Didactic game as a means of psychological development of a preschooler. Collection of psychological games and exercises
Consultation for teachers
Psychological games and speech settings for preschoolers
Gubareva Victoria Alexandrovna ,
teacher GBDOU kindergarten №139
Vyborgsky district of St. Petersburg
Target:increasing the pedagogical competence of teachers in the field of the emotional sphere of children.
To relieve tension, fatigue, create an atmosphere of psychological and communicative comfort, awaken interest in colleagues at work, we will now perform the following exercise with you "Warm-Ups - Self-Assessments"( all teachers participate.
Tasks:
If you think that your emotional state helps to communicate with others, clap your hands;
If you can hear only good things, no matter what sounds are heard around, smile at your neighbor;
If you are sure that each person has their own individual style of external manifestations of emotions, touch the tip of the nose;
· if in the store you reject the proposed clothes, not trying on just because the seller did not smile at you, shake your head;
If you think that emotions are not so important when learning, close your eyes;
· if you can't resist arguing when people disagree with you, stamp your foot;
If you can surprise your friends with an extraordinary act, wave your hand;
if you think you don't always get the good things you deserve, jump in;
If you are sure that the negative emotions you are experiencing have only undesirable consequences for you, nod your head;
· if you believe that the emotions of your pupils depend on whether you are emotional, dance.
Questions for teachers:
What new things have you learned about yourself and your colleagues by completing these tasks?
(teachers speak)
With this small exercise, I brought you to frankness, from which we learned a lot about each other, and also relieved stress, created an atmosphere of psychological and communicative comfort and set you all up for positive emotions in future work.
Also with children. To create a warm friendly atmosphere in a group of children, it is recommended to use psychological speech settings. Their main goal is to form positive attitude, friendly attitude of children to each other and to the teacher.
Now I will spend with you Ppsychological attitude: "Everything is in your hands"
« There was a wise man who knew everything. One person wanted to prove that the sage does not know everything. Clutching the butterfly in his palms, he asked: is it dead or alive? And he himself thinks: “The living woman will say - I will kill her, the dead one will say - I will release her: The sage, after thinking, answered:“ Everything is in your hands. ”
It is in our hands to create an atmosphere in the kindergarten in which children will feel “at home”. And at home they feel COMFORTABLE. Let's take a look at the word COMFORT letter by letter using the "Association" method:
K - beauty
Oh - organic
M - mother
F - fantasy
Oh - rest
R - joy
T - heat
What is comfort? These are the conditions of life, stay, environment that provides convenience, tranquility and comfort. ( Dictionary S.I. Ozhegov)
Psychological comfort- living conditions under which the child feels calm, there is no need to defend himself.
preschool educational institution designed to ensure that the child interacts harmoniously with the world, right direction his emotional development, awaken his good feelings, the desire for cooperation and positive self-affirmation.
Questions about psychological comfort and mental health should be addressed, first of all, to teachers, because most of the time children are in kindergarten.
With the aim of creating a positive emotional background in the group, an atmosphere of goodwill and security, it is very important to conduct psychological games and speech settings with children of any age.
They can be carried out in the morning, after the reception of children. When pronouncing speech settings the voice of the educator must fully correspond to what he is talking about, that is, goodwill, the joy of meeting, etc., must be conveyed by voice and facial expressions.
For example: The teacher and children stand in a circle and hold hands. The teacher, turning to the children, says that he is very glad to see everyone, and today will bring them a lot of interesting things, etc. The words may be different, but should remain the same: they should show the children that they are happy to see them, to set them up for friendly relations with adults and peers.
Psychological games contribute to the unification of children in a group, remove conflict, educate the ability to understand the feelings of other people and respond to them, correct violations of children's behavior, form a positive psychological microclimate in the group. Psychological can be called any games in which the tasks of socialization, psycho-emotional development, team building of children are solved. .
The teacher organizes and conducts psychological games at a convenient time for children. It can be morning hours, walking time, afternoon and any other moment. The duration of the game depends on its purpose, content, age of the children and their emotional involvement (5 - 20 minutes).
The inclusion of psychological minutes in the work of the educator should take place in several stages:
Explaining the need for psychological minutes to create the emotional and psychological health of children;
Teaching methods of action, providing necessary material(exercises for self-regulation, texts and music for relaxation, psychological games);
Control stage (2 - 4 weeks): teachers include psychological minutes in their work and conduct self-analysis of activities, the questions that have arisen are resolved with the psychologist in working order;
Carrying out daily psychological minutes in the daily routine.
For junior preschool age
Rest moments:
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Stand up children, stand in a circle, Get in the circle, get in the circle You are my friend and I am your friend. The best friend. (Children clap their hands.) |
"Our hands are like flowers, Fingers like petals. The sun is waking up The flowers open up. All day long they They will play together. |
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- How is it going? - Like this! (gesture thumb forward) - Do you swim? - Like this! (move hands in front of you) - Are you following? - Like this! (waving) -Are you looking forward to dinner? - That's it! (Hands on the belt) - How do you run? - Like this! ( arms folded show running) - Are you looking into the distance? - Like this! (hand to head) - Do you sleep at night? - Like this! (hands under the cheek) - Are you kidding? - Like this! (cheeks inflate and blow off with hands) |
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Encounters:
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. Hello guys! I am very glad to see you in our kindergarten. Today we are waiting fairy tales, exciting games and much more. I want you to succeed and have a good mood all day long. |
. I am glad to see you in kindergarten, in our group! We will spend this day together. May he bring joy. Let's try to make each other happy. |
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. I am glad to see all the children of our group healthy, cheerful, in a good mood. I really want you to keep this mood until the evening. And for this we must smile more often, not offend and not be offended, not fight. Let's rejoice in each other. |
. Hello my good ones! Today it is cloudy and damp outside, but in our group it is bright and cheerful. And we have fun from our smiles, because every smile is a little sun, from which it becomes warm and good. Therefore, we will smile at each other more often. |
For middle and older preschoolers
Starting rituals:
"Polite Words"
Sitting or standing in a circle, children throw a ball (balloon) to each other and call kind words or polite expressions. You can complicate the task by offering to name only words of greeting (farewell, apology, gratitude)
"Magic ball"
Children sit on the carpet in a circle. The psychologist passes the ball of thread to the child, he winds the thread around his finger and at the same time says sweet word, or good wishes, or affectionately calls the person sitting next to him by name, or pronounces a “magic polite word”
"Good Animal"
Participants stand in a circle and hold hands. The teacher says in a quiet voice: “We are one big kind animal. Let's hear how it breathes! Everyone listens to their own breathing, the breathing of their neighbors. “Now let’s listen together! »
Inhale - everyone takes a step forward, exhale - a step back. “So not only does the animal breathe, its big kind heart beats evenly. A knock is a step forward, a knock is a step back, etc.
"Friendship starts with a smile"
Children sitting in a circle join hands, look into the eyes of a neighbor and silently smile at each other.
"Compliments"
Sitting in a circle, everyone holds hands. Looking into the eyes of a neighbor, one must say a few kind words to him, praise him for something. The recipient of the compliment nods his head and says, “Thank you, I really appreciate it!” He then compliments his neighbor. In case of difficulty, the teacher can make a compliment or offer to say something “tasty”, “sweet”, “flowery”.
During the ritual, the educator is in a circle with the children, shows an example, prompts, encourages, sets up the children.
Graduation rituals:
"Circle of friends"
Standing or sitting in a circle, everyone join hands, shake them, look at everyone in turn.
"Relay of Friendship"
Join hands and pass, like a baton, a handshake. The teacher begins: “I will pass on my friendship to you, and it goes from me to Masha, from Masha to Sasha, etc., and finally returns to me again. I feel that the friendship has grown as each of you has added a piece of your friendship. Let it not leave you and warm. Goodbye! »
"Sunshine"
Stretch your arms forward and join them in the center of the circle. Quietly stand like that, trying to feel like a warm ray of sunshine.
Encounters:
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Animals have feelings In fish, birds and people. No doubt affects everyone. Us mood. Who's having fun! Who is sad? Who got scared! Who is angry? Improve without a doubt Us occupation mood. |
I love our kindergarten It is full of: Mice? - Not Chickens? - Not! Ducklings? - Not! Belchat? - Not! Guys? - Yes! It's good when we're together Everyone is in a wonderful mood. Girls (pronounce YES….) Boys (pronounce YES….) |
Everyone knows without a doubt what a mood is. Sometimes we have fun, sometimes we miss Often we want to cheer up, but sometimes we are sad. A very strange phenomenon - a change of mood. It is important for all the guys to know that you should not lose heart. Hurry up - let's get to work! |
Farewells:
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We are all friendly guys. We are preschoolers. We don't offend anyone. How to take care, we know. We will not leave anyone in trouble. We will not take away, but we will ask. May everyone be well It will be joyful, light |
Look at each other, smile, hold hands. On the left is a friend and on the right is a friend, very friendly, common circle. We all take hands And we smile at each other. Warmth from our hands will run around, around. The day starts warm With warmth and kindness. Smiles keep us warm And dreams come true. |
The sun's rays make us laugh and tease. We are having fun this morning. We got along great Now it's time for us all to play! |
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We are very sorry to part But it's time to say goodbye. So that we don't get discouraged We need to hug everyone tightly |
"I share with you" The teacher talks about a good mood, joy, smiles, making pauses between statements. After each utterance, the children say the same phrase: "We, too! ". Educator: "I share with you my good mood! Children: "we, too! » Educator: " I give you a smile." Children: "we, too" Educator: "I rejoice". Children: "we, too! » Educator: "I'm jumping for happiness!" Children: "We, too!" Educator: "I love you!". Children: "We, too! » Educator: "I hug you!" Children: "We, too" Everyone embraces in a single circle. Are you in a good mood? (YES) Pleasant emotions! |
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Preschool age is the most sensitive period of a child's development. The younger preschooler is already beginning to realize his individuality, personal isolation, his "self", he begins to form the first concepts of good and evil. Of course, it is still impossible to say that a preschooler has at least to some extent formed moral principles and moral assessments, nevertheless, he already knows very well "what is good and what is bad", he can already understand that it is necessary to obey and respect elders, that it is indecent to commit certain acts, he is able to experience feelings such as pride and shame. He is already capable to some extent of both empathy and sympathy. He can force himself not to make noise if he is told; that my mother is ill, that my mother is in pain. He can already - resigned and serious - approach her to console, to help her with his sympathy and love, his kiss and strong hug. At the same time, the first sprouts of kindness and generosity appear in the child. And it is required not to drown out these sprouts in the very bud. (21, p.45-47)
Preschool age is a period of rich and rich emotional life, violent flowering creative imagination, the period of discovery of the world in its pristine beauty and cleanliness. Here's how he wrote about the child early age F. G. Lorca: "... what a wonderful artist he is! A creator with a first-class poetic feeling. One has only to watch his first games, until he is spoiled by rationality, to see what stellar beauty spiritualizes them, what ideal simplicity and what mysterious relations are revealed in this case between simple things. From a button, a spool of thread and five fingers of his hand, the child builds a difficult world, crossed by unprecedented resonances that sing and thrillingly collide amid a bright joy that defies analysis. The child knows much more than we think .. In his innocence, he is wise and understands better than we do the unspeakable secret of the poetic essence. (6, pp. 65-69)
During this period, the main activity of the child is the game. What do preschoolers do most of their lives? They are playing. And they play everything. In the game, the child easily learns the world, acquires new knowledge, skills, develops.
The role-playing or, as it is sometimes called, creative play is clearly expressed at this time. This is an activity in which children take on the roles of adults and in a generalized form, in play conditions, reproduce the activities of adults and the relationship between them. The child, choosing and playing a certain role, has an appropriate image - mother, doctor, driver, pirate - and patterns of his actions. A child older than 3 years becomes much more independent, and his cooperative activity with a close adult begins to disintegrate. At the same time, the game is social both in its origin and content. The game contributes to the formation of not only communication with peers, but also the arbitrary behavior of the child. The mechanism for controlling one's behavior - obedience to the rules - is formed precisely in the game, and then manifests itself in other types of activity. (28, c.26-27)
A special place in the process of educating a preschooler is occupied by a didactic game. It is a game form of education in which two principles operate simultaneously: educational, cognitive and playful, entertaining. This is due to the need to mitigate the transition from one leading activity to another, as well as the fact that in the process of playing children learn knowledge more easily, get ideas about the life around them. Unlike training sessions, in a didactic game, educational, cognitive tasks are not set directly when the teacher explains, teaches, but indirectly - students acquire knowledge by playing. The learning task in such games is, as it were, disguised in the foreground for the player, the motive for its implementation is the child's natural desire to play, to perform certain game actions.
The main feature of didactic games is determined by their name: these are educational games. They are created by adults for the purpose of educating and educating children. But for playing children, the educational value of the didactic game does not appear openly, but is realized through the game task, game actions and rules.
Didactic games belong to the "frontier games", representing a transitional form to the non-game activity that they prepare. These games help develop cognitive activity, intellectual operations, which are the basis of learning. Didactic games are characterized by the presence of an educational task - a learning task. (7, p. 23)
Systems of didactic games were first developed for preschool education by F. Frebel, M. Montessori.
Didactic games should be distinguished from children's games proper, in which free play activity acts as an end in itself. (28, c.28) The specific features of didactic games are their intentionality, planning, the presence of an educational goal and the intended result, which can be isolated, highlighted explicitly. Didactic games are usually limited in time. In most cases, game actions are subject to fixed rules (an exception may be some developing didactic games aimed at the sensory development of preschoolers), their pedagogically significant result can be directly related to the creation of material products of educational and game activity during the game.
Within the framework of didactic games, the goals of education are achieved through the solution of game problems. When conducting a game, the teacher acts simultaneously as the organizer of two interrelated, but significantly different types of activities - gaming and educational and cognitive. For the practice of preschool education, the developmental impact of a didactic game is especially important: the development of the motor apparatus, psychomotor; behavior skills in accordance with the rules; mechanism of identification, empathy; the ability to imagine yourself in someone else's role; formation of skills to plan, evaluate upcoming actions, navigate the situation; development of cooperation skills (especially in team games), a number of personal qualities (patience, perseverance, self-control) that make the game a school of arbitrary behavior. Therefore, it is important to purposefully teach children the very procedure of the game, explain its content, rules, methods of action, accustom children to self-control and mutual control during the game. Didactic games occupy an important place in familiarizing preschoolers with the outside world, expanding and enriching their ideas about it. (28, p. 33-39)
In teaching children younger age, as a rule, games are used with a predetermined course of game actions and a clearly defined "teaching" beginning associated with the transfer and application of knowledge, with exercises, and the mental development of children.
Play is the child of labour. The child, observing the activities of adults, transfers it to the game. Didactic game is a valuable means of educating the mental activity of children, it activates mental processes, arouses in students a keen interest in the process of cognition. In it, children willingly overcome significant difficulties, train their strength, develop abilities and skills. It helps to make any educational material exciting, causes deep satisfaction among students, creates a joyful working mood, facilitates the process of mastering knowledge. Highly appreciating the importance of the game, V.A. Sukhomlinsky wrote:
“Without play, there is not and cannot be full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas, concepts about the surrounding world flows into the spiritual world of the child. The game is a spark that kindles the flame of inquisitiveness and curiosity” (6, p.28)
In didactic games, the child observes, compares, contrasts, classifies objects according to certain characteristics, makes analysis and synthesis available to him, and makes generalizations.
Didactic games provide an opportunity to develop in children the arbitrariness of such mental processes, like attention and memory, enrich the emotional sphere. Artistically designed toys, drawings, demonstration and handouts for games fulfill the task of artistic education.
Therefore, according to the structure, didactic games are divided into role-playing and games-exercises, including only individual elements games. In role-playing games, the didactic task is hidden by the plot, role, action, rule. In exercise games, it is expressed explicitly. In a didactic game, its idea, rule, action and the mental task included in them represent a single system of formative influences. (24, p. 36)
When choosing games, it is important to take into account the visual-effective nature of the thinking of a preschooler. It is also necessary to remember that games should contribute to the full-fledged comprehensive development of the psyche of children, their cognitive abilities, speech, communication experience with peers and adults, help the child master the ability to analyze, compare, abstract, generalize. In the process of conducting games, the child's intellectual activity should be associated with his actions in relation to surrounding objects. There is a classification of games: (28, c.42)
1. Games that require children to perform. With the help of these games, children perform actions according to the model (for example, the game "Let's make a pattern"),
2. Games that require the reproduction of actions.
3. Games that include elements of search and creativity.
Some researchers divide games into two groups: visual and verbal. Games with the use of visual aids, in turn, are divided into games with demonstration and handouts and games with various toys (objects of nature and household items). Didactic games using visual aids can also include staging games of some fairy tales and counting books using appropriate toys (“Three Bears” by L.N. Tolstoy, “Counting Tales” by A. Barto, etc.).
Didactic games are very difficult to manage. In order for a didactic game not to turn into a learning activity, it must contain the following structural elements: a learning task, a game action or a game element, and the rules of the game. Sometimes the content of the game and its ending (conclusion) are also distinguished.
The selection of cognitive tasks for didactic games is carried out in accordance with the sections of the training and education program, taking into account the age characteristics of children. The forms of implementation of the game action can be: 1) a variety of game manipulations with objects and toys - their selection, folding and unfolding, stringing, rolling; 2) “initiation”, which creates a playful mood in children (used in the form of a fairy tale, song, story, introduction of a magic toy, secret letter); 3) search and find the desired toy, object, number, sound, word; 4) guessing and guessing riddles; 5) performance of a certain role; b) competition (individual or collective); 7) special game movements, such as clapping, jumping, speaking out loud, imitation of actions. (7, p.56)
Success in solving a didactic problem is achieved through the use of a variety of game actions and, as a rule, one of them is a competition. Children's desire to achieve game goals, win makes you perceive the environment better, observe, examine objects, compare them, notice minor differences in their characteristics (color, shape, size, material), select and group objects according to common features, distinguish and reproduce musical sounds in pitch, timbre, dynamics.
Mandatory compliance with the rules requires joint or sequential actions, concentration, and independence from children. In a didactic game, learning is closely connected with the tasks of education, when, together with the assimilation of knowledge, conditions are created for educating children in friendly relations, discipline, and endurance.
However, in order for the games to fully solve the tasks set in them, it is necessary to strictly observe the methodology for their implementation. The methodology for conducting a didactic game includes: announcement of the name of the game; a message about the location of its participants (sitting at the table, standing at the board, group associations) and the procedure for using the game material; explanation of the course of the game (game tasks); showing the teacher the performance of individual actions; summing up the results of the game and announcing the winner. (7, p. 29)
The announcement of the game can take place in the usual form, when the teacher pronounces its name and directs the children's attention to the available didactic material, objects of reality. The names of many games already say what and how to do, for example, “Find a tree according to the description”, “Remember the letters”, “Count further”, “Lay out the figure”, “Guess, we will guess”, etc. Sometimes the name of the game children recognize by the costumes of those characters who enter the classroom immediately before the start of the game. The game "A fairy tale has come to visit us" can begin with the arrival of fairy-tale characters. And here the educator himself may not disclose the game actions, but after setting the game task, invite the children to think about how to play, what to do. At the same time, it encourages the initiative of children, their findings, guesses. (7, c.30)
Without pre-established rules, the game action unfolds spontaneously and didactic tasks may remain unfulfilled. Therefore, the rules of the game are set by the educator before it starts and are of an educational and organizing nature. First, the game task is explained to the children, and then the way to complete it.
The teaching rules are aimed directly at organizing the cognitive activity of the children, revealing to them the nature and method of performing game actions. Organizing rules determine the order in which game and real relationships are performed.
Mastering game actions and rules is facilitated by the correct assessment given by the teacher to the participants in the game. The orienting and stimulating functions of such an assessment are used to express the correctness of the child's performance of the task, encourage his efforts and achievements, and contribute to the prospects for achieving the game goal. Its role in determining the winner in the game is especially important. As the game progresses, children receive chips (tokens) for each correct answer. At the end of the game, the number of chips received by each participant is counted. The winner is the one who received more chips for the correct answers, and he can be awarded the title of "skillful pedestrian (driver)", "connoisseur of nature", "artist", hand over a pennant, a medal, a flag. In the face of the winner, the guys see a role model and in their games they strive to act in the same way. It is better if not one child wins, but the whole team (link), each member of which tries to achieve the best results for the entire group of comrades.
It happens that children break the rules of the game, explaining that they do not know how to follow them, or have forgotten about them. The educator should remember that the assimilation of the rules does not happen quickly. They need to be repeated many times in subsequent games, checking mastery to make sure that the children will do everything correctly.
As a rule, in order to increase the activity of children in the game and maintain a long-term interest in it, didactic and game tasks become more difficult when it is repeated. For this, the teacher uses the introduction of new game material, the introduction of additional roles, the replacement of visual didactic material with verbal, etc.
When directing a didactic game, the teacher must remember the voluntariness of children's participation in it. In this regard, the game opens up great opportunities for showing initiative, creative search, questions from children, suggestions on the content of the game. You can’t force a child to play, you can only arouse his desire to play, create an appropriate game mood and support him during the game.
In new didactic games, the role of the leader is played by the teacher. As the games are mastered, this role can be assigned to well-prepared children, and the educator quietly performs a controlling function. In order for a didactic game to become an independent fund of game activity, a child must master the ability to explain the game. As in any game, children agree where and what they will play, join groups at their own discretion, carry out the necessary actions, while entering into gaming and real relationships in accordance with the content and rules of the game, as well as with the desires of its participants. .
"Klubochek" (for children from 4 years old)
The game is useful in the company of unfamiliar children. The children sit in a circle, the leader, holding a ball in his hands, wraps the thread around his finger, asks any question of interest to the participant in the game (For example: “What is your name, do you want to be friends with me, what do you love, what are you afraid of,” etc. .d.), he catches the ball, wraps the thread around his finger, answers the question, and then asks his next player. Thus, at the end, the glomerulus is returned to the leader. Everyone sees the threads that connect the participants of the game into one whole, determine what the figure looks like, learn a lot about each other, and unite.
Note: If the leader is forced to help a child who is at a loss, then he takes the ball back to himself, prompts and again throws it to the child. As a result, you can see children who have difficulty communicating, the leader will have double, triple bonds with them.
"The wind blows on ..." (for children 5-10 years old)
With the words "The wind blows on ..." the host starts the game. In order for the participants in the game to learn more about each other, questions can be as follows: "The wind blows on the one who has blond hair" all the fair-haired people gather in one pile. “The wind blows on the one who ... has a sister”, “who loves animals”, “who cries a lot”, “who has no friends”, etc.
The leader must be changed, giving everyone the opportunity to ask around the participants.
"Find a friend" (for children from 5 years old)
The exercise is performed among children or between parents and children. One half is blindfolded, given the opportunity to walk around the room and offered to find and recognize a friend (or their parent). You can find out with the help of hands, feeling hair, clothes, hands. Then, when a friend is found, the players switch roles.
"Secret" (for children from 6 years old)
The presenter distributes to all participants a “secret” from a beautiful chest (a button, a bead, a brooch, an old watch, etc.), puts it in his palm and clamps his fist. Participants walk around the room and, eaten by curiosity, find ways to coax everyone into revealing their secret.
Note: The facilitator monitors the process of exchanging secrets, helps the most timid to find a common language with each participant.
"Mittens" (for children from 5 years old)
For the game, mittens cut out of paper are needed, the number of pairs is equal to the number of pairs of participants in the game. The host throws mittens with the same ornament, but not painted, to the room. The children are scattered around the room. They look for their “pair”, go to a corner and, with the help of three pencils of different colors, try, as quickly as possible, to color the mittens in exactly the same way.
Note: The facilitator observes how the couples organize the joint work, how they share pencils, how they agree. Congratulations to the winners.
"Duck, duck, goose" (for children from 4 years old)
The participants of the game stand in a circle. Leader inside the circle. He walks in a circle, points with his hand and says: "Duck, duck, duck ... goose." The goose takes off, running in the opposite direction from the leading one. Both of them task - to quickly take the vacant seat. The whole difficulty of the game is that at the meeting point, the competitors must take each other's hands, curtsey, smile and greet: “ Good morning, good afternoon, good evening! ”, and then again rush to an empty seat.
Note: The adult ensures that each participant has been in the role of "goose". Salutations and curtsies must be done clearly and loudly.
"Let's make up a story" (for children from 5 years old)
The host begins the story: “Once upon a time ...”, the next participant continues, and so on in a circle. When it is the facilitator's turn again, he directs the plot of the story, sharpens it, makes it more meaningful, and the exercise continues.
"Dragon" (for children from 5 years old)
The players stand in a line, holding on to their shoulders. The first participant is the “head”, the last one is the “tail” of the dragon. The "head" should reach out to the tail and touch it. The "body" of the dragon is inseparable. Once the "head" has grabbed the "tail", it becomes the "tail". The game continues until each participant has played two roles.
“Roar lion, roar; knock, train, knock" (for children from 5 years old)
The host says: “We are all lions, a big lion family. Let's have a competition to see who can growl the loudest. As soon as I say: "Roar, lion, roar!" Let the loudest growl be heard.
“And who can growl even louder? Well roar the lions." You need to ask the children to growl as loudly as possible, while depicting a lion's stance.
Then everyone stands one after another, putting their hands on the shoulders of the person in front of them. This is a steam locomotive. He puffs, whistles, the wheels work clearly, in time, everyone listens and adapts to the neighbors. The locomotive travels around the room in different directions, now quickly, then slowly, then turning, then bending, making loud noises and whistling. The driver at the stations changes. At the end of the game, a "crash" can occur and everyone falls to the floor.
"Chefs" (for children from 4 years old)
Everyone stands in a circle - this is a pan. Now we will prepare soup (compote, vinaigrette, salad). Everyone comes up with what he will be (meat, potatoes, carrots, onions, cabbage, parsley, salt, etc.). The host calls out in turn what he wants to put in the pan. The one who recognizes himself jumps into the circle, the next, jumping, takes the hands of the previous one. Until all the "components" are in the circle, the game continues. The result is a delicious, beautiful dish - just delicious.
"Touch to ..." (for children from 5 years old)
All players are dressed differently. The host shouts out: "Touch the ... blue!" Everyone should instantly orient themselves, find something blue in the clothes of the participants and touch this color. Colors change periodically, who did not have time - the leader.
Note: An adult ensures that each participant is touched.
“Friendship starts with a smile...” (for children from 4 years old)
Those sitting in a circle join hands, look into the neighbor's eyes and silently give him the kindest smile they have in turn.
"Compliments" (for children from 4 years old)
Sitting in a circle, everyone holds hands. Looking into the eyes of a neighbor, one must say a few kind words to him, Praise him for something. The receiver nods his head and says: “Thank you, I am very pleased!” Then he gives a compliment to his neighbor, the exercise is carried out in a circle.
A warning:
Some children cannot give a compliment, they need help. Instead of praise, you can simply say “tasty”, “sweet”, “flower”, “milk” word.
If a child finds it difficult to give a compliment, do not wait for his neighbor to be sad, say a compliment yourself.
"What does the mood look like?" (for children from 5 years old)
The participants in the game take turns saying what time of the year, a natural phenomenon, the weather looks like their mood today. It’s better for an adult to start comparisons: “My mood is like a white fluffy cloud in a calm blue sky, and yours?” The exercise is carried out in a circle. The adult generalizes what the mood of the whole group is today: sad, cheerful, funny, angry, etc. When interpreting the children's answers, keep in mind that bad weather, cold, rain, gloomy skies, aggressive elements indicate emotional distress.
"Building numbers" (for children from 6 years old)
The players move freely around the room. At the command of the facilitator: “I will count to 10, and during this time you must build everything together from yourself into the number 1 (2, 3, 5, etc.)”, the children complete the task.
Note: If the children cope with the task quickly, then you can count faster, that is, reduce the construction time.
“Building an answer” (for children from 7 years old)
Variant of the previous game. The facilitator complicates the task: “While I count to 10, you will add or subtract in your mind and build the answer number out of yourself all together. For example: 5 + 2, you will build 7; 8 - 3, you will build the number 5.
"Crow" (for children from 4 years old)
The leader stands in the center of the circle, sentences and imitates the flight of a crow and the plucking of wings:
"The crow sits on the roof,
She plucks her wings.
Sirlalala, sirlalala!"
Then very quickly and unexpectedly:
“And who will sit down first?”
"Who will get up first?"
Whoever is late to execute the command is out of the game.
"Yes or not?" (for children from 5 years old)
The players stand in a circle and hold hands leading in the center. He explains the task: if they agree with the statement, then raise their hands up and shout "Yes", if they do not agree, lower their hands and shout "No!"
Are there fireflies in the field?
Are there fish in the sea?
Does a calf have wings?
Does a piglet have a beak?
Does the mountain have a ridge?
Does the burrow have doors?
Does a rooster have a tail?
Does the violin have a key?
Does the verse have a rhyme?
Does it have any errors?
"Shadow" (for children from 5 years old)
One player walks around the room and makes different movements, unexpected turns, squats, bends to the sides, nods his head, waves his arms, etc. All the rest stand in a line behind him at a short distance. They are his shadow and must quickly and clearly repeat his movements. Then the leader changes.
"Living Sculpture" (for children from 6 years old)
Participants freely stand together. The host invites one child to go out and take some position in which it is convenient for him to stand. The next participant is asked to join him in some pose in the place where there is a lot of free space, then the third one joins them in his pose, then the first one carefully leaves the sculpture and looks at the overall composition, and the fourth takes any empty space in the general sculpture and etc. The one who has been standing for a long time leaves, his place is taken by the next.
Comment:
The adult plays the role of a sculptor during the entire exercise.
He makes sure that the participants do not stagnate in the general sculpture and, when leaving, be sure to look at the general composition, tracking what it looks like.
"Walking in the park" (for children from 6 years old)
Participants of the exercise are divided into "sculptors" and "clay". Clay is soft, supple, obedient. The sculptor makes his statue out of clay: an animal, a flower, a fish, a bird, a toy, etc. The sculpture freezes, and all sculptors give it a name. Then the sculptors walk around the park, looking at the creations of their friends, praise the sculptures, guess their names. Participants change roles.
Comment:
Sculptures do not change their positions and do not know how to talk.
The adult chief expert, he likes all the sculptures and he praises them a lot.
"Forbidden Movement"
The facilitator shows what movement should not be done. Then he performs various movements with his arms, legs, body, head, face, unexpectedly showing what is forbidden. Whoever repeated, becomes the leader, ”adding one more, his forbidden movement. The game continues on.
Note: There can be up to 7 prohibited movements.
"Nest" (for children from 4 years old)
The children sat in a circle, holding hands - this is a nest. There is a bird inside. Outside, another bird flies and gives the command: “The bird flies!” The nest crumbles and everyone flies like birds. The host commands: “Into the nest!” They sit down again. Who did not have time to lead.
"Pass the ball" (for children from 4 years old)
Sitting or standing, the players try to pass the ball as quickly as possible without dropping it. You can throw the ball to the neighbors at the fastest pace. You can, turning your back in a circle and putting your hands behind your back, pass the ball. Who dropped - out.
Note: You can complicate the exercise by asking the children to close their eyes.
"Mirror" (for children from 5 years old)
Children are asked to imagine that they have entered a mirror shop. One half of the group is mirrors, the other half is different animals.
Animals walk past mirrors, jump, make faces - mirrors must accurately reflect the movements and facial expressions of the animals.
"Siamese twins" (for children from 6 years old)
Children are divided into pairs, stand shoulder to shoulder, hug each other with one hand at the waist, put one leg next to each other. Now they are fused twins: 2 heads, 3 legs, one body and 2 arms. Invite them to walk around the room, sit down, do something, turn around, lie down, stand up, draw, etc.
Tip: To make the third leg “friendly”, it can be fastened with a string.
Guides (for children from 6 years old)
The players are divided into pairs. One with closed eyes stands in front. The other, at arm's length, slightly touching the back of the person in front, stands up with his eyes closed. The guide at first slowly begins to move around the room, the "blind" follows him, trying not to get lost, then increase the trajectory and speed of movement. The exercise is performed for 5 minutes, then the pairs switch roles.
Human life and its activities are unique processes with many features. A person is born already having certain predispositions, inclinations, abilities. But in order for his interaction with the outside world and society to be more effective and productive, a person needs to “improve”, “pump” himself and his personality. And the process of this improvement begins already from the earliest years, but never ends, one might say, never, because, as they say, there is no limit to perfection. In order to form, consolidate and improve the qualities of a personality, a huge number of various methods and practices are used today. But we will talk about, perhaps, the most popular and effective of them - socio-psychological games.
In this page we will understand what psychological games are in general, what are their features and what they are for. We all have heard more than once that there are games for children, for teenagers, for schoolchildren, for students, small, large, role-playing, business. They can be aimed at the development of any qualities, at the formation of communication skills, at unity, etc. Games are held in kindergartens, schools, recreation camps - these are children's games. In higher educational institutions, enterprises and large firms also host games, but these are already games for adults, which are often included in the program of any trainings and seminars. There are even computer psychological games - they are very popular in our time, when almost every person has a home computer or laptop. So what is the reason that games have become an integral part of human life and present in almost every area? And what games can and should be used for yourself? We present the answers to these and many other questions to your precious attention.
What is a game?
A game is a kind of activity, the motive of which is not the result, but the process itself, where the re-creation and assimilation of any experience takes place. Also, the game is the main type of activity of children, through which mental properties, intellectual operations and attitude to the surrounding reality are formed, changed and consolidated. The term "game" is also used to refer to programs or sets of items for the implementation of gaming activities.
The study of human psychology and the psychological realities of his life becomes more interesting and effective when carried out through activities that are of interest to the researcher himself. And such activity, of course, is the game. Experience has shown more than once that socio-psychological games help people to perceive the reality of the psychological aspect of their life very seriously and deeply.
The functions of the gaming activity are as follows:
- Entertaining - entertains, cheers up;
- Communicative - promotes communication;
- Self-actualization - gives a person the opportunity to express themselves;
- Game therapy - helps to overcome various difficulties that arise in life;
- Diagnostic - allows you to identify deviations in development and behavior;
- Corrective - allows you to make changes in the structure of the personality;
- Socialization - makes it possible to include a person in the system of social relations and contributes to the assimilation of social norms.
The main types of psychological games and their features
Games can be business, positional, innovative, organizational-educational, educational, organizational-thinking, organizational-activity and others. But still, there are several main types of psychological games.
Game shells. In this type of games, the game plot itself is the general background against which developmental, corrective and psychological tasks are solved. Such activities contribute to the development of basic mental properties and processes of the individual, as well as the development of reflection and self-reflection.
Living games. In games-accommodation, there is an individual and joint development of the game space with a group of people, the construction of interpersonal relationships within it and the comprehension of personal values. This type games develops the motivational aspect of a person's personality, the system of his life values, personal criticality; allows you to build your own activities and relationships with others; expands ideas about human feelings and experiences.
Drama games. Drama games contribute to the self-determination of their participants in certain situations and the improvement of the value-semantic choice. The motivational sphere, the system of life values, the readiness to make elections, the ability to set goals, the skill of planning are developing. The features of reflection and self-reflection are formed.
Design games. Project games have an impact on the development and comprehension by a person of instrumental tasks that are associated with the construction of activities, the achievement of specific results and the systematization of a system of business relationships with others. There is a development of skills in setting goals, planning and the ability to adapt actions to specific conditions. Self-regulation skills are formed, personal criticality and the ability to correlate their actions with the actions of other people develop.
The types of psychological games presented above can be used both as independent ones and used in conjunction with others. The descriptions we have given are the most general and give only a superficial idea of psychological games.
Now we move on to the most interesting block - the games themselves. Next, we will consider some of the most popular and effective games, and their benefits in the development and life of a person.
The most popular and effective games and their benefits
Karpman-Bern triangle
The Karpman-Bern triangle is, to be precise, not even quite a game. More precisely the game, but unconscious. A game that people play without having the slightest idea that they have become participants in it. But, due to the fact that this phenomenon exists, it is necessary to mention it.
This triangle is a simplified model of psychological manipulation that takes place in almost all areas of human life: family, friendship, love, work, business, etc. This relationship of roles that arise in the process of human relations was described by the American psychotherapist Stephen Karpman, who continues the ideas of his teacher, the American psychologist Eric Berne. This relationship, provided that it develops according to the “scheme” of this triangle, is destructive in itself and affects the people participating in this triangle exclusively negatively.
Because it is a triangle, it has three sides: a person who acts as a victim (“Victim”), a person who exerts pressure (“Aggressor”) and a person who intervenes in the situation and wants to help (“Savior”).
Usually it turns out like this: a problem or a difficult life situation arises between two people. Thus, the "Aggressor" and "Victim" appear. The "victim", looking for a solution to the problem, turns to a third party - a person who becomes the "Savior". The “Savior”, by virtue of his kindness, knowledge, or any other reasons, decides to help and advises something. The "victim" follows the advice and behaves according to the advice of the "Saviour". As a result, the advice only leads to a worsening of the situation, and the “Savior” is already extreme - he becomes the “Victim”, the “Victim” - the “Aggressor”, etc. From time to time, each of us plays the role of one of the sides of the Karpman-Bern triangle. The triangle itself often becomes the cause of great quarrels, troubles, troubles, etc.
So that you can get acquainted in detail with the Karpman-Bern triangle, find out its features and see illustrative examples, consistent with our everyday life, you can on Wikipedia.
Now we go directly to games that have a very serious psychological aspect. These games are deliberately organized by people both with the aim of winning / winning, and with the aim of exerting a certain influence on the personality of a person. Organization and participation in these games give a person the opportunity to delve deeper into the essence of his relationship with himself and the people around him. The first game that we should consider as a psychological one is the Mafia game.
"Mafia"
Mafia is a word-based role-playing game created in 1986 by Dmitry Davydov, a student at Moscow State University. It is recommended to play it for people over 13 years old. The optimal number of players: from 8 to 16. In the process, the struggle of a smaller organized group with a larger unorganized one is modeled. According to the story, the inhabitants of the city, tired of the activities of the mafia, decide to imprison all representatives of the criminal world. In response to this, the bandits declare war on the townspeople.
At the beginning, the host distributes one card to the participants, which determines their belonging to the mafia or the townspeople. The game is played day and night. At night, the mafia is active, during the day - the townspeople. In the process of alternating the time of day, the mafiosi and the inhabitants of the city each conduct their own activities, during which there are fewer and fewer players in each team. Information about events guides all further actions of the participants. The game is considered over when one of the teams completely wins, i.e. when either all the townspeople are “killed”, or all the bandits are “planted”. If there are very few players, then the game turns out to be too short, but if there are more players than necessary, there is turmoil and confusion, and the game loses its meaning.
The Mafia game is primarily based on communication: discussions, disputes, establishing contacts, etc., which brings it as close as possible to real life. After all, the game uses and manifests all the features and properties human personality. Psychological aspect game is such that in order to successfully interact with others, a person must try to apply and develop his acting abilities, the gift of persuasion, leadership, deduction. "Mafia" perfectly develops analytical thinking, intuition, logic, memory, ingenuity, theatricality, social influence, teamwork and many other important qualities in life. The main psychologism of this game is which team will win after all. After all, one team is mafiosi who know each other, but in no case are determined to play at a loss to themselves and, moreover, have the opportunity to eliminate the townspeople. And the second team is civilians, unfamiliar with each other, who can act most effectively only by interacting with the mafia. "Mafia" is fraught with great potential and brings great pleasure in intellectual and aesthetic terms.
Details of the game "Mafia", its rules, strategic and tactical features and many other detailed and interesting information related to it, you will find on Wikipedia.
"Poker"
"Poker" is a world famous card game. Its goal is to win bets by collecting the most profitable combination of four or five cards for this, or by making all participants stop participating. All cards in the game are either completely or partially covered. Features of the rules may be different - it depends on the type of poker. But for all types, the presence of trade and game combinations is common.
To play poker, decks of 32, 36 or 54 cards are used. The optimal number of players: from 2 to 10 at one table. The highest card is an ace, then a king, a queen, and so on. Sometimes the lowest card can be an ace - depending on the card combination. Different types poker consists of different quantity streets - rounds of trade. Each street starts with a new hand. Once the cards have been dealt, any player may bet or leave the game. The winner is the one whose combination of five cards will be the best, or the one who can force out other players and remain alone until the moment when the cards are revealed.
The psychological aspect of poker is very important. plays an important role in the tactics and strategy of the game. The moves made by the players are based, to a large extent, on their skills, habits and perceptions. Thus, the styles of the players are based on a certain psychological basis and are a reflection of the desires and fears of people, the understanding of which gives some players an advantage over others. Also, the style of the player is an excellent display of his character traits. After all, any personal characteristic, as you know, affects the behavior of a person and, consequently, his behavior in the game and the decisions that he makes in certain conditions of the game. Of course, poker is a gambling game that is played for money. And without having gaming skills, a person runs the risk of being in an unenviable situation. But if you play poker without stakes for the sake of training, for example, with friends, then it will be a great way to develop and hone qualities such as intuition, logical thinking, the ability to "read" people and disguise their intentions, psychological stability, endurance, cunning, attentiveness, memory and many others. It should be noted that playing poker, among other things, develops self-control, tactical and strategic thinking, as well as the ability to recognize the motives of other people. And these qualities so often turn out to be necessary for us in our daily life.
Details of the game "Poker", rules, strategies and other interesting details can be found on Wikipedia.
"Dixit"
Dixit is an associative board game. Consists of 84 illustrated cards. It can be played by 3 to 6 people. At the beginning, each player receives 6 cards. Everyone takes turns. One of the participants in the game is declared the Storyteller. He takes one card and puts it in front of him so that the picture is not visible. Then he must describe it with a word, phrase, sound, facial expression or gesture that he associates with the picture. Others do not see the card, but among their cards they look for the most suitable one for the Storyteller's description, and they also put it face down on the table. After that, all these cards are shuffled and laid out in a row, and the players, using tokens with numbers, must guess the card that the Storyteller originally described. Next, the players reveal all the cards, count the points. The player who guessed the card moves his chip forward. When all the cards run out, the game will be over. The one with the most points wins.
The game "Dixit" has a number of features, one of which is that associations should not be too simple, not too complex, because. then the card will be very easy or very difficult to guess. The game itself is an excellent tool for the development of analytical and associative thinking, intuition, fantasy, intelligence and other qualities. During the game, participants learn to feel other people, understand them without words and explain them in the same way. We can say that, among other things, the skills of effective non-verbal communication. The game is very interesting and always takes place in a positive friendly atmosphere.
You can learn more about the Dixit game and some of its features on Wikipedia.
"Imaginarium"
"Imaginarium" is an analogue of the game "Dixit". It also needs to select associations for pictures of different semantic load. The rules of the game are the same as in Dixit: one player (the Storyteller) chooses a card and describes it using associations. The rest of the players choose one of the most suitable card from among their own, and put it face down on the table. After all the cards are shuffled, and the player begins to guess them.
The game "Imaginarium" is in no way inferior to its prototype and has an exceptionally beneficial effect on the development of many qualities of the human personality, namely: it develops intelligence, analytical thinking, intuition, imagination, and fantasy. The game activates creative abilities, the ability to intuitively understand others, in every possible way helps to improve communication skills and increase the effectiveness of communication.
You can get acquainted with a more detailed description of the Imaginarium game on the Mosigra website.
"Activity"
"Activity" is a collective associative game in which you need to explain the words written on the cards. In total there are 440 cards in the game with six tasks on each. The standard set is designed for people from 12 years old. But there are options "For children" and "For kids". The minimum number of players is two. The maximum is practically unlimited. You can explain words with the help of facial expressions, drawings or synonymous words. To explain what is hidden, you have only one minute. Some tasks are individual and some are general. Players must move pieces around the game map. The team that reaches the finish line first wins. In the process, you can also choose more complex or easier tasks. For a more difficult task, more points are given.
The game "Activity" is perfect for relaxation and fun pastime and perfectly cheers up. "Activity" develops strategic thinking, ingenuity, imagination, teamwork, intuition, analytical skills. The game contributes to the disclosure of potential and gives each person the opportunity to express themselves from completely different sides. And the many tactical possibilities and behaviors further contribute to this. Both children and adults will get a lot of pleasure from this game and positive emotions.
"Monopoly"
Monopoly is one of the world's most famous developing board games. Genre of the game: economic strategy. Minimum number of players: two. The essence of the game is to achieve economic stability for yourself and bankruptcy for other players, using start-up capital. The initial amount for each player is the same. Players take turns making moves on the playing field by throwing a die. The one who earns the most money wins. The game ends when someone is completely broke or when the ATM stops dispensing banknotes and luck cards.
The game "Monopoly" for many years will retain its popularity among a huge number of people. Firstly, it perfectly cheers up and gives a lot of positive emotions. Secondly, the game forms a culture of communication, thanks to the close interaction of participants with each other. Thirdly, during the game, the makings of entrepreneurship and financial literacy develop, mathematical knowledge, logical and strategic thinking, and a sense of tactics are improved. It is also important that the Monopoly game trains memory, develops attention, and also reveals leadership inclinations, independence, responsibility and the desire of a person to be the master of his own life. In addition to this, such qualities as the ability to wait, patience, perseverance, calmness are developed.
You can find out more information about the Monopoly game on Wikipedia.
Other games
The games we briefly mentioned are by no means the only ones of their kind, but they can safely be called worthy examples of some of the very best psychological games. The direction and form of psychological games can be completely different. The main thing is to find the most interesting game for yourself and just start playing it. Better yet, try all the games. This, at the same time, will have a positive impact on many of your personal characteristics, and will help you decide which type of games suits you best.
As an addition, there are a few more games that you can master. This is a wonderful game "Telepathy", the main focus of which is self-knowledge, awareness of oneself and the development of one's hidden abilities. To develop the ability to listen and mindfulness, there is a wonderful game called "Lost Narrator". By the way, it also affects interpersonal relationships. A good game of trust and mutual understanding is “Coin”. There is also close interaction between the participants, which allows them to explore more deeply psychological features each other. The category of such games can also include the games "Homeostat", "Docking", "Line", "Choice" and others. You can easily find information about these and many other interesting psychological games on the Internet. By the way, about the Internet: today a large number of very interesting computer and online games have been developed that have a pronounced psychological focus. You can find such games in computer stores or download them from the Internet. Installed on your home computer good games will always contribute to a more relaxed and friendly atmosphere in your home. You can always take a break from everyday affairs by playing, for example, online monopoly. And it will be interesting and fun for your children to watch how you play and participate in the process themselves. Naturally, there are educational online games for children, which are a pleasure to play. Look on the Internet for something suitable, and you will definitely find a worthwhile option for yourself and your loved ones.
Games as a way to effectively psychological impact, as mentioned earlier, have found application in the most different areas human activity. A person begins to play from a very young age - at home with his parents, in kindergarten with other children. Then we are faced with different games in the junior and senior grades of school, institute, university. In adulthood, we are also surrounded by games, but these are already games for adults. With the help of such games, people striving for success and self-improvement develop their strengths and work on their weaknesses. And this actually makes them stronger and more developed personalities, increases their efficiency and effectiveness, makes interaction with the outside world and themselves deeper and more harmonious.
Do not neglect this way of self-development and you. Play games, change them, invent your own. Take games to your “armament” and make them a part of your life. So you can always be in the process of development. And the process of personal growth will never bore you and will continue to be interesting and exciting.
We wish you success on the path of self-improvement and study of human psychology!
Training for preschoolers "In the land of good mood"
Material Description: using the color association method in working with children to determine their own emotional state, subsequent stabilization of the emotional state by means available to preschoolers.
The material is designed for preschool children, it will be useful for teachers-psychologists of kindergartens.
Target- correction of the emotional state by means available to preschool children.
Tasks:
Educational:
To teach children to determine and evaluate their emotional state, as well as to adequately respond to the emotional state of other people;
To consolidate the concept of "mood";
To teach children to consciously regulate their behavior and emotional state, to acquaint children with different ways correcting your condition;
Teach self-relaxation techniques, relieve psychomuscular tension.
Developing:
Develop self-control and self-regulation in relation to their emotional state;
Develop children's interest in learning about themselves;
Develop communication skills and adequate assessment activities;
Develop relaxation skills
Develop interhemispheric interaction, mindfulness.
Educational:
Cultivate a positive attitude towards yourself and the world around you;
Increase social competence;
Create a positive emotional state;
Contribute to the cohesion of the children's team.
Material: cards of 8 colors (red, blue, yellow, green, crimson, gray, brown, black), ball, drawing paper, pencils, wax crayons, felt-tip pens; tape recorder, audio recordings.
Lesson progress:
1. Introduction.
Goal: creating motivation, attitude to joint activities.
Everyone knows without a doubt
What is mood.
Sometimes we have fun
Sometimes we miss
Often want to cheer up,
But we are also sad.
A very strange phenomenon
Mood change.
It is important for all children to know
That you shouldn't be discouraged.
Let's hurry up -
Let's go to a wonderful land!
Today we will visit the land of good mood.
2. The game "Colorful mood"
Purpose: tracking your emotional state, mood.
One, two, three, four, five - we begin to play!
Now I will teach you how to color your mood. I will tell you a secret. It turns out that every mood has its own color. Look - I have multi-colored cards. We will spread them around. It turned out a flower-eight-flower - a flower of moods. Each petal is a different mood:
Red- cheerful, active mood -
I want to jump, run, play outdoor games;
yellow- fun mood -
want to enjoy everything;
green- sociable mood -
I want to be friends with other children, talk and play with them;
blue- calm mood -
I want to play and listen
an interesting book, look out the window;
crimson- I find it difficult to understand my mood, and not too good, and not too bad;
Gray- boring mood -
I do not know what to do;
Brown- angry mood -
I'm angry, I'm offended;
the black- sad mood -
I'm sad, I'm upset.
We will send the ball in a circle and each of you will say what color his mood is now. I will start and you will continue.
Children color their mood.
Thank you, I am very pleased that many of you are now in a good mood. And for those guys who have it not very good, we will help now.
3. The game "Joyful song"
Purpose: a positive attitude, the development of a sense of unity
I have a ball in my hands. I will now wrap the thread around my finger and pass the ball to my neighbor on the right Dima and sing a song about how glad I am to see him - “I am very glad that Dima is in the group ...”.
Whoever receives the ball wraps the thread around his finger and passes it to the next child sitting to his right, and together (everyone who has the thread in his hands) sing him a joyful song. And so on, until the ball returns to me. Fine!
The glomerulus returned to me, it ran in a circle and connected us all. Our friendship has become even stronger, and our mood has improved.
4. Dance therapy.
Purpose: changing the emotional state by musical means, emotional release, bringing children together, developing attention, interhemispheric interaction.
Musical movements lift the mood.
Once we lose heart - we will dance together.
When the chorus sounds, we will walk together in a circle, and when we hear the melody of the verse, we will quickly find a mate and clap each other's hands (with both hands, right and left hands alternately).
The song “It’s fun to walk together” sounds (music by V. Shainsky, lyrics by M. Matusovsky.)
Children form a circle, and then independent couples and dance to the music.
5. Relaxation exercise.
Purpose: teaching methods of self-regulation, relieving psycho-emotional stress.
Joyful mood helps relaxation.
Sit comfortably. Stretch out and relax. Close your eyes, pat yourself on the head and say to yourself: "I am very good" or "I am very good."
Imagine a wonderful sunny morning. You are near a quiet beautiful lake. You can barely hear your breathing. Inhale-exhale. The sun is shining brightly and you feel better and better. You feel the sun's rays warm you. You are absolutely calm. The sun is shining, the air is clean and transparent. You feel the warmth of the sun with your whole body. You are calm and still. You feel calm and happy. You enjoy peace and sunshine. You are resting… Inhale-exhale. Now open your eyes. They stretched, smiled and woke up. You have a good rest, you are in a cheerful and cheerful mood, and pleasant sensations will not leave you throughout the day.
6. Art therapy exercise "Wonderful Land"
Purpose: expression of feelings and emotions through joint visual activity, rallying the children's team.
Now let's get together
Let's draw a wonderful edge.
Children are invited to complete a joint drawing on a large sheet of paper, which is spread directly on the floor. The theme of the drawing is "Wonderful Land". Previously, details and small lines are drawn on the sheet. Children draw unfinished images, "turn" them into anything. Joint drawing is accompanied by the sounds of nature.
7. Exercise "Dry shower"
Goal: creating and maintaining a positive attitude.
We are very sorry to part
But it's time to say goodbye.
So that we don't get discouraged
You have to take a dry shower.
Children are encouraged to go through a "dry shower".
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Feel how multi-colored streams touch your face and hands. All sorrows, resentments, boredom and sadness are left behind. And you are charged with cheerfulness, activity, joy. The charge of good mood, acquired in a wonderful land, will remain in you for a long time.
The proposed games and exercises are interesting and accessible for preschoolers with different levels readiness.
