Games with a psychologist in the dow. Card file of psychological games for the formation of sociability, the creation of positive emotions
Training for preschoolers "In the land of good mood"
Material Description: the use of the method of color association in working with children to determine their emotional state, the 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 of adjusting their 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;
grey- boring mood -
I do not know what to do;
brown- angry mood -
I'm angry, I'm offended;
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. Excellent!
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 of preparedness.
Games that develop communication skills
Catch if you can
We develop observation, the ability to perceive non-vebral signals, attention
Description: This is a team game designed for a large number of participants.
At the beginning of the game, a leader is chosen to start the first round. All other participants line up in one line. When the guys lined up, the leader picks up a toy and starts walking after them, trying to put it in one of their hands. The participant to whom he still gives must immediately run out of action. At this time, the rest of the participants should carefully monitor the leader, as they will need to catch the player in whose hands the toy will be. Moreover, they must do this without going beyond the line. If they manage to catch the fleeing participant, then he must return to his place. If this player still managed to escape, he becomes the leader, while the previous one takes his place.
Some small object that can be passed from hand to hand (it can be a ball or any other toy).
Investigation
We develop attention, memory, communication and analytical skills, observation
Description: all participants close their eyes, and the leader chooses one of them and puts him behind the curtain. Then everyone opens their eyes and the facilitator explains the task. The guys should find out who is behind the curtain (or just analyze who is missing among them). Then they must remember as many details of his appearance as possible (the color of his eyes, hair, what he is wearing, what hairstyle he has, etc.), that is, they must give as accurate a portrait of him as possible.
Once the guys have come up with all their guesses, the player hidden behind the curtain can come out and everyone else can see how accurate their description was.
If the participants in the game are very young, then the rules of the game can be explained before they close their eyes. So the stumps will be able to purposefully analyze each other's appearance and remember much more details.
Materials and visual aids for the game
Curtain.
Cheerful centipede
We develop communication skills, coordination, attention, observation
Description: This game is played by at least 6 people. More players are welcome.
All participants should stand one behind the other and put their hands on the shoulders of the person in front. The player who comes first will be the guide and leader. The guys should watch the leader and follow strictly in his footsteps. With the help of music, you can speed up and slow down the movement. If the guys cope with this task, it can be complicated. The leader can show not only the direction, but also some intricate movements. For example, jumping on one leg, moving in the rhythm of a lambada (music will help with this), some kind of hand manipulation, etc. Those participants who have not completed the task are eliminated from the chain.
Materials and visual aids for the game
Funny music.
Who is your friend?
Developing communication skills
Description: This game is designed to be played for a long time. It can last a whole evening, day or several days and be combined with other games. Even adults can take an active part in it.
Before starting the game, you need to write down the names of all participants on separate pieces of paper. Nearby you need to sign the role that the person who pulled out this piece of paper will play in relation to the one who is indicated on it. It can be a lover, a friend, a mother. Then all participants must draw out the name of a secret friend. His name can not be voiced, since no one else should know this yet.
After that, each participant in the game must behave towards the secret friend in such a way that he can guess what role his partner plays. You need to monitor your behavior throughout the game.
Materials and visual aids of the barking game
Blank sheets of paper, pencil.
forest brothers
We develop communication, artistic skills, attention.
The game promotes communication and mutual understanding of children
Description: At the beginning of the game, roles are distributed among the participants. These can be certain animals (a birthday hare, a fox deceiver, a protector bear, etc.), characteristic fairy-tale characters (Dunno, Malvina, Pinocchio, Znayka, Barmaley). Players can simply be given names that reflect their positive and negative human qualities (good, evil, outgoing, etc.).
When the roles are distributed, it is necessary to explain in detail to the guys that they must behave throughout the game as their character would behave in this situation. If a girl plays the role of Malvina, she, like her heroine, must be hospitable and friendly throughout the game (it would be better if a modest and inconspicuous girl gets such a role). If a boy plays the role of Pinocchio, then he should ask everyone questions, be a little intrusive. Similarly, it is necessary to disassemble and analyze all the roles.
You need to distribute the roles of those characters that are familiar to the guys. It is desirable that they be the complete opposite of the nature of the child. The leader must watch the game.
If one of the guys does not succeed in the role, it must be analyzed again or changed.
Materials and visual aids for the game
Loud cheerful music.
➢ There are no winners and losers in this game. It is ideal for the holidays, it can be used as a first introduction.
swap places
We develop communication skills, attention, coordination, analytical skills
Description: This game is suitable for initial acquaintance. It helps to establish contact between children, contributes to the emergence of an informal atmosphere.
All participants, except for one (he will be the first driver), must sit on chairs. At this time, the facilitator should name some sign that is common to all (or some) of the participants. This may be hair color, gender, wardrobe details, etc. Those participants to whom the named definition applies must change places. At the same time, the leader’s goal is to have time to take the vacant chair himself. The participant who did not have time to sit on a chair becomes the new driver. He must name a new quality that can unite several participants. Now, on command, they should change places.
It is important for the presenter to make the message suddenly, in order to have time to take the place himself.
Materials and visual aids for the game
Chairs for each participant except one.
Games that develop the moral and volitional qualities of a person
Help grandpa!
We teach the child to be attentive to the people around him, trust each other, concentration
Description: the facilitator invites the participants to divide into pairs and find out which of them will play the role of grandfather and who will help him. Then the “grandfathers” are blindfolded (the children need to be explained that the “grandfather” sees very poorly) and with the rest of the guys they come up with a route along which the “blind grandfather” will need to be guided. It will be better if you have to bypass trees, bushes in nature or some furniture in the apartment. Couples get up at the start and, at the whistle of the host, set off. The winner is the pair that quickly and without errors will overcome this path.
The game can be complicated by the rule according to which it will not be possible to touch the “grandfather”, and you can only control his movement with words.
Materials and visual aids for the game
Stopwatch, soft music.
Forbidden words
We expand the vocabulary tails, develop attention. purposefulness, good and fast reaction, self-confidence
Description: words are selected that will be considered forbidden (for example, “yes” and “no”). The game itself takes the form of a conversation. Participants walk around the room and try to start a conversation with each other.
The main goal is to get the opponent to utter one of the forbidden words. The one who violated the ban is considered the loser, and gives 1 token to the one who asked this tricky question.
Anyone who thinks over a question for more than 1 minute also loses a token. The one who lost all the tokens is considered out of the game.
Materials and visual aids for the game
Five tokens for each participant in the game (beads, buttons or other small items can be used as tokens).
What I like and dislike about myself
We teach children to adequately assess themselves and others, the ability to tactfully express their opinion about another person, even if he is not very nice; develop analytical skills, self-confidence
Description: the game will be timely if you notice that one of the children began to complex for some reason and close in on himself.
Each participant is given a sheet of paper and a pencil (it would be better if a small number of children take part in this game at first). Each sheet is signed and divided into 2 columns: in the first, the guys write out the qualities that each of them likes in themselves, in the second - the qualities that they do not like. Then these leaflets are collected and distributed to other children. On the reverse side of this sheet, they write out the positive and negative qualities that, in their opinion, the owner of this sheet has.
Then the sheets are handed over to the leader (adult). He reads these notes, all together analyze them. So it turns out what positive and negative qualities really are in every child, and which ones he invented for himself.
Materials and visual aids for the game
Sheets of blank paper and pencils according to the number of 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, curtsy, smile and greet: “Good morning, good afternoon, good evening!”, And then again rush to an empty place.
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.
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 of the game take turns saying what time of the year, natural phenomenon, weather is similar to their current mood. 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 a place where there is a lot of free space, then a 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.
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:
“Cacti grow in the desert, cacti grow in the desert ...” The leader stands in the center of the circle, sometimes turns around. Suddenly, one of the players jumps out of the circle and shouts: “Oh!”. He must do this so that the leader does not see him at that moment, and the players adjacent 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 wrong with you?"
The player comes up with any response related to the cactus (for example: “I ate the cactus, but it is bitter” or “I stepped on the cactus”).
After that, the player returns 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 most often find themselves outside the circle are the most active and have great leadership abilities.
"Cubs on a walk"
First, the host says: “You are all little bear cubs, you walk in the meadow and pick sweet strawberries. One of you is the eldest, he watches over all the others.”
Cheerful music sounds, children walk around the room and pretend to be cubs - they roll over, pretend to pick berries, sing songs.
At this time, the host chooses one player and, when the music stops, announces that he is the older 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 host appoints another senior. The game goes on until everyone is in that 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 the rest. At the end of the game, the facilitator explains why the winner was able to complete the task better than the others.
The game "Cubs for a walk" allows children to learn how to quickly respond to the 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…”
The players sit on chairs, close their eyes, and the host explains the rules: the phrase “far, far away, in a dense forest ... who?” One of the players answers, for example: “foxes”. If several answers are spoken at the same time, the leader does not accept them and repeats the phrase again. Sometimes it can be difficult for the players to decide who should answer, but the leader should not interfere and let the guys figure it out for themselves.
When the only answer is received, the host says the following phrase: “Far, far away, in a dense forest, fox cubs ... what are they doing?” Answers are accepted according to the same rules.
You can play this game for quite some time until you get bored. Or - when the first phrase becomes long enough, you can start over. The only condition: all phrases must begin the same way: "Far, far, in a dense forest ..."
It usually happens that one or more players answer the most. It is worth paying attention to them - it is they who have the most developed leadership abilities.
"Shipwreck"
The host announces: “We were sailing on a big ship, and it ran aground. Then a strong wind arose, the ship refloated, 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, someone - another. It is important to pay attention to the one who most actively participates in the discussion, defends his opinion.
As a result of the discussion, the players tell the leader their way out of the situation, and he tells them what came of it. Naturally, the result must be successful. The leader must not allow a "split" among the players, that is, that one half of the children will choose one option, and the other half - the other.
"Fire brigade"
At the beginning of the game, a leader is chosen. The rest of the players are the "fire brigade". The leader must send their "fire" to extinguish. Players have to run around, hustle and do some stupid things. The leader's task 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 behavior of the leader on a five-point scale.
Then the players switch places - someone else becomes the leader. The game is repeated. Then each of the players again gives his assessment of the leader's behavior. The game continues until each of the players is in the place of the leader. The winner will be the one with the most points.
"Photographer"
At the beginning of the game, a leader is selected - a "photographer". The host must take interesting “photos”, which means he needs to seat the rest of the guys at his own discretion. The "photographer" will have to act quickly and accurately. He can offer the role of a teacher to one of the participants in the game - therefore, he must take the appropriate pose. Someone can become a “cop”, someone an “actress”, someone a “magician”.
Each of the players gives their assessment of the actions of the "photographer" on a five-point scale. Then the players change, the “photographer” becomes another. The game continues until all the guys are in the role of "photographer". And to make the game even more interesting, you can take a Polaroid and take snapshots. The best “photographer”, respectively, will get better pictures, which means that he is better than others able to ensure that others fulfill his requirements, and is a leader.
"I'm the best, and you?"
All children should feel solidarity and receive a portion of encouragement and approval, and in an atmosphere of mutual perception 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, to the general exclamations of approval, is heaped onto a chair, and for a while the dream of being on stage and earning enthusiastic applause becomes a reality. The others form a tight ring around the chair and clap their hands.
Each of the players should visit this place of honor, and those who receive applause and those who applaud receive enjoyment from the game.
"On the main street with an orchestra"
The game helps children get rid of negative emotions, as well as imagine themselves as an important conductor of the orchestra. This exercise not only invigorates, but also creates a sense of solidarity. For the game, a cassette with a recording of perky and cheerful music that children would like and cause them positive emotions is useful.
All children must remember the conductor and the movements that he performs in the orchestra pit. Everyone should stand together in a common circle, imagine themselves as conductors and “conduct” an imaginary orchestra. In this case, all parts of the body should participate: arms, legs, shoulders, palms ...
"Gardener"
It is desirable that the number of participants be at least 10.
Choose a leader. They often become an adult.
All children take the names of colors. The host starts the game by saying the following text: “I was born a gardener, I was seriously angry, I was tired of all the flowers, except ...”, and calls one of the flowers from among the chosen children. For example, "... except for the rose." "Rose" should immediately respond: "Oh!". The host or one of the players asks: "What's wrong with you?" “Rose” answers: “In love.” The same player or host asks: “Whom?” "Rose" replies, for example, "Into the violet." "Violet" should immediately respond: "Oh!" etc. If you didn't respond when your flower was called, or if you yourself "fell in love" with someone who isn't here, then you've lost.The game starts all over again.
Nose, mouth...
Usually an adult becomes the leader. Sit facing the children, seating them in a semicircle. Start the game by saying "Nose, nose, nose, nose...". At the same time, with an outstretched index finger, 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, such as the forehead or ear. The task of the children is to touch the same part of the head as you, and not the one you named. Whoever makes more than 3 mistakes is out of the game.
The winner is the player who stays the longest in the game.
"Product base"
The leader is selected. He will be the "director of the product base." Another one is a “store manager”. The rest of the players are "sellers". The essence of the game is as follows - one "salesman" comes to the "director of the product base" and asks him about what products are available. The “base director” calls 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 can’t write down the name of the products, you can only remember. 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. Those who collect the most win.
"Music and Color"
The players sit in a semicircle. The leader is opposite. Children are given cardboard squares of different colors and shades. The host puts on some symphonic, orchestral or instrumental music for 2-3 minutes.
The task of the players 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 very different in color from those raised by the rest, the leader asks him to justify his opinion, and then continues the collective discussion.
The game will teach children to compare the shades of color and paint of music and find the connection and difference between them. At the end of the game, you can ask the children to talk about colors and answer questions like: 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 members of your family. 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, who it runs away from (describe the rival cloud following it) and what mood it carries.
The one who makes the most picturesque story wins. To keep the children interested, the facilitator (parent) should set the example first.
"Know the Hero"
The host 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 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 facilitator expressively reads the whole story aloud. After that, he asks the players in turn to characterize each character (hero) of the fairy tale, arguing their answer, supporting with examples. The child should try to answer why he thinks so.
Then, when all opinions have been expressed, a general discussion can be held. The game does not aim to identify the winner, it is important to teach each child to adequately and correctly evaluate 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 a variety of famous and not very people who wear glasses.
Also, for the game you need to pick up several pairs of glasses, you can use any - sunny, for swimming, or simply cut out of paper.
It is desirable that the leader himself be wearing glasses. He invites the children to try to choose glasses to their taste from those that are available. Each player puts on some kind of glasses. The game consists in the fact that first the host shows photos of famous people wearing glasses, then invites everyone to say something good about the choice of glasses.
Players take turns giving their opinion. It can be anything. It can be said 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 your eyes. When everyone has spoken in this way, the facilitator chooses the author of the most meaningful speech. There are no winners and 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 be photographed with glasses for memory.
Let's sing
You can 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 mood, but also develops the 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 make your own. 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 in the general singing. There are no winners and losers in the game, everyone has the right to show their ability to sing.
Think up a fairy tale
The host shows everyone a picture that can show anything from an apple to a person, and the players take turns writing a story about what is shown in the picture.
Who's more interesting?
The game is aimed at developing the child's creative imagination and his ability to establish logical connections.
The host says any phrase with an unfinished thought, for example: “This morning I left the house ...”. The second player immediately composes a continuation: "... 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 host 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, the 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?"
This game should be played by as many children as possible. The facilitator asks questions: “What is red? Gorky? Scary? Funny? Soft? Questions can be very diverse, and the answers should fit the meaning.
The rules can be complicated: for example, enter the time to think about the answer. The one who didn't figure it out in time leaves the game, and the one who gave the most answers wins. The leader’s words, with the help of which phrases are composed, can be the following: hard, liquid, rare, frequent, low, small, light, oblique, lively, full, even, light, dark, strong, strong ...
For older children who are in primary school, can complicate the task. Let them come up with not only phrases, but also sentences with these words. They should express a complete thought 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 (thread, needle, ring ... that is, whichever of these items the child will like the most) so that with the help of this item you can call for help at a dangerous moment.
Further events depend on the imagination of the child, who offers various options and invents situations from which you can get out only with the help of a magical item. It may 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 misfortunes), of course, should be happy: good triumphs over evil. Roles in this game are not assigned to anyone in particular, that is, the child imagines himself to be who he wants to be the most.
You can play on the street, in a room, on a table, behind a screen ... The only thing that an adult can offer to a child before playing is a plan according to which approximate events will develop, but an element of improvisation should be present in this game in any case, because only with With the help of a child's imagination, something can happen.
Sample plan:
1. Meeting of a child and a fairy.
2. The fairy takes the hero to a fabulous and amazing country.
3. Return home.
This plan is conditional, you can change it in any direction.
"Elephant is angry"
The leader is selected. The rest of the children should portray how angry a variety of people, fairy-tale characters or animals are. The host addresses each participant in the game: “Katya, show me how angry the elephant is?”. Katya must portray how she imagines it. In this way, you can come up with a variety of stories - how angry a teacher, student, elephant, cat, mouse, etc. There are no winners and losers in the game. But the author of the most successful plots can be considered the winner.
Anger and Aggression Management Training Exercises
Pebble in a shoe
Objectives: This game is a creative retelling of one of the rules of teamwork: "Problems front." In this game, we use a simple metaphor that children can understand by which they can communicate their difficulties as soon as they arise. From time to time it makes sense to have a "Pebble in a Shoe" game as a group ritual to encourage even the most shy kids to talk about their worries and problems. Encourage children to spontaneously use the ritual phrase "I have a stone in my shoe!" whenever they experience any difficulties, when something interferes with them, when they are angry with someone, when they are offended, or for some other reason cannot concentrate on the lesson.
Instructions: Please sit in one common circle. Can you tell me what happens when a pebble hits your shoe? Perhaps at first this pebble does not interfere much, and you leave everything as it is. It may even happen that you forget about an unpleasant pebble and go to bed, and in the morning put on a shoe, forgetting to take the pebble out of it. But after a while, you notice that the leg becomes painful. 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 get angry, we are preoccupied or excited about something, at first it is perceived as a small pebble in a shoe. If we take care in time to get him out of there, then the leg remains safe and sound, but if not, then problems can 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 can talk about it. I want you to think carefully now whether there is anything at the present moment that would interfere with you. Say then: “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 makes you sad.
Let the children experiment with these two phrases according to their condition. Then discuss the individual "pebbles" that will be named.
Yes and no
Goals: This game, like the previous one, is aimed at removing the state of apathy and fatigue in children, at awakening their vitality. The great thing about this game is that it only uses voice. Therefore, the game "Yes and no" can be especially useful for those children who have not yet discovered their own voice as an important way of asserting themselves in life. Fake, playful argument refreshes the psychological climate in the classroom and, as a rule, relieves tension. When starting this game, keep in mind that there will be a terrible noise and din in the classroom for a while.
Materials: Small bell.
Instructions: Think for a moment about how your voice usually sounds. Rather quiet, rather loud, rather medium?
Now you will need to use the full power of your voice. Break 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 which will say the word "no". Your whole argument will consist of only these two words. Then you will change them. You can start very quietly, gradually increasing the volume until one of you decides that it can't get any louder. Please listen to the bell I brought with me. When you hear it 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 and sign your name on the back. Then start painting some picture. (2-3 minutes.)
On my command, stop drawing and pass the started drawing to your neighbor on the left. Take the sheet that your neighbor on the right gives you and continue to draw the picture he started.
Give the children the opportunity to draw for another 2-3 minutes and ask them to pass their drawing back to the neighbor on the left. In large groups, it will take a long time before all the drawings come full circle. In such cases, stop the exercise after 8-10 shifts or ask to transfer the drawing through one.
You can revive the game musical accompaniment. As soon as the music stops, the children begin to exchange drawings. At the end of the exercise, each child receives the picture that he began to draw.
Exercise analysis:
Do you like the drawing you started drawing?
— Did you like to finish other people's drawings?
What drawing do you like the most?
Are these drawings different from the ones you usually draw? How?
Skyscraper
Objectives: The whole group participates at once in this game. In it, children can actively use both their motor skills and imagination and prudence.
Materials: One folding ruler and two to three wooden cubes for each child. The task will be more difficult if the cubes are of different sizes. Among them should be several wooden cylinders.
Instructions: Take two cubes each and sit in a circle on the floor. Now you all together will need to build one skyscraper. I'm very interested to know how high you can raise it without it falling 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 die 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 about how you will proceed. I will count how many cubes you have stacked before the tower falls. Even if only one cube falls, you will 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 the cooperation of children with each other.
Exercise analysis:
- Did you like this game?
Did you take offense at anyone during the game?
cardboard towers
Objectives: This is a very entertaining game in which 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 game options:
Non-verbal. In this case, children do not have the right to talk to each other during the task, but can only communicate without words.
Verbal. In this version, children can discuss among themselves the process of completing the task.
The non-verbal option has the advantage of making children more attentive. Perhaps this version of the game is more suitable for the first game, and after a while the game can be repeated in a verbal version.
Materials: Each small group needs 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, each group needs to have one tape of tape.
Directions: Divide into groups of six. Each group should now build their tower. To do this, you will receive 20 sheets of cardboard and a roll of 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 at exactly 10 minutes and ask each group to imagine their tower.
Did your group have enough material?
Do you wish there was more material? Less?
How did your group work?
Which of the children in your group started the construction?
- Did you have a leader?
Did all the children participate in the game?
What was the mood in your group?
- How did you feel while working?
- What was the most enjoyable part of your job?
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 anyone?
What would you do differently next time?
Which tower do you like the most?
— Are you satisfied with the tower of your team?
- What does working in such a team depend on?
Exercises to correct fears and anxiety
Exercise "Cheerful fear"
Purpose: correction of anxiety, fears.
The psychologist tells a fairy tale: “Once upon a time there was Fear. Everyone was afraid of him, and no one wanted to play with him. Fear alone became sad and boring, and he decided to go look for his friends, but he did not find anyone, because everyone was afraid of him and hid from him. Tired of Fear to scare everyone, and he decided to become cheerful and funny. What should Fear do to make the children have fun?…”. Children offer their options.
Exercise "Cave of fears"
Purpose: differentiation of anxiety and fears, their primary stabilization.
Means: visual, expressive, verbal and communicative.
Form: individual.
Age: senior preschool, junior school.
Material:
Sketch "cave of fears".
Colored pencils (paints, felt-tip pens).
Lesson progress:
Part 1. Drawing
The child is offered for consideration a sketch of the drawing “cave of fears”. Then instructions are introduced for the fabulous content of the sketch and installation on the figurative (objectified) image of fears. The instruction is given by a psychologist in 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.
Stimulating questions:
Who/what is it? 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?
What did you feel while painting? What did you remember? What were you thinking about?
Why did you choose these colors, lines?
Part 3. Expressive pause
The child is invited to depict fears by pantomimic and mimic means.
The game "Animals in a mink"
Age: for children 3-4 years old.
Lying down with the child in bed with the lights on, cover yourself with a blanket and say something like this: “You and I are little squirrels (bunnies, mice - whoever he likes best), we lie in our cozy mink. There, on the street, it's dark, cold, it's raining, the wind is howling, but 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.” Speak soothingly so that the child relaxes and gradually falls asleep.
In the morning, you can play how an evil wolf tried to climb into the mink of the animals (whose role can be periodically offered to the child), and the animals drove him away. In the evening, this option should be avoided so that the child does not get overexcited.
Game "Bold 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 an episode about a brave scout into an extended game of war, so that everything turns out more naturally and more interesting. At some point, the child (called, again, by his real name) receives the task of going out at night for reconnaissance. 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 for bravery.
Anxiety Relief Exercise
Goal: relieve anxiety, anxiety, prepare for the expected stressful situation.
Required time: 5-10 min.
Procedure: Relax and imagine that you are sitting on a wonderful green lawn on a clear sunny day... The sky is illuminated by a rainbow, and a particle of this radiance belongs to you... It is brighter than a thousand suns... Its rays gently and gently warm your head, penetrate into the body, spill over it, all of it is filled with a cleansing healing light, in which your sorrows and anxieties, all negative thoughts and feelings, fears and assumptions dissolve. All unhealthy particles leave your body, turning into dark smoke, which is quickly dispersed by a gentle wind. You are free from worries, you are cleansed, you are light and joyful!
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, a violent flowering of creative imagination, a period of discovery of the world in its pristine beauty and purity. Here is how F. G. Lorca wrote about a young child: “... 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 inspires them What ideal simplicity and what mysterious relationships are revealed in this between simple things.From a button, a spool of thread, and the five fingers of his hand, the child builds a difficult world, intersected 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 around him, acquires new knowledge, skills, and 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 joint activities with a close adult begin 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 contribute to the development of 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 young children, 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. A didactic game is a valuable means of educating the mental activity of children, it activates mental processes, arouses a keen interest in the learning process among students. 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, and 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 as 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 certain elements of the game. 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 using 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. The desire of children to achieve a game goal, to win, makes them perceive the environment better, observe, examine objects, compare them, notice slight differences in their characteristics (color, shape, size, material), select and group objects according to common features, distinguish and reproduce musical sounds according to 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 reveal 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 one who received more chips for the correct answers is considered the winner, 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. .
