and now" and is designed to displace the internal dialogue, saturated with stress, from your consciousness.

Mobilizing breath- an extended deep breath (4 sec.), A pause of half-breath duration (2 sec.), A short, loud, vigorous exhalation (2 sec.). The duration of the inhalation is approximately twice as long as the exhalation.

Calming breath- a slow deep breath through the nose, a pause of half an inhalation, exhalation lasting 2 breaths.

You need to learn how to mobilize and calm yourself with the help of breathing in any situation and environment. Usually, the effect is already given by 4 breaths. The number of such measures is determined individually, taking into account the fitness level and state in a particular situation.

We bring to your attention excerpts from the book “ Practical materials for working with children 3-9 years old. Psychological games, exercises, fairy tales... “Khukhlaeva O. V. - M .: Genesis, 2005. - (Psychological work with children.)

The proposed book is a collection of psychological procedures (exercises, games and fairy tales), which are aimed at helping children aged 3-9 to understand themselves, become more confident, improve relationships with others, and reduce their anxiety. The procedures described can be used in group sessions with children or in one-to-one meetings.

The book also includes a program of psychological work with children 5-9 years old, that is, pupils of senior and preparatory groups of kindergartens and pupils of 1-2 grades of the school. This is a training program that can be used for both corrective and psycho-preventive purposes. It includes working with emotions, self-awareness and role-playing behavior in children.

The book is supplied with illustrations that can be used in working with children. Addressed to psychologists, teachers, parents.

The activities of a psychologist in the educational system can be divided into three main areas: diagnostic, corrective, psychoprophylactic.

However, as observations show, in real practice, the psychologist focuses on one direction of activity, more often - diagnostic, sometimes he is limited only to it. The psychocorrectional direction is usually weaker, the psychoprophylactic one, as a rule, is absent altogether.

It seems to us that such a model of psychological work in the education system can largely avoid such a "bias", in which the main goal of the psychologist is to facilitate the adaptation of the child to school or kindergarten, the organization of constructive psychological and pedagogical interaction between children, teachers and a psychologist.

It should be noted that, as a rule, children who behave well or study well, but at the same time experience some kind of personal ill-being, drop out of the psychologist's field of vision. Usually, in such cases, the child's problems are not noticed by either parents or teachers. Moreover, sometimes such a child may even be comfortable for an adult, since he is obedient and has a high educational motivation. But it is precisely the children of the “risk group” who, like no one else, need psychological support, including in the form of psychological group work. This is especially true during the period of adaptation to school, because it is at this time that all children have an increased likelihood of developing a deep internal conflict, inadequate compensation mechanisms, and psychosomatization. It is even more effective if such work is carried out during the preparation of children for school, that is, in the senior and preparatory groups of kindergarten.

I would also like to draw attention to the massiveness of the "risk group". Research carried out by students of the Moscow State Pedagogical University. Lenin (Moscow State Pedagogical University) and MOSU (Moscow Open Social Academy), indicate that up to 70% of children require psychological support(in fact, this is every child entering first grade).

We believe that the only possible way in this situation is to include children in group psychological work, which is both psychocorrectional and psychoprophylactic.

Age characteristics of children:

Children 3-4 years prefer outdoor games. They are prone to imitation, therefore, they will strive to repeat the actions and movements of the leader, it is difficult for them to sit still for a long time, it is difficult to keep attention, so you should not leave them in a static state for a long time. It should also be remembered that three to four year olds are easily overexcited, and this should not be allowed.

Children 5-6 years are already capable of some control of their behavior. As a rule, after several sessions, they can describe their emotional states, for a short time they are included in the discussion of issues of interest to them. However, of course, they also like to play and move more than talk. Each of them really wants to be a leader, so they may be offended by the presenter if it seems to them that they are rarely appointed to lead. In this regard, it makes sense to choose drivers with the help of counters.

Classes with children can be used both for correctional and psychoprophylactic purposes, usually classes are held once a week. The duration of the lessons is determined by the age of the children. The youngest children (3-4 years old) can usually work no more than 14-20 minutes. With preschoolers 5-6 years old, you can conduct half an hour classes, with schoolchildren - 45 minutes.

Age also affects the optimal number of children in a group: from 7-8 if you work with preschoolers, up to 14-15 if you work with schoolchildren. Age also determines how it is preferable to seat the children.

The main condition for successful work is the leader's ability and desire to play with children. It is good if he himself enjoys playing, not considering it a secondary and unnecessary activity, if he knows how to laugh contagiously, because laughter and joy always stand next to love. A professional presenter is never afraid to look funny or not serious enough in the eyes of children. If the leader has all this, then the lessons with the children will certainly be successful and effective. Children will shout that psychology is their favorite lesson, and the presenter is their favorite adult.

Therapeutic fairy tales-metaphors

In psychology, fairy tales are called therapeutic metaphors, since the main idea of a fairy tale is presented not in a direct, edifying, but in a hidden, metaphorical form.

In addition, already in the very structure of the metaphor, there is an appeal to resources, internal forces, and human capabilities. The following components of the therapeutic metaphor are usually distinguished:

Metaphorical conflict or the emergence of a situation in which the hero becomes ill because of a problem he has (dissimilarity from others, the presence of fears, etc.);

Metaphorical crisis - the onset of an unbearable situation for the hero, bearing the symbolism of death;

Searching for and finding resources within oneself - the hero discovering in himself new opportunities necessary to resolve the crisis;

Celebration and celebration - the onset of a situation of success, recognition from others. As you can see from this structure, the hero of the fairy tale does not expect help, does not ask others for it. He finds new opportunities in himself, acts and always wins.

Usually metaphors correspond to a particular symptom and a specific difficult situation. However, the systematic presentation of metaphors to the child, even not always corresponding to his real problems, leads to the formation of a "self-help mechanism" in him, that is, the desire in any difficult situation to look for strength in himself, believe in success, strive and be sure to achieve a goal.

You can work with fairy tales in different ways. Usually, the presenter invites the children to listen to the fairy tale and at the moment when they want to, start drawing an illustration for any episode they like from it.

Dealing with children's emotions

The central task of working with the emotions of children is the formation of emotional decentration in children. According to G.M.Breslav (1990), emotional decentration is understood as the ability of an individual to perceive and take into account in his behavior the states, desires and interests of other people. In the normal course of personality formation, this ability appears by the end of preschool age. Violations in its formation can lead, first of all, to difficulties in communicating with peers and adults.

In addition to the central task, within this program it is necessary to highlight an additional, but no less significant task - the prevention of psychosomatic diseases. In the 20th century, psychosomatic illnesses have noticeably pushed all others as a result of an increase in the pace of life, an increase in emotional overload and an increase in depressive tendencies at the level of mass consciousness.

Naturally, the growth of psychosomatic diseases of the population arouses the interest of doctors and psychologists in the causes of these diseases. Recently, the concept of the existence of a complex of personal characteristics, which are a prerequisite for the appearance of psychosomatic diseases, has become widespread. These include, first of all, a weak differentiation of the emotional sphere(that is, the inability to recognize and describe your own emotions and the emotions of others); insufficient reflexivity, as well as a ban on the external manifestation of negative emotions (fear, anger, etc.). We believe that in order to reduce the risk of future psychosomatic diseases in children, it is necessary to draw their attention to the emotional world of a person, teach them to express and recognize some basic emotions, and stimulate their self-knowledge. Before proceeding to consider this part of the program, let's define its central concept - the concept of emotions. There is a wide range of scientific perspectives on the nature and meaning of emotions. We will rely on the theory of fundamental emotions by K.E. Izard (1980), according to which emotions are considered as the main motivational system of a person, as well as personal processes that give meaning and significance to human existence. Izard distinguishes ten fundamental (basic) emotions, each of which leads to different internal experiences and different external expressions of these experiences. We believe that introducing children to fundamental emotions should be the content of the first stage of working with emotions. In total, we distinguish four stages of work, the duration of which is determined by the age of the children - the younger the children, the more time it takes to complete the stages. The first stage is usually longer.

Working with self-awareness

As already mentioned, the central task of this block is the formation of personality self-awareness in children. According to the concept of V.S.Mukhina (1985), self-awareness is understood as a psychological structure, which is a unity that finds expression in each of its links: the name of a person and his physical essence, the claim to social recognition, the psychological time of the individual (her past, present and future), the social space of the individual (her rights and responsibilities). V.S.Mukhina showed that the most significant distortion in the development of self-awareness is the deprivation of one or several structural links of self-awareness, since this can lead to the emergence of aggressiveness, anxiety, difficulties in communicating with peers, and negatively affect the attitude towards oneself.

In senior preschool and primary school age, the most significant and deprivated are such links of self-awareness as the awareness of the name, the claim to recognition and awareness of rights and obligations.

Working with role behavior

The central objective of this program is to ensure the adequate role development of children. According to J. Moreno, adequate role development ensures a person's mental health. At the same time, adequate role development is understood as the ability to accept roles that correspond to new situations, and the ability to change their usual roles in old situations, that is, the possession of role flexibility and role creativity.

Disorders in role development are the inability to enter roles that are different in status and content, or identification with any of their roles, often pathological. Disorders in role development can negatively affect the formation of the child's personality, destroy the preschooler's leading activity - role play, complicate communication with peers and intrafamily communication, and lead to the emergence of psychosomatic pathology.

It seems to us that when working with role-based development of children, it is best to turn to traditional Russian culture, in which great attention is paid to the interaction of a person with a role. At present, the psychotherapeutic possibilities of folk culture have not yet been studied, and it itself, in our opinion, has not received the proper psychological understanding. Therefore, without pretending to the depth of analysis, we will briefly touch upon only the aspect associated with the role.

Folk culture ensured a fairly close interaction between a person and a role, primarily through dress. The phenomenon of masquerading was largely destroyed by the mid-1930s, and it is necessary to understand what should and can be brought back to life from this phenomenon.

There are many general theories of dressing, we will rely on understanding it as a playful ritual action, a playful version of mythological ideas (Ivleva, 1994). Proceeding from this, playing a role in dress requires playing its mythological content. In addition, one should pay attention to such an important principle of dressing as inversion. This principle was emphasized by the mask, and clothing (inside out, torn, old, opposite sex and status), and choreography of dressing (wobbling with the participation of the body, twisting, somersaulting, a contrasting combination of "angular movements", etc.), and voice (silence or voice change). With the help of these means, a special state of "I am not me, but someone else" was achieved, that is, a departure from the normative "I" into an anti-form. What did dressing give a person besides the unconditional development of role flexibility and creativity?

Since traditionally antibehavior was associated with the idea of the other world, it can be concluded that through dressing, contacts were established with deceased ancestors and demonic creatures, that is, with the other world (and in dressing - the antiworld), therefore, the fears of this world were removed ... Moreover, the inclusion of the anti-world in a person was carried out, as a result, a certain inner integrity of a person was achieved, since "... the dark also belongs to my integrity" (Jung, 1991).

Thus, having analyzed the experience of a person's interaction with a role in folk culture, we believe that the basis for ensuring adequate role development for a child should be the reproduction of the mythological content of certain characters. These characters should be the main heroes of Russian folk tales for the following reasons:

In a fairy tale, in a symbolic form, there are situations that the child is experiencing, and understanding the meaning of these situations on a conscious or unconscious level gives him the opportunity to understand his feelings;

The child, possessing magical thinking, easily identifies himself with the heroes of the fairy tale;

Since fairy tales are archetypes of the collective unconscious, through them the child gains access to the cultural values of past generations (Jung, 1991).

The appeal to the heroes of Russian folk tales is now acquiring special significance, since the oversaturation of TV screens with Western cartoons and films leads to the "washing out" of folklore images from the minds of children, as a result, traditional symbols remain undeveloped, and children lose access to the spiritual heritage of their people. Rejection from the spiritual heritage of the people leads to spiritual poverty and a growing sense of fear (Jung, 1991). Thus, the appeal to unconscious phenomena becomes a vital issue for us. And the work within this block, therefore, should be built through the reproduction of images of Russian folk tales by children. We believe that, first of all, it is necessary to turn to the reproduction of the images of the Serpent Gorynych, Baba Yaga, the Wolf and the Bear, since it is they, due to their deep archetypal essence, that can symbolize many children's fears, and a specially organized reproduction of these images can, in addition to role-playing development of children, contribute to some reduction of fears.

Let's turn to the basic structure of image classes. In determining it, we proceeded from the following observation.

Modern man, as a rule, perceives the Serpent Gorynych and Babu Yaga as carriers of only a dark beginning, to a lesser extent this concerns the Wolf and almost does not concern the Bear. In ancient times, these characters were perceived dually, that is, in addition to the dark, deadly principle, they also embodied the light life-giving one. It can be assumed that it is precisely the loss of the duality of perception of these characters that leads to the appearance of fears in front of them.

After the children play these conditionally negative characters, it is necessary to turn to the conditionally positive characters, observing the structure of the lessons indicated earlier, with the difference that first the light part of the characters is actualized, and then the dark one. We propose to refer to the images: Ivanushka the Fool, Ilya Muromets, Elena the Beautiful and Vasilisa the Wise. It seems to us that there is no need to provide detailed training scenarios. The presenter can cope with this on his own and, moreover, will enjoy it, because in preparation for classes, you will have to re-read fairy tales, as well as the encyclopedic dictionary "Slavic Mythology", M., 1995.

Conclusion

We love our children very much. We buy educational toys for them, diligently teach them to read and count. We are intensively preparing for school, checking the degree of this readiness with batteries of assignments and tests. We place them in lyceums and gymnasiums, teach a foreign language, check the pace of reading. In general, we are doing everything to make our child smarter and smarter. But at the same time we rarely think about his future life. Why does he need all this knowledge? “To enter a prestigious institute, get a highly paid profession,” many will say. And it's all? As a rule, this is where the thoughts about the future of the child end.

And I would like my children, grandchildren, great-grandchildren to be able not only to count and write, but also to love. What and whom to love? Loving the sky, wind, stars, waves is very important. But the main thing is that they know how to love people: all together and each individual person who meets on their way.

However, this is a very difficult skill. And learning it is more difficult than reading and writing, because for this, first of all, you need to learn to love yourself. And it is so difficult to realize your imperfection and accept it, allowing yourself not to be a god, but to develop during your life. It is just as difficult to maintain a child's spontaneity and creativity. Not to drive your feelings deep into yourself, but to be aware and express them is also not an easy task. Learning to manage your anger and fear is extremely difficult. Even if all this succeeds, there is still a long way to go for those who want to learn to love others. They need to be able to trust the world and the individual. To see in any, even not very good, person his light qualities - after all, they are in everyone, isn't that so? To be able to work together with others, to cooperate with them. But the main thing is to strive not only to receive something from people, but also to give them at least a drop of yourself, your joy, your warmth. And be sure to warm the closest people with your light: mom and dad.

Literature

Afanasyev A. N. Poetic views of the Slavs on nature. Volume 2.M., 1995,

Barker F. The use of metaphors in psychotherapy. Voronezh, 1996.

Breslav G. M. Emotional features of personality formation in childhood. M., 1990.

Wigglesworth, M. F. Willie & Friends: A Guide to Creating Metaphors for Developing Child Self-Esteem. Voronezh, 1995.

Vygotskaya I. G., Pellinger E. P., Uspenskaya P. P. Elimination of stuttering in preschoolers in game situations. M., 1993.

Dubrovina I. V. School psychological service. M., 1991.

L. Ivleva Mummers in Russian Traditional Culture. SPb., 1994.

Izard K.E. Human emotions. M., 1980.

Leitz G. Psychodrama: Theory and Practice. M., 1994.

Millie D., Crowley R. Therapeutic metaphors for children and the "inner child". M., 1996.

Morozova N. The path to the well-being of the student // Public education, 1995. №2.

Mukhina V.S. Children's psychology. M., 1985.

Nikolaeva V.V. On the psychological nature of alexithymia. M., 1995. One, two, three, four, five - we are going to play. M., 1995. Slavic mythology. Encyclopedic Dictionary. M-., 1995.

Human physicality. Interdisciplinary research. M., 1995. Khukhlaeva OV Psychotechnical games in elementary school. M., 1995. Jung KG Archetype and symbol. M., 1991.

The book of selected works of the famous Soviet psychologist includes his main works on child and educational psychology, which presents the original theory of the periodization of childhood, mental development of the child, play and educational activities, concretizing the ideas of the scientific school of L. S. Vygotsky about the historical nature of childhood and the activity basis mental development. A number of works are devoted to the problems of preschool, primary school and adolescence, learning and development of children's speech, primary education, psychodiagnostics.

"How to teach children to cooperate?" is a collection of psychological games and exercises. It is addressed to psychologists, educators and all adults who think about the mental health of children, about their emotional experience, about the ability for each person to build constructive relationships with other people and have a positive attitude towards themselves. Carrying out such games with children of primary school contributes to the development of their "emotional intelligence" and helps the teacher to create in the classroom a friendly atmosphere of mutual assistance, trust, friendly and open communication of children with each other and with the teacher, thereby facilitating the process of joint learning.

Description: In the first part of the book - "The Psychology of the Family" - the main attention is paid to the emotional aspect of upbringing, the feelings of parents towards their children. The psychological characteristics of marital relations are given, a number of specific issues of upbringing in the family are considered. In the second part of the book - "Psychotherapy of childhood neuroses" - considering in detail child psychotherapy as a process, the author suggests ways to harmonize family relationships. A description of one of the variants of psychotherapeutic work aimed at the prevention of neuroses in children is given, the results of the study of psychological risk factors, the experience of the practical use of complex psychotherapy, as well as methods for assessing its effectiveness are presented. For psychiatrists, psychologists, psychotherapists, students of these specialties and everyone interested in the problems of child development, psychological relations in the family and raising children.

The book of the famous specialist in group play therapy with children, H. Ginotta, is a systematic, step-by-step description of the process of play therapy inside and out. Answers are given to numerous questions that arise or may arise from a specialist in this field: which children can be included in the play group, and which cannot? how to stir up an introverted child? what to do with an aggressive child? why do many parents who make an appointment do not come? how to work with parents? etc. The author accompanies the theoretical material with living illustrative examples that will not leave indifferent any reader, and even more so a specialist who will find a lot of analogies from his own practice. For psychologists, psychiatrists, as well as other professionals who work with children, and anyone who seeks to improve their ability to communicate with children.

Annotation: A collection of various games that contribute to the correct versatile psychological development of children. The games presented in the book are designed for any age - from the smallest to teenagers. The collection will become an indispensable assistant for parents and teachers who want to make the process of raising children interesting and unobtrusive.

"Correctional, developmental and adaptive games" TM Grabenko, T.D. Zinkevich-Evstigneeva - the games offered in the book are intended primarily for working with preschoolers. The publication is addressed to parents, educators and psychologists interested in the complex development of the child's personality through play that is close and understandable to him. The book reveals the multifaceted possibilities of playing with sand - this is learning and cognition, which have a corrective orientation, which makes it possible to correct the child's developmental problems. The value of the book lies in the fact that its material can be used to work with both gifted children and children with developmental problems.

Annotation to the book Kruglova N.F. "We develop in the game the intellect, emotions, personality of the child":

The author's program for preparing a child for schooling, presented in the book, was developed at the Psychological Institute of the Russian Academy of Education. Its main task is to help the child successfully overcome the difficulties that arise in primary school. A detailed system of exercise-games will help develop cognitive processes, educational motivation, the ability to hold a goal, communicate, and allow the child to move to the position of a schoolchild. The program has already received recognition from specialists and parents. Games and exercises (and there are about 100 of them in the book) can be successfully used for preparatory work with preschoolers, as well as corrective work with younger students.

For child psychologists, kindergarten teachers, primary school teachers and parents.

The proposed book is a collection of psychological procedures (exercises, games and fairy tales), which are aimed at helping children 3-9 years old to understand themselves, become more confident, improve relationships with others, and reduce their anxiety. The procedures described can be used in group sessions with children or in one-to-one meetings. The book also includes a program of psychological work with children 5-9 years old, that is, pupils of senior and preparatory groups of kindergartens and pupils of 1-2 grades of the school. This is a training program that can be used for both correctional and psychoprophylactic purposes. It includes working with emotions, self-awareness and role-playing behavior in children. The book is supplied with illustrations that can be used in working with children. Addressed to psychologists, teachers, parents.

Chapters / Paragraphs

PSYCHOLOGICAL GAMES AND EXERCISES

Part 1. "I"

EXERCISES AIMED TO INCREASE THE CHILD'S SELF-RESPECT, DEVELOPMENT OF SPONTANCY FROM THE YEARS OLD

1. "Hello, I'm a cat!"

The presenter holds in his hands a soft toy - a kitten (it is very good if it is a doll that is put on the hand). He invites the children to take turns to say hello to the kitten. Each child presses his paw and introduces himself, calling himself an affectionate name, for example: "Hello, kitten, I'm Sasha."

2. "The cat caresses"

Target. contribute to the development of children's self-esteem.

As in the previous exercise, the presenter holds a soft toy in his hands - a kitten and strokes each child's head with his paws with the words: “Good Sasha, good Masha,” etc. Then the children take turns taking the kitten in their hands and caress each other with its paws. The presenter helps them pronounce the appropriate phrases (“Good Sasha”, “Good Mashenka”).

3. "One-two-three, hare, freeze!"

Children walk around the room. The host tells them: “Now you will transform into those animals that I will name. When I give the command: "One-two-three, freeze!" - you will need to stop moving and freeze. For example: “Jump like hares. And now - “One-two-three! Hare, freeze! " At the command of the presenter, the children freeze in the pose of a hare. For small children, the presenter himself shows the pose, older children come up with poses on their own. Then the presenter can ask the children if they are afraid to turn into some kind of big animals - wolves, bears, and after that give them the command “One-two-three! Bear (wolf), freeze! "

4. "Turn into a plasticine"

Target. promote the development of spontaneity in children.

The presenter chooses one child, invites him to imagine that he is a piece of plasticine and something can be molded from him. But in order to do this, you first need to knead the plasticine. The presenter kneads, rubs the plasticine child and "sculpts" any animal out of him. The rest of the guys guess which animal was sculpted.

Target. contribute to the development of children's self-esteem.

One child turns his back on the group - he is lost in the forest. Others take turns shouting "Hey!" To him. The "lost" child must guess who called him, who took care of him.

6. "Show your feelings with your tongue"

The presenter asks the children to stick out their tongues, and then show everyone how the tongue is happy, angry, afraid.

7. "Who lives in the house?"

Target. contribute to the development of children's self-esteem.

Children "climb" into houses - for this each child closes his hands in a corner above his head in the form of a roof. The presenter "knocks on every house" with the words: "Who-who lives in the house?" The child says his name. Then the presenter asks each child: "What do you love the most?", "What are you the very best?" etc., and the child answers these questions.

8. "Show your feelings with your hands"

promote the development of spontaneity in children;
develop reflection of emotional states.

The presenter invites the children to imagine that their hands have become alive and can be happy, afraid, angry, etc. Then the children, looking at the presenter (he sets a pattern of movements), show how their hands jump on the table (rejoice), push, bite each other (get angry), shrink into lumps and tremble (fear).

9. "Dishware shop"

Target. develop the imagination and self-esteem of children.

The presenter tells the children that he has come to a dishware store and wants to buy himself some very beautiful things: a spoon, a fork and a knife. To do this, he asks the children to turn into spoons (hands in a semicircle up), forks (hands up in a corner) and knives (hands closed at the top). First, all children turn into one and the same object, then into different ones. Then the presenter can say that all the spoons, forks and knives in the store are so wonderful, so beautiful that you cannot choose the best one, so he will not buy anything.

10. "What did the guests give?"

The facilitator places 3-4 large toys on the floor. One child is blindfolded. He must guess what toys the guests brought him as a gift, feeling them with his foot. Younger children, before starting the game, examine toys, which they will then touch. Older children can “recognize with their feet” toys they are not familiar with.

11. "Toy shop"

Target. promote self-expression of children.

The presenter selects several children and "turns" them into different toys: a car, a doll, a ball, a stroller, etc. (at the same time he whispers in the ear of each child what kind of toy he "turns" into). The guys portray them, and the rest guess what they "turned into". In an advanced group, you can offer one of the children "not to turn into anything", but, looking at the "toys", perform some actions with them, for example, stroke a doll, ride a car, etc.

12. "Fingers and mice"

Target. promote self-expression of children.

Children turn their fingers into mice and run them quietly on the table, then on their knee, then on the knee of a neighbor.

13. "Repeat after me"

Target. contribute to the development of children's self-esteem.

Children are invited, repeating after the presenter, to show and stroke their legs, arms, cheeks, fingers.

14. "We Are Soldiers"

Target. promote self-expression of children.

The presenter asks the children to imagine that they have turned into soldiers defending their country, and they need to clearly follow the commands of their commander. When the command "Along the horses!" - they should stomp loudly, at the command "Explore!" - whisper: "shh", on the command "Attack!" - shout "Hurray!", At the command "For machine guns!" - clap.

15. "Who is in front of you - look through the hole"

Target. contribute to the development of children's self-esteem.

A hole with a diameter of 1 cm is plucked out in a large sheet of paper. The children take turns approaching the hole, look at the others through it and name the names of those children whom they saw.

16. "The name whispers in the breeze"

Target. contribute to the development of children's self-esteem.

The presenter asks the children to imagine that he wants to make friends with them ... a breeze. He calls them by name. Children all together pronounce the name of each child as the breeze would do, that is, quietly: "Van-I-I, shur-shur-shur." Then the children figure out how the rain or pebbles on the road could call them.

17. "Drop, ice, snowflake"

Target. promote self-expression of children.

With the help of the presenter, the children depict a droplet (hands at the top in a semicircle, free), a piece of ice (hands are closed at the top, tense), a snowflake (hands to the sides, free, very soft).

18. "Lost Girl"

Target. contribute to the development of children's self-esteem.

Children sit in a circle, the presenter "makes an announcement on the radio": "Attention, attention, a girl (boy) is lost ..." - and further describes the appearance and clothes of one of the children. Anyone who recognizes himself needs to shout loudly: “I found myself (found), I came to you in kindergarten (came)”.

19. "Role gymnastics"

expand the role repertoire and role flexibility of children;
promote the development of spontaneity in children;
ease the expression of feelings of anger.

Option 1. Children learn to take on the roles of various scary characters from fairy tales and films (wolf, Godzilla, Dragon). Since it can be difficult for children to do this on their own, first you can show them pictures with the image of some scary hero and ask the children to show him (you can show him with movements, voice, body, etc.). After some training, the children themselves think of a character and depict it. The rest try to guess who they are portraying. At the same time, an adult encourages children in every possible way to show aggression on behalf of the characters, that is, to utter in a terrible voice remarks like "Now I will eat you!" etc.

Option 2. Children take turns depicting different animals, and so that these animals combine contradictory qualities - for example, they are big and cowardly (cowardly eagle, cowardly lion) or small and brave (for example, a brave mouse, a brave sparrow).

20. "Gingerbread Doll"

Target. to promote the development of a positive image of Ya.

In this game, an adult "molds" a gingerbread doll out of a child. To do this, the child lies down on a mattress (or on the teacher's table) and turns into dough. First, an adult "kneads the dough" - strokes the child's body, then he adds various qualities and characteristics (at the request of the child) to the dough, such as beauty, intelligence, good friends, etc. After that, he proceeds to sculpt the "doll": he sculpts the arms, legs, body, head. He does this with light stroking movements, saying something like: "What wonderful hands they turned out, and the head is even better!" When the “doll” is ready, an adult blows life into it with the words “Doll, live!”. Then the adult invites the child to go to the mirror and see what a wonderful doll turned out.

This exercise can also be done in a group. In this case, not only an adult, but all children take part in the "modeling".

21. "Mimic gymnastics"

Target. promote the development of spontaneity in children.

Children take turns depicting certain feelings: fear, anger, resentment, anger, love, etc. At the same time, they seem to look in the mirror. The rest of the group plays the role of a "mirror". Children repeat ("mirror") the feeling the child depicts.

22. "I'm very good."

The leader invites the children to repeat a few words after him. Each time the presenter pronounces the word with a different volume: in a whisper, loudly, very loudly. Thus, all children whisper, then speak, then shout the word "I", then - the word "very", then - the word "good".

23. "Say kind words to Mishka"

Target. help to improve the self-esteem of children.

Children throw a ball and remember what good qualities people have. Then the presenter "invites" a teddy bear to the lesson. Children come up with good words for him, ending the sentence "You are ... (kind, diligent, cheerful)." Then each one in turn "turns into a bear" (while taking him in his hands), and the rest of the children say kind words to the child in the role of a bear.

24. "Naughty Pillows"

Target. provide the child with the opportunity to "legally" manifest disobedience.

An adult tells the children that they have naughty pillows in their study room. When you throw them at each other, they say “naughty” words, for example: “I don’t want to study ... I will not eat ...” and so on. Then the presenter invites the children to play with these pillows. The game takes place as follows: a couple is playing - an adult and a child, the rest are watching what is happening. All children play in turn.

It is very important that "naughty" words are spoken not only by a child, but also by an adult.

25. "Monkeys"

Purpose · to promote the development of spontaneity in children.

The presenter invites the children to play monkeys, who love to grimace and imitate each other. Everyone "turns" into monkeys. Someone alone (at first this is the leader, and then all the children in turn) becomes the driver - begins to grimace, and everyone else repeats his movements. At first, the driver only grimaces, then the antics of body, voice, breathing are added.

26. "Colored Snow"

Target. promote self-expression of children.

If classes are held in winter, you can collect snow in a bath and invite the children to mold a city (a fortress, a house, etc.) right in it and paint it with gouache. And then compose a story about what happened. All this can be done individually or in subgroups.

27. The School of Bad Habits

promote the manifestation of the child's true feelings;
provide the child with the opportunity to experience living in an unfamiliar situation.

The presenter invites the children to play in the "school of bad habits." This school is special, teaching bad habits and giving good marks for bad behavior. In this school, all students and teachers are animals. Each child becomes an employee of this school - decides who he is in the school and what kind of animal he is. In this role, he appears to the group and performs some actions (says something, moves in a special way, etc.). It must be remembered that every child must demonstrate exactly bad behavior. For example, the headmaster might say, "Let's bruise someone."

28. "Bouncer Contest"

Target. contribute to the child's awareness of their positive qualities.

An adult invites children to compete in the ability to show off. They brag in turn, for example, one says: “I am beautiful,” the other: “But I am brave,” the next: “And I am benevolent,” and so on. At the same time, the adult encourages the children. You need to strive to say as much good about yourself as possible.

29. "I can!"

Target. contribute to the development of children's self-esteem.

Children throw a ball and loudly list what they can do well. For example: “I can swim well!”, “I can draw well!”, Etc.

30. "Interview"

Target. help to improve the self-esteem of children.

The child driver becomes an Adult. He stands on a chair, the leader helps him to take an adult pose, the corresponding facial expression. Then the presenter becomes a "newspaper or magazine correspondent" and interviews the child, in which he asks him about work, family, children, etc.

31. Drawing "My adult future"

Target. help to improve the self-esteem of children.

Children are encouraged to draw themselves in the future. After the drawings are completed, everyone discusses what allowed the children to achieve such a wonderful future. What efforts did they have to put in for this?

32. "Mainland"

Target. help build trust in the group.

The driving child lies on his stomach. He is the mainland (or just the land, if the child is small). There are two states on it: on the head and on the legs. States begin to fight each other, and one or the other wins. The battlefield is the back of a child, on which the leader depicts battle scenes with his hands. Only the mainland (land) can stop the war. He arranges an earthquake (the child tries to throw off the leader's arms). Warrior hands of different states first go home, then meet again on the field (back), make peace and thank the mainland (land) for their help.

33. "What do I love?"

Target. promote self-esteem in children and establish an atmosphere of trust in the group.

Children throw a ball to each other and say at the same time: "I love to do ..."

34. "Wings"

Target. promote self-expression of children.

Children close their eyes and depict wings with their hands. The presenter asks the children to imagine that they have wings, now they can fly. Where will they fly? With whom? What will they see? Children, without opening their eyes, invent, and then open their eyes and tell the group about their fantasies.

Target. promote self-expression of children.

The presenter prepares cards in advance with pictures of a cat, a pigeon, a pig, etc. Children take cards from a stack and voice the animal that is drawn on their card. First, you need to pronounce these sounds with a neutral intonation, and then - conveying some feeling in your voice (anger, joy, tenderness, etc.). The rest of the participants guess what feeling each child represents.

36. "Express the feeling with your eyes"

Target. promote self-expression of children.

The child and the adult take turns conceiving a feeling and try to express it only with their eyes. Other children try to guess what feeling this or that child expresses. The rest of the face should be covered with something, for example, you can make a mask for this exercise with a slit for the eyes.

37. "I want to be happy"

Target. contribute to the development of children's self-esteem.

The presenter tells the children a fairy tale:

“Once upon a time there was a kitten who was very worried whether he would grow up happy, and therefore often asked his mother:

Mom! Will I be happy?
- I don’t know, son. I would really like this, but I myself do not know, - my mother answered.
- Who knows? - asked the kitten.

Maybe the sky, maybe the wind. Or maybe the sun. They are far, high, they know better, - my mother answered smiling.

And then our kitten decided to talk to the sky, wind, sun himself. He climbed the tallest birch in their yard and shouted:

Hey heaven! Hey wind! Hey sun! I want to be happy!

You want to be happy - that means you will be happy! "

After the children listen to the story, they play it. Each one in turn stands on a chair in the center of the circle and loudly shouts the last words of the kitten, and the group loudly answers: "You want to be happy, so you will be happy."

38. "Happiness Meditation"

Target. contribute to the development of children's self-esteem.

The presenter asks the children to close their eyes and imagine themselves - completely happy. Have the children mentally look around and try to see who is next to them, where all this is happening. Then the children take albums and draw themselves - as they saw themselves.

39. "Rocket"

Target. contribute to the development of children's self-esteem.

Children are invited to "launch a rocket into space." All children stand in a circle, one child becomes a rocket - he stands in the center of the circle. All the children squat down and whisper "ooh ooh." At the same time, the child and the group around him gradually rise, increasing the volume of the voice. Then, with a loud cry of "wow!" everyone jumps up and puts their hands up. The child in the role of a rocket is invited to buzz the loudest and jump the highest.

40. "Ship"

Target. to promote the child's self-esteem and the establishment of a relationship of trust in the group.

The driver child lies on his back and turns into a ship. First, the ship gets into a strong storm: the leader “shakes” the “ship” (pushes the child), accompanying the actions with the words: “It's difficult for the ship, but it will survive. The waves want to sink him. But he will still hold out, because he is strong. " The storm ends, now the waves are gently stroking the ship and telling him: “We love you, you are so big, strong” (the leader gently shakes and strokes the child).

This procedure can be done with several children.

41. "Happy Dream"

Target. promote self-expression and the development of children's optimism.

Children close their eyes and remember their happiest dream or come up with one if they haven’t had such a dream yet. Then they tell it to the group and draw.

42. "Wrong drawing"

Children are encouraged to draw the wrong drawing. If they are trying to clarify what this means, then the presenter should in no case give any specific instructions on this matter, nor give examples, etc. After the drawings are made, the children explain why their own drawing can be called wrong, from whose point of view it is wrong.

43. "Make the wrong drawing out of the right one"

Target. help reduce children's fear of a possible mistake.

Black and white drawings are prepared in advance, which depict the child in situations familiar to the children: in the lesson, with his mother for a walk, etc. You can use the figures given in the Appendix (see Fig. 1, 2, 3). Each child receives a card with a picture, and he must finish it so that it becomes "wrong".

44. "Let's get it all dirty"

Target. contribute to the expansion of the role-playing repertoire.

The facilitator asks the children to come up with as many ways as possible to stain the school notebook (put a pie on it, wipe dirty hands, etc.). In order to give the exercise a competitive character, a competition can be announced - who will come up with more ways? A variation of the same exercise: the facilitator asks the children to figure out how to make the biggest mess in the room in 5 minutes. After that, the children draw what they have invented.

45. "One day in the life of a bad-good boy (girl)"

to promote the manifestation of the true feelings of children;
provide children with the opportunity to experience the "bad child".

A child is selected for the role of a driver. He must depict one day in the life of a bad boy (girl): he sleeps (lies down on chairs), wakes up, goes to school, comes back, plays, goes to bed, etc. At the same time, the presenter and the rest of the participants help fill each time period with their own content, play the roles of bad mothers, teachers, dads, etc. (if necessary), while stimulating the manifestation of aggression on the part of the child (condemn him, punish him, etc.).

After the situation is played, the same child depicts one day in the life of a good boy (girl), respectively, the rest of the children play along with him, portraying mother, dad, teacher, etc. who love him.

46. "Drawing of the name"

An adult asks the children to imagine that they have already grown up and have become someone a famous navigator, someone a doctor, maybe a famous scientist or a writer. It was decided to release a beautiful album in honor of everyone. The name of the celebrity should be written on this album, decorated with interesting drawings. Each of the children, with the help of an adult, comes up with which drawings can be placed in the album next to his name, describes them orally, and then writes his name beautifully on a piece of paper and draws what he has conceived. (If children cannot write, an adult helps them.)

47. "Transmitting with a glance"

Target. to promote the self-esteem of children.

An adult conceives a quality that he likes in a particular child. Then he carefully looks into his eyes, "conveying this feeling" (eye contact is very important in this case). The child needs to guess what quality is intended.

The presenter addresses all the children in turn. The exercise can be repeated several times.

48. "Sculpture of my good qualities"

Target. to promote the self-esteem of children.

The child-presenter, together with the adult and the group, recalls his good qualities and selects plasticine of a certain color for each. Then he defines his main good quality, thinks about what it looks like, how it can be dazzled. After that, he adds all his other good qualities to the sculpture.

49. "Transfer by touch"

Target. to promote the self-esteem of children.

An adult conceives some quality that he likes in a child, touches him, and he guesses what qualities are conceived. Thus, the leader addresses all the children in turn. This exercise can be repeated several times.

50. "4 questions - 4 pictures"

The leader distributes sheets of paper to all children, divided into 4 equal parts. The rules of the game are as follows: the presenter asks the children 4 questions (for example: “What do you like about your mother?”, “What do you like to do in the evening?”), To which they answer with small drawings. The children then take turns showing their drawings to the group, which tries to guess which drawings correspond to which questions. At the same time, children discuss the content of their drawings, compare them with each other, find common and different things in the drawings of different children.

51. "Words"

Target. help children express their own point of view on a significant issue.

Children take turns taking cards from the deck on which words are written that are meaningful to them, for example: "Anger", "Five", "Late", "Punishment", "Fear", "Two", etc. Then they figure out what the words mean to them. For example, children say: “Fear is when my mother scolds me,” “Punishment is when my father punishes me,” etc.

52. "Portrait of my good self"

Target. contribute to the awareness of children of their positive qualities.

For each child, a sheet of paper is prepared in advance, designed as a frame for a photograph (you can use Fig. 4 for this - see the Appendix). The child takes this sheet and, with the help of an adult, writes down his positive qualities on it. After class, he takes this sheet with him to show it to his mother.

53. "Magic Parrot"

Target. help to increase self-confidence.

For the game, the presenter prepares "tickets" in advance, on which he writes encouraging statements addressed to children. For example: "Your movements have become smoother and more restrained", "It is noticeable how you are growing up and wiser", "Other children will soon respect you even more," etc. It's good if there is a toy parrot that will "issue tickets to children." In the course of the game, each child pulls a ticket from the parrot and decides for whom this or that statement is suitable.

54. "Candle"

Target. help the child get into a conversation about experiences that are meaningful to him.

During this exercise, it is very good to use a candle: light it, turning off the light, and offer to look at it carefully until everyone sees in the flame something that can help him in a difficult situation. The children then tell the group what they saw in the candle flame.

55. "What will I be when I grow up?"

Target. help to improve the self-esteem of children.

Children are given instructions: “Close your eyes. Try to see yourself as adults. Consider how you are dressed, what you are doing, what kind of people are around you. These people love you very, very much. Why do they love you? Maybe for your responsiveness, for your sincerity, for your honesty? Maybe for something else? Now open your eyes and tell us what you will be like when you grow up? What qualities will others like you? " All the children take turns telling the group what they have imagined.

56. "Gu-gu"

Target. promote self-expression of children.

The facilitator prepares cards in advance with various syllables written on them, for example, "gu-gu" or "gur-gur", etc. Children take turns taking one card at a time and reading their syllable with different feelings, for example, with feelings of anger, fear, joy, surprise, etc.

57. Steps of Truth

Target. to help increase the reflection of children.

The presenter cuts footprints out of paper in advance and lays them on the floor - from one wall to another. One of the children becomes a driver. Addressing him, an adult names some quality that, as he believes, is inherent in that. If the child agrees with this, then he takes a step forward in the footsteps. If not, it stays in place. We must strive to follow in the footsteps all the way, while remaining honest.

58. "They say that you are similar ..."

Target. help to improve the self-esteem of children.

One of the children (the driver) goes out into the corridor. The moderator tells the others something like the following: “Let's think together if this child reminds us of something pleasant. Maybe some object or some event ... For example, Alyosha reminds me of the spring sun, and Masha reminds me of chocolate ice cream. And what reminds you of ... (the retired child)? " Children come up with positive images. When the driver returns, one of the children lists the images invented by the group members. He must determine who is the author of this or that image.

59. "I want - they want - I do"

Target. promote awareness by children of the motives of their behavior.

An adult asks one or another significant situation for the child, for example: “It's time to go to bed” or “We need to decide what clothes you will wear to school today”. Three sheets of paper are laid out on the floor, on one it is written in large letters "I want", on the other - "they want", on the third - "I am doing." Each child in turn stands on each of the sheets and talks about how he usually wants to act in this situation, what others want from him (mother, teacher), as he usually does in reality.

60. "What do you think?"

Target. to promote the awareness of children of the value of their own opinions.

To play, you need to come up with problem situations that are significant for children of this age, and describe them on pieces of paper. For example: "Natasha forgot her eraser at home, and the Russian language teacher scolded her." On the back of these pieces of paper should be written the words: "Do you think this is fair?" The leader and the child take turns drawing out the sheets, reading what is written on them, and expressing their opinion about the actions of this or that character. This exercise creates a situation in which the child has the experience of expressing his own opinion and being accepted by others.

61. "I protest ..."

Target. promote self-expression of children.

The facilitator asks the children to close their lips tightly and, feeling their tension, stay in this state for some time.

After that, the children throw a ball, taking turns finishing the phrase: "I protest against bad marks!" In this case, the child must speak very loudly, in fact, scream.

62. "I decide - I do not decide"

Target. to promote the awareness of children of the importance of their own choice.

Children are thrown with a ball, each ending with two sentences: "I decide for myself ...", "I do not decide for myself ..."

63. "Who are you?"

Target. promote the development of reflection in children.

Children stand near the wall with their backs to it. The presenter throws a ball to each child in turn and asks him the question "Who are you?" He, having received the ball, must quickly answer the question and take a step forward. For example: I am a student, I am a son, I am a person, etc. If the child cannot do this, he stays in place. At the end of the game, it is determined who managed to advance the farthest.

64. "Before - now"

Target. help children to become aware of the process of their change and growing up.

The children are given tables, which they fill out themselves, and then a general summary table is filled in on the board.

After the table is filled out, the moderator invites the children to look at what has changed in them. As a result of the discussion, it is concluded that a person is constantly changing for the better.

65. "Tell with Your Eyes"

Target. promote self-expression of children.

The presenter prepares cards in advance, on which phrases are written: “Love me”, “I don’t love you,” “I don’t understand you,” “I trust you,” “I cannot open up to you,” “I hate you.” First, what is written on the cards is read aloud, and then they are put into the deck with the inscriptions down. The children take turns taking the cards, covering the lower part of the face with paper and transmitting the content of the inscription on the card with their eyes only. The rest need to "hear" the child's message and guess which phrase is written on his card. A special mask can be made for this exercise.

66. "Coquette Eyes"

Target. promote self-expression of children.

As in the previous exercise, covering the lower part of the face with paper, the children take turns "talking with their eyes" to each other the phrases written on the cards: "I am very angry," "I love you," etc. Children can make their own masks for themselves. In this case, after completing the exercise, cilia are drawn on the mask and the children, having put it on, "flirt" with the presenter.

67. "Counting sticks"

Target. promote self-expression of children.

This exercise requires at least 30 counting sticks.

Counting sticks fall into a pile. Children take turns pulling out one stick at a time so that the pile does not collapse, naming this or that person's feeling and the situation in which this feeling arises.

68. "Badges"

Target. promote self-expression of children.

The presenter prepares a box with different icons in advance. In class, he gives it to the children. Without looking into the box, the children take turns taking one badge out of it. They examine what is depicted on it and tell how the depicted picture is close to their soul. If the child can do this, he keeps the badge for himself; if not, he puts it back in the box. At the end of the game, the number of badges each child scored is counted. The statements of children about this or that icon can serve as the basis for a subsequent conversation with a psychologist.

For example, Masha (10 years old, divorced parents) pulls out a badge with a picture of winter and says:

Snow is close to my soul. I like to walk next to the forest, so that there is snow nearby. It feels like I was there. It's like I'm at home.
- And at home?
“I feel good at home.
- And when is it bad?
- It's bad in someone else's house. If we go to visit someone, there is insomnia.
- Why?
“Just an unfamiliar place.
- And it seems to you ...

Seems dangerous.

Pulls out the icon with the image of the mountains. Tells:

Mountains are freedom. It's important for me. On vacation, I went with my mother to a holiday home and felt like a bird in a cage.
- Because everything is alien?
- -Yes, it is a little tight.
- Where do you feel free?

In the country. Houses.

Pulls out a horse icon. Tells:

I love horses and other animals.
- What do they give you?
- Kindness. I also love myths and legends.
- Do they allow you to dream?
- Yes.
- And what are you in them, in your dreams?
- I'm next to the horse.
- Do you feel how?
- As next to the forest, with the mountains.
- Free?
- Yes.
- Maybe strong?

The lesson is coming to an end. I am trying to generalize:

Masha, correct me if I'm wrong. It seemed to me that the feeling of freedom is very important for you. But it does not depend on whether there is a lot or a little space around you. There was a lot of room in the rest house, but you did not feel freedom. You feel free if you are close to people or animals close to you.

Yes, that is right...

Section I. Psychological games and exercises

Part 1. "I". Exercises aimed at increasing the child's self-esteem, developing spontaneity

Part 2. "My difficulties". Exercises aimed at reducing aggressiveness and fears in children

Part 3. "Me and Others". Exercises to improve relationships with others

Section II. Therapeutic fairy tales-metaphors

Section III. Methodological materials for conducting psychological studies in kindergarten and primary school

Part 1. Emotional block. Dealing with emotions

Part 2. Cognitive block. Working with self-awareness

Part 3. Behavioral block. Working with role behavior

Conclusion

Literature

Appendix

Foreword

The proposed book is a collection of psychological procedures (exercises, games and fairy tales), which are aimed at helping the child understand himself, become more confident, improve relationships with others, and reduce his anxiety.

Educators and teachers can include the proposed games in the lessons, which helps to increase the emotional tone of children, relieves fatigue, and increases efficiency.

Psychologists can use the proposed exercises in group sessions or in one-to-one meetings. These exercises can serve as the beginning of a long joint journey of the child to self-knowledge, strengthening his "I".

Parents will find in this book tasks that you can do with your child at home. These tasks will help parents understand their child deeper, be surprised at the wealth and at the same time the fragility of his soul. And some games can be used when organizing a holiday, and not necessarily a children's one.

The book also includes a program of psychological work with children 5-9 years old, that is, pupils of senior and preparatory groups of kindergartens and pupils of 1-2 grades of the school. This is a training program that can be used for both corrective and psycho-preventive purposes. The program is addressed to educators and psychologists who work with children.

What kind difficulties may arise when performing certain tasks from this book? Are there any pitfalls here? Undoubtedly. First of all, these are the age characteristics of children.

Children 3-4 years old prefer outdoor games. They are prone to imitation, so they will strive to repeat the actions and movements of the leader, it is difficult for them to sit without movement for a long time, it is difficult to keep attention, so you should not leave them in a static state for a long time. It should also be remembered that three or four year olds are easily overexcited, and this should not be allowed.

Children 5-6 years old are already capable of some control of their behavior. As a rule, after several sessions, they can describe their emotional states, for a short time they are included in the discussion of issues of interest to them. However, of course, they also like to play and move more than talk. Each of them really wants to be a leader, so they may be offended by the presenter if it seems to them that they are rarely appointed to lead. In this regard, it makes sense to choose drivers with the help of counters.

Children 7-8 years old able to perform verbal assignments. They are happy to draw and demonstrate drawings to others. They already analyze their inner world deeply enough, although such an analysis requires external motivation.

Children 9-10 years old are in pre-adolescence. They themselves strive to explore the inner world, but they are much less open. They find it difficult to complete tasks that require touching others, especially if they are members of the opposite sex.

Classes are usually held once a week.

Duration occupation is determined by the age of the children.

The youngest children (3-4 years old) can usually work no more than 14-20 minutes.

With preschoolers 5-6 years old, you can conduct half an hour classes, with schoolchildren - 45 minutes.

Age also affects the optimal number of children in the group: from 7-8 if you work with preschoolers, to 14-15 if you work with schoolchildren. Age also determines how it is preferable to seat the children.

Preschoolers it is more convenient to land with a "parachute", so that everyone can see the adult well. In this case, an adult takes the place of a "parachutist". It is better to put the smallest ones on high chairs. If you put them on the floor, they will very quickly creep in different directions.

For older preschoolers you can offer to imagine yourself as beads in a necklace, sitting on a rope previously laid out by a "parachute" on the floor. At the same time, the rule is unlearned with them that during classes you should not touch the rope with your hands.

Pupils can sit around. If there are more than 15 people in a group (and this happens if classes are held with the whole class), it is permissible to leave the children at their desks. Are there any special requirements for the host who uses the proposed procedures in their work? The main condition for successful work is the leader's ability and desire to play with children. It is good if he himself enjoys playing, not considering it a secondary and unnecessary activity, if he knows how to laugh contagiously, because laughter and joy always stand next to love. A professional presenter is never afraid to look funny or not serious enough in the eyes of children. If the leader has all this, then the lessons with the children will certainly be successful and effective. Children will shout that psychology is their favorite lesson, and the presenter is their favorite adult.

It is difficult for me to find words to express the depth of gratitude to my amazing colleagues - Yu.B. Perminova and E.M. Kozlova - for their help in preparing this book, to students of the Moscow Open Social University and the Faculty of Pedagogy and Psychology of the Moscow Pedagogical State University for great help in our work and the light and warm fairy tales created by them.

Thanks to all of them. And also to you who are reading this book, thank you!

Conclusion

“To enter a prestigious institute, get a highly paid profession,” many will say. And it's all? As a rule, this is where the thoughts about the future of the child end.

However, this is a very difficult skill. And learning it is more difficult than reading and writing, because for this, first of all, you need to learn to love yourself. And it is so difficult to realize your imperfection and accept it, allowing yourself not to be a god, but to develop during your life. It is just as difficult to maintain a child's spontaneity and creativity.
Not to drive your feelings deep into yourself, but to be aware and express them is also not an easy task. Learning to manage your anger and fear is extremely difficult. Even if all this succeeds, there is still a long way to go for those who want to learn to love others. They need to be able to trust the world and the individual. To see in any, even not very good, person his light qualities - after all, they are in everyone, isn't that so? To be able to work together with others, to cooperate with them. But the main thing is to strive not only to receive something from people, but also to give them at least a drop of yourself, your joy, your warmth. And be sure to warm the closest people with your light: mom and dad.

Maybe you also want the children with whom you work to be able to love, feel their heart and live in consultation with it? Then this book will be interesting and useful for you. I wish you success!

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