Games for older children
Choose a girl
Target:development of arbitrariness, observation, imagination.
Progress of the game.Children choose from the proposed cards with images of a cheerful, sad, frightened, angry girl that most matches the text of each of the proposed poems by A. Barto.
1. The owner abandoned the bunny, - The bunny was left in the rain.
I couldn’t get off the bench, I was completely wet.
Which girl abandoned the bunny? - the teacher asks a question after reading the poem.
2. The bull walks, sways, Sighs as he goes:
Oh, the board is ending, Now I'm going to fall!
Which girl was scared for the bull?
3. They dropped the bear on the floor and tore off the bear’s paw.
I still won’t leave him - Because he’s good.
Which girl felt sorry for the teddy bear?
4. I love my horse
I'll comb her fur smoothly,
I'll comb my tail
And I’ll go on horseback to visit.
What girl loves her horse?
Kolobok
Target:development of communication skills, imagination, expressiveness of speech.
Progress of the game. Children stand in a circle and roll the “Kolobok” ball to each other. The one who receives “Kolobok” must say a few words to him or ask him a question. For example:
What is your name?
Kolobok, I know what fairy tale you are from.
Kolobok, let's be friends with you.
Come visit me, little bun.
After the said phrase, the child passes the “Kolobok” to a neighbor or anyone he wants.
As an option, you can offer each child the role of an animal, and the children should turn to “Kolobok” in this role.
Genie
Target:development of expressive movements, group cohesion.
Progress of the game.Children stand in a circle with their hands raised up and directed towards the center and depict a bottle in which the Genie lives. The child chosen to be the Genie is in the center of the circle. After the magic words “Krible! Krible! Booms!”, which all the children say in chorus, they part and release the Genie. He runs out and asks the children to make three wishes, which he must grant. Desires must involve the expression of specific emotional states using expressive movements and phrases that confirm this state.
"Convey the mood"
Target
:
development of expressive movements, observation, imagination.
Progress of the game . A mood is invented and conveyed (sad, cheerful, melancholy). The teacher is the first to show the mood with facial expressions and gestures. The children, having conveyed his mood in a circle, discuss what he wished for. Then anyone can become the host. If he experiences difficulties, adults help him. Children's actions are not evaluated or discussed. One thing is important: all players must carefully observe their partners and reproduce their mood.
"Talking Through Glass"
Target:
teach children to recognize different emotional states.
Progress of the game.
The players, having made pairs with the help of the teacher, must imagine that one of them is in the store, and the other is waiting for him on the street. But they didn’t have time to decide what to buy, and the exit was far away. The problem is solved by trying to negotiate through the thick glass of the display case. It’s useless to shout: your partner won’t hear you anyway. The players discuss how they “agreed” at the end of the game.
To make it easier to solve the problem, the teacher visually conducts and discusses the skit with one of the children. Then the children play independently.
The teacher monitors the progress of the game and helps those children who are not doing well. Children change roles if desired.
"Shadow"
Target: Teach children to recognize different emotional states and develop empathy.
Progress of the game: The players make up pairs. One plays the role of a shadow, exactly copying what the partner portrays: picking berries, mushrooms, catching butterflies. If the players experience difficulty, at the request of an adult, one of the children clearly depicts an example. Along the way, the players change roles. 
"Mirror"
Target: teach children to recognize different emotional states, imitate them, and develop empathy.
Progress of the game:The participants of the game are divided into pairs (optional), stand or sit facing each other. One child, with the help of facial expressions and pantomimes (slow movements of the head, arms, torso, legs) conveys different moods. The task of the other child of the “mirror” is to be his reflection, to accurately copy his state and mood. Then the children change roles.
"Guess the emotion."
Target: teach children to recognize their emotional state according to the scheme and depict it using facial expressions, pantomimes, and vocal intonations.
Equipment: pictures with schematic representations of emotions.
Progress of the game:Option 1. Lay out schematic images of emotions on the table, picture down. Invite the children to take turns taking any card without showing it to the others. The child’s task is to recognize the emotional state according to the scheme, to depict it using facial expressions, pantomimes and vocal intonations. The rest of the children - the audience - must guess what emotions the child is portraying and what is happening in his mini-scene.
Option 2. To study the intensity of emotions, the task can be complicated by asking one child to depict, for example, joy, and the other - delight (irritation - rage, sadness - grief). The audience's task is to identify these emotions as accurately as possible.
Game "Tender Word"
Target:Form a friendly attitude towards each other in children.
Progress of the game:The teacher gathers the children in a round dance with the words:
In a round dance, in a round dance
People have gathered here!
One, two, three - you start!
Following this, the teacher puts on the cap and gently turns to the child standing next to him.
For example:
- Sashenka, Good morning!
The teacher specifies what kind and affectionate words we can say when addressing our friends (Hello, how glad I am to see you; what a beautiful bow you have; beautiful dress etc.). After this, the children again walk in a circle with the song. The teacher passes the cap next child, who should, in turn, affectionately address the baby standing next to him, etc.
Game "Fourth wheel"
Target:development of attention, perception, memory, recognition of various emotions.
Progress of the game:The teacher presents the children with four pictograms of emotional states. The child must highlight one condition that does not fit with the others:
Joy, good nature, responsiveness, greed;
Sadness, resentment, guilt, joy;
Hard work, laziness, greed, envy;
Greed, anger, envy, responsiveness.
In another version of the game, the teacher reads out the tasks without relying on picture material.
Sad, upset, happy, sad;
Rejoices, has fun, is delighted, gets angry;
Joy, fun, happiness, anger;
Emotions in life small child- this is a kind of code, a message in which others can find information about the baby’s condition and explain the motives for one or another of his behavior. However, during childhood, children's feelings and emotions go through a certain developmental path, which requires some organization on the part of adults. In various preschool age these will be different in content games for emotional (emotional-volitional) development.
The essence of games for emotional development
Children who cannot speak express sadness, anger, and dissatisfaction by screaming, sobbing, and stamping their feet, thereby throwing out the physical tension that has arisen in the body due to negative emotions. In the preschool period of childhood, thanks to speech development children master the so-called social forms of expressing emotions, which become a clear indicator of mental and physical health. Games on emotional development- is organized play activity, designed to show children ways to channel their experiences in the right direction, read the feelings of others, which subsequently shapes them emotional attitude to the world.
Upbringing harmonious personality impossible without development emotional sphere in childhood
Goals of games for emotional development
Preschool teachers educational institutions(DOW), developing a system of games, create a kind of emotional primer, the purpose of which is:
- teach children to use the language of emotions to convey their experiences and feelings;
- help children master techniques for understanding the emotional states of people around them;
- develop the ability to understand the reasons for certain moods;
- show kids ways to deal with negative states and experiences (resentment, fear);
- cultivate a respectful attitude towards the experiences of other people and a sense of emotional unity.
Fundamental tasks of emotion development
Among the tasks aimed at achieving the set goals, five can be identified. Like goals, they are universal when working with children of any age, but have some nuances in determining the emphasis of the work.
Demonstrate to children the mechanisms of self-regulation
In early preschool age, marked by crisis three years, when children perceive the world around them through the prism of “I myself,” “Mine,” these will be games that allow them to escape from emotions (anger, anger).
For example, to suppress anger in my practice, I invite kids to play the game “Tender Paws.” The kids close their eyes, bare their arm up to the elbow, and the teacher moves objects of various textures along the arm: a piece of fur, beads, cotton wool, etc., while asking which animal is touching (cat, snail, butterfly, etc.).
IN junior groups Games for emotional development allow you to teach kids to control manifestations of anger caused by the age crisis
IN middle group Mechanisms of self-regulation will be relevant for children in the context of resolving conflicts, which partly arise against the background of the distribution of roles in games. One of the options for overcoming negative emotions that arise on this basis may be the game “ Good word" Children sit in a circle, the teacher invites them to turn to their neighbor and, looking into their eyes, say a kind word.
In older preschool age, children fantasize a lot and often cannot come to a consensus on the rules of the game. Everyone pulls the blanket over themselves. To overcome this situation, to teach children to harmoniously feel part of a team in different situations and rules, I offer my students the game “Centipede”. Preschool children stand in a column, put their hands on each other’s shoulders and sit down. The task is to not get disengaged while moving around the perimeter of the room or site.
Teach socially acceptable behavior
In other words, the teacher teaches children the correct reaction to situations that arise. In primary and middle preschool age, focusing on the coordinate system of children 1.5–4 years old, only those reactions that fit into the formula “I want - I don’t want” are acceptable.
So, for example, to show that it is bad to be greedy and evil, I invite my children to act out a scene from the fairy tale “The Greedy Bear.” According to the plot of the story with a little bear who did not share candy and toys with his friends, no one wanted to be friends. We play excerpts, changing roles, and then come to the conclusion that it is bad to be greedy and evil.
In the senior and preparatory groups, “I want it or I don’t want it” is added to “it’s necessary because the adult said.”
To deal with this orientation, to understand and accept (or not to accept) its expediency, the game “Evaluate the Action,” aimed at eradicating snitching, helps us and our children. The teacher informs the children of a conflict situation: the boy Vova loved to gossip and constantly told the teacher about all the boys’ pranks. One day, once again, he approached Maria Anatolyevna - that was the name of the teacher - and said that during a walk, Misha and Andrey poured sand from the sandbox onto the path leading to the main building kindergarten, which the janitor had just swept. And when Maria Anatolyevna asked why Vova didn’t tell the boys that they couldn’t do that, he replied that he was in a hurry to tell the teacher about their action. Then the teacher explained to the boy that while he was walking to her and telling her, Misha and Andrey poured out even more sand, which means that in the chaos that was created, it was Vova’s fault, who, instead of distracting the hooligans and explaining the wrongness of their behavior, lost time for sneaking. Therefore, Maria Anatolyevna said that all three would sweep the sand from the path: Misha and Andrey, and Vova, who did not stop them. During the discussion, the children agree that the teacher’s reaction was correct and that it is bad to be like Vova.
Teaching children to share toys is one of the tasks of games for the development of the emotional-volitional sphere
Learn to express your positive emotions without hesitation
This task is especially relevant for middle and older groups, when children, copying adult behavior patterns, can get angry, scream, and suppress manifestations of joy, even feel embarrassed about them.
To stimulate a positive feeling, I offer my students a theatrical sketch game “ Good mood", which is preceded by the following story: mother sent her son Seryozha to the store, instructing him to buy sweets. “Please buy some cookies and some sweets for our tea. And after tea we’ll go look at the hippopotamus at the zoo.” The boy was very happy about this idea and skipped off to do the shopping. Children show Seryozha’s emotions and movements: a smile, a quick step, sometimes turning into a run.
Learn to deal with your fears
Like the previous task, this one is especially relevant for children in the middle and older groups, since speaking out certain “scary” situations is important for games.
So, in senior group I propose to the pupils of my group to hold a “Boyusek Competition”: the children sit in a circle, passing the ball to each other, and continue the phrase “Children are afraid...”. The one who could not name the fear is eliminated. At the same time, you cannot repeat the fears already mentioned. At the end we determine the winner of the competition.
Foster emotional unity with the team
To solve this problem, children need to be shown that people experience all emotions in their own way, but at the same time, there is still something similar in these manifestations.
For example, surprise. In order to reveal the essence of this experience with children preparatory group We are playing the game "Mirror". We take turns looking in the mirror, imagining that something fabulous is reflected there, being surprised, and then analyzing: all people are surprised in different ways, but there is still something in common, for example, rounded eyes, raised eyebrows, etc.
Card index of games for the development of the emotional-volitional sphere of children 5-7 years old.
No. 1 “LET’S SAY HELLO”
Target: The exercise continues familiarity and creates a psychologically relaxed atmosphere.
At the beginning of the exercise it talks about in different ways greetings, real and comic. Children are invited to greet with their shoulder, back, hand, nose, cheek, come up with their own unusual way of greeting for today's lesson and say hello to them. (For each subsequent lesson, a new, previously unused way of greeting is invented!
No. 2 “STAND UP, ALL THOSE WHO...»
Target: The exercise is aimed at developing attention, observation, as well as continuing group acquaintance.
The presenter gives the task: “Stand up, all those who...
Loves to run, enjoys good weather,
Has a younger sister - likes to give flowers, etc.
If desired, children can play the role of leader.
After completing the exercise, children are asked questions summarizing the game:
Now we will see who was the most attentive in our group. Which of the guys remember who in our group loves sweets? Who has a younger sister? etc.
Then the questions become more complex (involving two variables):
Who in our group loves sweets and has a younger sister? Each question is addressed to a specific child; if he cannot answer himself, the group helps him.”
No. 3 “DESCRIBE A FRIEND”
Goal: development of attentiveness and the ability to describe what you saw, continuation of acquaintance.
The exercise is performed in pairs (by all participants at the same time). Children stand with their backs to each other and take turns describing the hairstyle, clothes and face of their partner.
Then the description is compared with the original and a conclusion is drawn that
how accurate the child was.
No. 4 “WHAT HAS CHANGED”
Target: development of attention and observation necessary for effective communication.
Each child takes turns becoming a driver. The driver leaves the room. During this time, the group makes several changes in the children’s clothing and hairstyle; you can move to another place (but no more than two or three changes; all changes made must be visible). The driver’s task is to correctly notice the changes that have occurred.
No. 5 “HOW DO YOU FEEL?”
Target: development of attentiveness, empathy, the ability to feel the mood of another.
The exercise is performed in a circle.
Each child carefully looks at his neighbor on the left and tries to guess how he feels and talks about it.
The child, whose condition is described, listens and then agrees with what was said or disagrees, complements.
No. 6 “MY MOOD”
Target: developing the ability to describe one’s mood, recognize the moods of others, and developing empathy.
Children are invited to tell others about their mood: you can draw it, you can compare it with some color, animal, state, you can show it in motion - it all depends on the child’s imagination and desire.
No. 7 “GIFT FOR EVERYONE” “FLOWER – SEVEN FLOWER”»
Target: development of a sense of team, the ability to make friends, to do the right thing
choice, collaborate with peers.
The children are given the task: “If you were a wizard and could work miracles, what would you give to all of us now?” Or: “If we had a seven-flowered flower, what wish would you make?” Each child makes one wish by tearing one petal from a common flower.
Fly, fly, petal, from west to east,
Through the north, through the south, come back, making a circle,
As soon as you touch the ground, be it in my opinion.
Order that... At the end, you can hold a competition for the best wish for everyone.
No. 8 “PORTRAIT OF YOUR BEST FRIEND”
Target: development of analysis and self-analysis.
Children are given the task of drawing a portrait of their best friend. Then the conversation takes place:
Who do you consider your best, best friend? What qualities does this person have? Do you want to be considered good friend? What should you do for this, how should you behave?
During the general discussion, the rules of joyful communication are formulated, which are drawn in a schematic form accessible to children or written down on a piece of whatman paper in block letters(if children already know how to read). For example:
Help your friends.
Share with them, learn to play and practice together.
Stop your friend if he is doing something bad. Tell him if he is wrong about something.
Don't quarrel, don't argue over trifles; play together with everyone.
Don't be jealous.
If you did something bad, don’t be afraid to admit it, apologize.
Calmly accept advice and help from other guys.
Don't be happy when someone loses. If you can, help him.
If you lose yourself, don’t take your anger out on others, maybe you’ll win next time.
No. 9 “STUDY ON DIFFERENT POSITIONS IN COMMUNICATION”
Target: experience different positions in communication.
Children are given the task to split into pairs. Communication in pairs takes place
in interactive mode. We offer interesting and
Topics relevant for children: “My favorite animal”, “My most
a joyful day last month," etc.
First, the communication situation is organized when both children are sitting
facing each other, then one child sits on a chair and the other stands
near their chair (children change places), then children sitting on a chair
with their backs to each other, they continue the conversation.
Afterwards, the children are asked about the impression, the mood that arose in
process of communication. How did you like to communicate? Why?
No. 10 “HANDS GET TO KNOW. HANDS ARE FIGHTING. HANDS MAKE PEACE"
Target: correlation of a person and his tactile image, removal of bodily barriers; developing the ability to express one’s feelings and understand the feelings of another through touch.
The exercise is performed in pairs with eyes closed, children sit opposite each other at arm's length.Adult gives tasks (each task is completed in 2-3 minutes): - Close your eyes, stretch out your hands towards each other, introduce yourself with just your hands. Try to get to know your neighbor better. Put your hands down"
Stretch your arms forward again, find your neighbor's hands. Your hands are fighting. Put your hands down.
Your hands search for each other again. They want to make peace. Your hands make peace, they ask for forgiveness, you part as friends.
Discuss how the exercise went, what feelings arose during the exercise, what did you like more?
No. 11 " MAGICAL TOOLS OF UNDERSTANDING"
Introductory conversation.
Target: the realization that it is possible to help a person who is sad or ill, that everyone has the power to provide help to everyone who needs it, an understanding of what exactly can be done for this.
What helps you when it’s difficult, bad, when you’ve done something wrong, when you’ve been offended?
What special things can people do with whom we enjoy communicating, what sets them apart? (smile, ability to listen, eye contact, kind gentle voice, soft unsharp gestures, pleasant touches, polite words, ability to understand a person).
Why can we call these means of understanding “magical”?
Can you and I use these “magic” remedies when?
No. 12 "FACES"
Target: Helps develop understanding of facial expressions and facial expressions.
The leader hangs various pictures and masks on the board:
Joy, surprise, interest,
Anger, rage, fear, shame,
Contempt, disgust,
The children's task is to determine what feeling the mask expresses.
No. 13 “MASKS”
Target: the ability to distinguish between facial expressions and to consciously use facial expressions to express one’s emotions.
Each of the participants is given a task - to express grief, joy, pain, fear, surprise with the help of facial expressions... The remaining participants must determine what the participant was trying to portray.
No. 14 " ROLE PLAYING SITUATIONS"
Target: The exercise is performed in pairs, it is aimed at specific elaboration, the use of “magic” means of understanding, the development of empathy, and the use of already familiar means of understanding.
Using the “magic” means of understanding, children should help:
1) crying child, he lost the ball;
2) mom came home from work, she was very tired;
3) a friend in class is sitting sad, his mother is sick;
4) your friend is crying, he received a bad grade;
5) the girl next door asked you to make an applique for her... It is necessary to select so many situations so that each child can complete the task.
No. 15 “DRAWING”
Target: development of empathy, creativityimagination .
The children are given the task: “Draw a kind animal and name it
affectionate name, reward him with some magical remedy
understanding."
Drawing is carried out accompanied by quiet calm music, paints or
bright crayons, felt-tip pens on unlined white sheets.
Then a competition is held for the kindest animal. To the winner
a certificate is awarded.
No. 16 “WORD ARTIST”
Target: development of the ability to describe what is observed, the ability to highlight details essential for the description, the use of acceptable, non-offensive words, expansion of the active and passive vocabulary of children.
Each child takes turns thinking of someone from the group and begins to draw his verbal portrait - his external characteristics (and, if possible, internal, psychological ones), without specifically naming the name of this person.
Taking into account the level of development of children, you can offer them exercises on associative perception. (What animal does it look like? What flower? What piece of furniture? etc.)
No. 17 “LET’S MAKE A GIFT TO EACH OTHER IN A CIRCLE”
Target: development in children of feeling each other, understanding mood
another, developing empathy.
The presenter instructs everyone to give their neighbor on the right a gift, but not a specific gift, but a fictitious one: “What would you like to give to this particular person? Give the gift that you think he especially needs right now.” A gift can be described in words or shown with gestures.
No. 18 “TOY”
Target: role-playing situations, practicing skills of effective interaction, empathy, and the ability to cooperate.
The exercise is performed in pairs. One child from a couple is the owner
a beautiful and very beloved toy with which he loves very much
play. Another child really wants to play with this toy. His
The task is to persuade the owner of the toy to let him play with it.
Important: when performing this exercise, the child who owns the toy
any toy is given into his hands, which he must imagine as
your favorite one.
As soon as the owner of the toy gives it to the asking child, exercise
is interrupted and the child is asked why he gave the toy away.
No. 19 “ROLE PLAYING SITUATIONS”
Target: The task is aimed at specific elaboration and application of “magic” means of communication, the development of empathy, and the use of already familiar means of understanding.
Children are given game situations that they stage. The exercise is performed collectively (participants role-playing the situation and observers are selected from the group). The task of the actors is to play out the given situation as naturally as possible, while the observers analyze what they see. After a collective discussion, you can play the situation again with the same actors (if they did it unsuccessfully before) or with new ones (to consolidate the magical means of understanding in practice).
Examples of playable situations:
You went out into the yard and saw two unfamiliar boys fighting there.
You really want to play with the same toy as one of the guys in your class. Ask her.
You really offended your friend. Apologize and try to make peace.
No. 20 “MOOD”
Target: the ability to describe one’s mood, development of understanding the mood of others, development of empathy, associative thinking.
A color painting of the group's mood is created. For example, on a common sheet of Whatman paper, using paints, each child draws his or her mood in the form of a stripe, or a cloud, or simply as a spot. Another option is possible: from a basket with multi-colored petals made of colored paper, each child chooses for himself a petal, the color of which most matches the color of his mood. Then all the petals are collected into a common chamomile. You can invite children to create a spontaneous mood dance.
No. 21 “SCHOOL OF SMILES”
Target: development of empathy and cultural communication skills.
Introductory conversation:
When do people smile?
What types of smiles are there?
Try to show them.
Children try to smile reservedly, slyly, sincerely...
Draw a smiling person.
Smiling man, what is he like?
No. 22 “GENERAL HARNESS”
Target: developing understanding and feeling the mood of the interlocutor.
Stage 1: A competition is announced for the best image of joy, fear, anger, grief (the set of emotions can be expanded in the future). The mood is depicted using facial expressions and gestures. Then, when the expression of emotion is found, the presenter asks to come up with and make a sound that each child associates with this state. If the task is difficult to complete, then you can associate it with a situation from a specific life experience children: “Remember yourself when you were happy, when some unpleasant event happened to you, etc.”
If children begin to copy each other’s movements, then the task can be done with their eyes closed and open them only when the expression of the desired state is found.
Stage 2 : Work in pairs. Several basic emotions are selected, for example, fear, surprise, joy, grief. Children stand with their backs to each other, and on the count of one, two, three, show the same state without saying a word. It is important to learn to feel each other as best as possible. It is successful when the choice of state in a pair coincides 2-3 times in a row.
Stage 3 : A single one is being developed; a universal sign for depicting basic emotions, for example, fear, grief, joy...
At this stage, it is important to work on discussing visible signs that express a certain state.
No. 23 “I AM GOOD - I AM BAD”
Target: development of reflection and self-analysis.
Children are asked to draw a picture, a self-portrait, in which both their good and bad qualities should be drawn. If children find it difficult, then you can talk to them about which qualities they consider bad and which are good and why. How to draw bad quality, but what about good? What color and shape can they be?
No. 24 “The wind blows on...”
With the words “The wind blows on...” the leader begins the game. In order for the participants in the game to learn more about each other, questions could be as follows: “The wind blows on the one who has blonde hair- all the fair-haired people gather in one group. “The wind blows on the one who... has a sister”, “who loves animals”, “who cries a lot”, “who does not
friends”, etc.
The leader needs to be changed, giving the opportunity
ask each participant.
No. 25 “Find a friend”
The exercise is performed among children or between parents and children. One half is blindfolded, given the opportunity to walk around the room and asked to find and recognize a friend (or their parent). You can find out with your hands, feeling your hair, clothes, hands. Then, when a friend is found, the players switch roles.
No. 26 “Mittens”
To play, you need mittens cut out of paper; the number of pairs is equal to the number of pairs of participants in the game. The presenter scatters mittens with the same pattern, but not painted, around the room. The children scatter around the hall. They look for their “pair”, go to a corner and use three pencils different colors They try, as quickly as possible, to color the mittens exactly the same. Note: The facilitator observes how the couples organize their joint work, how they share pencils, and how they negotiate. The winners are congratulated.
No. 27 “Let’s make a story”
The presenter begins the story: “Once upon a time...”, the next participant continues, and so on in a circle. When it’s the host’s turn again, he directs the plot of the story, sharpens it, makes it more meaningful, and the exercise continues.
No. 28 "Dragon"
The players stand in a line, holding their shoulders. The first participant is the * head”, the last one is the “tail” of the dragon. The “head” should reach out and touch the tail. The dragon's "body" is inseparable. Once the "head" grabs the "tail", it becomes the "tail". The game continues until each participant plays two roles.
No. 29 “Roar, lion, roar; knock, train, knock"
The presenter says: “We are all lions; large 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 roar be heard.”
“Who can growl even louder? Roar well, lions." You need to ask the children to roar as loudly as possible, while pretending to be a lion.
Then everyone stands one after another, placing their hands on the shoulders of the person in front. This is a steam locomotive. It puffs, whistles, the wheels work clearly, in time, everyone listens and adapts to their neighbors. The locomotive travels around the room in different directions, sometimes quickly, sometimes slowly, sometimes turning, sometimes bending, making loud sounds and whistles. The driver at the stations changes. At the end of the game there may be a "crash" and everyone falls to the floor.
No. 30 “Yes or not?”
The players stand in a circle and join hands, the leader is in the center. He explains the task: they agree with the statement, then they raise their hands up and shout “Yes”; if they do not agree, they lower their hands and shout “No!”
Is there a field of fireflies? Are there any fish in the sea? Does a calf have wings?
Does a piglet have a beak? Does the mountain have a ridge? Does a rooster have a tail?
Does the violin have a key? Does the verse rhyme? Does it have errors?
No. 31 "Shadow"
One player walks around the room and does different movements, unexpected turns, squats, bends to the sides, nods his head, waves his arms, etc. Everyone else stands 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.
#32 “What’s the mood like?”
Participants in the game take turns saying what time of year it is, natural phenomenon, the weather is similar to their mood today. It’s better for an adult to start making comparisons: “My mood is like a white fluffy cloud in a calm blue sky, what about yours?” The exercise is carried out in a circle.Adult generalizes - what is the mood of the whole group today: sad, cheerful, funny, angry, etc. When interpreting the children’s answers, keep in mind that bad weather, cold, rain, gloomy sky, aggressive elements indicate emotional distress.
No. 33 “Psychological modeling”
In this matter, much depends on the adult’s imagination. He asks the children to mold one common figure from their bodies: a “starfish” (you can lie on the carpet) - and show how it moves. A shell, a cat, a bird, a flower, a car, etc. Children not only “sculpt” the figure, but also “revive” it, moving smoothly and synchronously, without violating its integrity.
No. 34 “Walk Along the Stream”
A stream is drawn on the floor with chalk, winding, sometimes wide, sometimes narrow, sometimes shallow, sometimes deep. Tourists line up one after another in one “chain”, put their hands on the shoulders of the person in front, spread their legs the width of the stream in the place where their path begins, slowly move all together, changing the width of their spread legs, stepping along the banks of the stream. The person who stumbles gets his foot into the stream and stands at the end of the chain
No. 35 "Mirror"
Children are asked to imagine that they entered a mirror store. One half of the group is mirrors, the other is various animals.
The animals walk past the mirrors, jump, make faces - the mirrors must accurately reflect the movements and facial expressions of the animals.
Exercise “Magic bag”
Target: teach children to understand the mood of another person; introduce methods of managing and regulating mood; diagnose the emotional mood of children; enrichment vocabulary.
Material: bag, pictures depicting different shades of moods.
Progress of the exercise: The wizard is asked to put all negative emotions into a bag: anger, resentment, anger. The teacher invites the children to discuss their own mood.
Exercise “Tell me about your mood”
Target: introduce children to the concept of “mood” and its manifestation in good and evil people; learn to understand the mood of another person.
Material: pictures depicting different shades of moods.
Progress of the game: Children are offered pictures depicting various shades of mood. First, the teacher finds out whether the children know the main characteristics of a person’s mood, and then asks them to choose the picture that is most similar to the child’s mood. (The concepts are introduced: cheerful (joyful), sad (I want to be silent, think about something, I want to cry).
What words can you use to describe your mood?
What's your mood now?
What color are you in the mood?
What smell can you compare your mood to?
What is your mood like?
(Bad weather, cold, rain, gloomy sky are aggressive elements that indicate emotional well-being.) If during the conversation it turns out that one of the children is in a bad mood, the teacher offers them to put all negative emotions in a magic bag.
As a sample, the teacher can recall situations from his life related to bad mood, and also put these memories in a bag.
At the end of the conversation, the teacher summarizes the children’s answers and draws their attention to the fact that the mood can be different:
We express a good mood using words such as cheerful, joyful, bright, festive, fabulous.
A bad mood can be expressed in the following words: angry, gloomy, gloomy, sad.
What does your mood depend on?
Can your mood change?
Game "Blind Man's Bluff"
Target: show mood variability in an accessible form.
Material: pictures depicting an “evil wizard” and a “sullen wizard.”
Progress of the game: first, the teacher shows the children a picture depicting an “evil” wizard, then the teacher replaces the picture depicting an “evil” wizard with a “sullen wizard.”
Look, children, the face of the evil wizard has changed - now it is gloomy. Let's try to cheer him up! According to the rhyme, children choose a “blind man’s buff”, then spin it in a circle, blindfolded, to the words of the dialogue:
What are you standing on?
On Bridge.
What are you selling?
Look for the kids, not us!
The game has been played, the “blind man’s buff” has changed, and the children are offered another turntable: the players spin the “blind man’s buff” blindfolded and say:
The cat inflated the balloon
And the kitten bothered her:
He came up and pawed - top!
And the cat has a ball - pop!
They stomped together, saying “top!”; They clapped their hands together, saying “bang!” - ran away! Catch it, blind man's buff! The game is repeated two or three times. At the end of it, the teacher first addresses those children who, for example, had a sad, sad mood at the beginning of the lesson:
Are you feeling a little happier?
The teacher determines the verbal general mood of the children.
Game "Flower - Seven Flowers"
Target: continue acquaintance with the polar concepts of “good - evil”.
Material: flower - seven flowers, such that the petals open
(taken out of the flower), red and yellow chips.
Progress of the game: everyone, having picked a petal, can think of one cherished wish. You can tell others about it only when the petal “flies around the whole world.” One by one, the children with the petals spin around with the others:
Fly, fly, petal
Through the West - to the East,
Through the north, through the south,
Come back after making a circle.
As soon as you touch the ground,
To be according to your wishes!
If the wish made is related to the satisfaction of his personal needs, the child receives a yellow chip, if it has social significance, a red chip. By collecting all the chips at the end of the game, you can determine the level of moral development of the group (but children are not told about this). At the end of the game, the teacher suggests discussing which wishes the children liked and why.
Exercise “Making up stories”
Target: consolidate the ability to determine the emotional state of people and encourage them to provide help.
Progress of the exercise: The teacher invites the children to choose and describe the hero who, in their opinion, can help solve the problem (help the hyena become kind). The child can choose any character from a cartoon, movie, or book. The teacher can recall the plot of a film or book in which his favorite character found himself in a difficult situation. For example, in the fairy tale “The Sleeping Beauty,” three good fairies came to the aid of the princess who was bewitched by an evil fairy.
It's good to have someone in life who can help.
Think about which of your favorite heroes could help the evil hyena and the angry bear become good.
Come up with an interesting, magical story.
At the end of the conversation, the teacher leads the children to a generalization: what can you call adults, children, heroes of fairy tales, films, cartoons who come to the rescue? (Kind, cordial).
Game "Zhuzha"
Target: practice regulating your emotional state.
Material: towel.
Progress of the game: "Zhuzha" sits on a chair with a towel in her hands. Everyone else is running around her, making faces, teasing, touching her, tickling her. “Buzz” tolerates it, but when she gets tired of it all, she jumps up and starts chasing the “offenders” around the table, trying to hit them on the back with a towel.
Note: the teacher monitors the form of expression of “teases”: they should not be offensive or cause pain.
Conversation with children (Diagnostics of aggressiveness)
Have you ever been angry in your life?
What are you angry about?
When you are angry about something, what do you want to do? (Answers like: hit, push, shout - indicate aggressive tendencies.)
What do you do to avoid getting angry or angry? (With this question, the teacher can judge the children’s ability to constructively solve difficult situations and consciously manage their emotions and behavior.)
Exercise “Inflate a balloon with anger.”
Target: continue to teach children to distinguish between the emotions of anger and joy; practice regulating your emotional state.
Progress of the exercise: The teacher should explain to the children: to get rid of anger, physical exercise is necessary. This gives an outlet for energy and themes bad feelings and the thoughts that gripped the person. All the resentment and anger can be placed in a balloon. Having tied it, imagine how this ball disappears into the blue sky.
Game “Guess the mood from the drawing”
Target:
Material: pictures of a girl who found her bow and a boy who was angry with his friend.
Progress of the game: Children display their pictures. Questions:
What is the boy's mood?
Does he look angry?
How did you guess that he was angry?
What is the girl's mood?
Why is the girl in a good mood?
How did you determine that the girl was in a cheerful mood?
How do you feel?
Exercise “Help the Wizard”
Target: to generalize children’s idea of kindness and the emotional states that correspond to this concept, to arouse the desire to do good deeds.
Material: three pictures depicting girls with different facial expressions: angry, indifferent, kind.
Progress of the game: The teacher draws the children’s attention to the fact that the evil wizard is in difficult situation, and he needs help. Today the wizard read two poems that are well known to children - about the toys that he sometimes liked to play with.
- 1. The owner abandoned the bunny - 2. They dropped the bear on the floor.
Bunny was left in the rain, Bear's paw was torn off -
I couldn't get off the bench. I still won't leave him.
I was completely wet. Because he's good. (A. Barto)
The wizard has three photographs of girls. He wanted to figure out which of the girls abandoned Bunny, which one tore off Mishka’s paw, and which one was very sorry for both Mishka and Bunny:
How can I find out, because there is no picture of what they are doing!
The teacher offers to look at photographs of girls and help the wizard. (Demonstration of three portraits of girls with different facial expressions: angry, indifferent and kind.)
Look what this girl is like? (Indifferent, indifferent.)
What is her face like? What did this girl do?
Children compare the girls’ facial expressions with their actions:
She started playing with the Bunny in the garden, but quickly forgot about him and left him in the rain.
And this girl loves to fight, to offend others, she tore off Mishka’s paw and threw him right there on the floor.
And this girl is kind - she feels sorry for everyone.
Exercise “Get Out of Trouble”
Target: to generalize children’s idea of kindness and emotional states that correspond to this concept, to arouse the desire to do good deeds.
Material: toys: Bunny and Bear, pictures depicting “evil” and “good” wizards.
Progress of the game: The teacher invites the children to think about how they would help Mishka and Bunny out of trouble. Children make up stories that are played out with the help of toys. The teacher draws their attention to the expression on the face of the evil wizard: it has changed and become kind. (The image of the evil wizard is replaced by the corresponding one) The wizard thanks the children for rescuing his favorite toys from trouble, and says that he also wants to do something nice for them and tells them a fairy tale.
Exercise “Drawing Music”
Children are invited to listen to calm, soft music and “draw” it (waltz by D. Kabalevsky).
Exercise “Friendship begins with a smile...”
Children sitting in a circle hold hands, look their neighbor in the eyes and silently give the kindest smile (one at a time).
Game "Reverse Fairy Tale"
Target: introduce children to the rules of friendly behavior.
Material: Uzbek folk tale"Stubborn goats." Once upon a time there lived two stubborn goats. And then one day they met on a narrow road across a deep ditch. It's impossible for two people to separate on the board; someone has to give in.
Hey you, move out of the way! - one goat screamed.
Here's another thing, I just made it up! It turns out that I have to back away because of you? – the other one shouted in response.
Why don't you back away? - the first one insisted.
The stubborn goats argued for a long time. And then they each stepped back three steps, bowed their heads and... Fuck! They hit their foreheads and both fell into the water.
Progress of the game: children come up with a new title for the fairy tale (for example, “Polite, cheerful, kind goats”). They solve a problem situation on their own: two goats meet on a narrow board. What should I do? Who will give in? What words should goats say? What facial expression will they have? Together with the teacher, children choose the most good option fairy tales, after which they are again divided into pairs and “polite goats” training is carried out.
Game "Two Rams"
Target: develop skills in self-regulation of behavior and control of emotions.
Progress of the game: early - early two rams met on the bridge. The players are divided into pairs. With your legs spread wide apart, your torso bent forward, your palms and foreheads rest against each other. The task is to confront each other without budging. Whoever moves is the loser. You can make sounds “be-be-be...”. Note: make sure that the “rams” do not break their foreheads.
Children, how did you feel when you were the “rams” in the game?
Did you want to be like them? Why?
Game "Shadow"
Target: consolidate knowledge of the rules of friendly behavior.
Progress of the game: I suggest you play the game “Shadow”, but not in order to learn to be friends with it, but in order to be attentive to other people. Children are divided into pairs: one plays the role of a person, the other plays the role of his shadow. A person makes any movements, the shadows repeat them, acting in the same rhythm as the person.
Game "Finish the sentence"
Target: learn to analyze your emotional state.
Progress of the game:
I get offended when...
I get angry when...
I'm happy when...
I'm sad when...
Exercise “Unexpected joy”.
Target: teach children to understand the feelings experienced by others; develop social behavior skills.
Progress of the game: Mom entered the room, looked at her boys with a smile and said:
Finish your game guys. In an hour we are going to the circus.
Mom raised her hand and showed the tickets. The boys first froze, and then started dancing around their mother. Expressive movements: raise eyebrows, smile; laugh, rub your hands one against the other, and one can be clenched into a fist; You can clap your hands, jump, dance.
Game "Magic Flowers"
Target: teach children to understand the feelings experienced by others.
Material: contour images of roses, burdock, lilies, mignonette.
Progress of the game: Children are invited to become wizards and bring flowers to life. On the outline drawing of flowers, children must draw faces and color the flower.
ROSE BURROM
My name is rose, I am a prickly burdock,
Accept me. I pester everyone.
I am very fragrant, I grow along the road,
And the color is delicate. I'm standing against the wall.
By color and name Touch me with a dress
This is what they gave me. The passerby is afraid...
And even the queen. Is it possible to at least with you
They called it for its pomp. Turnip to make friends?
RESEDA LILY
I am a lily; with you as a barely visible bush
I will be friendly; I'm always growing
I am meek and modest and a white flower
And very slim; Mignonette looks.
I love, bending over, I just smell pleasant,
Look into the stream... Even though the color is pale.
Let me be with you, but I'm everywhere
Spin around in a circle! Acquaintance and affection.
Children draw to the music of P.I. Tchaikovsky “The Lilac Fairy”. (The nature of the music is gentle, bright, kind, soothing)
Game "Mouse and Mousetrap"
Target: develop in children a sense of kindness, empathy, desire to support others; develop a friendly attitude towards animals.
Progress of the game: required number of players -5-6. Everyone forms a circle, presses tightly against each other with their legs, hips, shoulders and hugs their neighbor around the waist - this is a “mousetrap” (or net). The driver is in a circle. His task is to get out of the “mousetrap” in every possible way: to find a “hole”, to persuade someone to move the players apart, to find other ways of acting. At the same time, the teacher makes sure that the legs of the “mousetrap” do not kick the mouse or hurt it. If the teacher notices that the mouse is sad and can’t get out, he regulates the situation, for example: “Let’s all help the mouse together, relax his legs and arms, take pity on him.
Game "Guess the Mood"
Target: teach children to analyze conflict situations; develop communication skills.
Material: pictures with types of moods (cheerful, sad, angry, kind, happy).
Progress of the game: children are given a set of pictures with different types moods. After determining the “mood” of each picture, the children are divided into pairs. One child takes a picture and, without showing it to the other, names the mood that is depicted in it. The second must find the picture conceived by the partner. After this, the children compare the pictures. If there is a discrepancy, you can ask the children to explain why they chose one or another picture to determine their mood.
Game "Leaning Tower"
Target: teach children to manage their emotions in conflict situations.
Material: pillows.
Progress of the game: The teacher invites everyone to play a game together that will help get rid of anger, resentment and provide an opportunity to have fun. A tall tower is built from pillows. The task of each participant is to storm the tower and jump on it, emitting victorious cries like: “A-a-a”, “Hurray!” etc. The winner is the one who jumps onto the tower without destroying its walls. Each participant can build himself a tower of such a height that, in his opinion, he is able to conquer. After each assault, the “fans” emit loud cries of approval and admiration: “Well done!”, “Great!”, “Victory!” etc.
Game "On the bumps"
Target: continue to teach children to manage their emotions.
Material: pillows.
Progress of the game: The pillows are laid out on the floor at a distance that can be overcome with some effort in a jump. The players are frogs living in the swamp. The capricious frogs are cramped together on one hummock. They jump on their neighbors’ pillows and croak: “Kwa-kwa, move over!” If two frogs are cramped on one pillow, then one of them jumps further or pushes its neighbor into the swamp, and she looks for a new hummock. The teacher also “jumps over bumps.” If it comes to a serious conflict between the “frogs,” he “jumps up” and helps find a way out.
Before starting the game, the teacher can practice with the children the intonation pronunciation of the phrase: “Kwa-kwa, move over!”
Game "Good - Bad".
Target: teach children to analyze their behavior and the actions of others.
Material: red and black chips.
Progress of the game: children are asked to evaluate actions and actions from two positions: good or bad? The teacher gives the children chips of two colors - red and black, with which they will evaluate accordingly: good deeds - red chips; bad deeds are black chips. The teacher names an action or action, and the children must raise a chip that corresponds to his moral assessment. An approximate list of children's actions for the game:
BAD GOOD
1) tore my blouse 1) protected the weak
2) offended a friend 2) visited a sick friend
3) quarreled with mom 3) warmed and fed
4) kicked the puppy 4) helped younger sister get dressed
5) hit the kitten
6) destroyed a bird's nest
Target: development of emotive vocabulary.
Tasks:
- consolidate knowledge about basic emotions;
- develop differentiation of emotions;
- enrich children's speech with emotive vocabulary.
In the development of speech of preschool children, vocabulary work is of great importance, namely work on emotional-evaluative vocabulary, which denotes emotions and feelings, a person’s internal experiences, his moral qualities. Verbalizing emotions helps you understand your own emotional experiences and manage your emotions. A child with an insufficiently developed emotional-evaluative vocabulary finds it difficult to understand the emotional state of other people, which leads to disruption of relationships with others.
At preschool age, an attitude towards the moral and ethical standards of society is formed, and the development of emotional and evaluative vocabulary is of great importance in this. The presented manual can be used accompanied by educational field"Social and communicative development."
There are 3 possible game options using this manual:
- Game “Place in order”;
Game "Place in order"
Didactic task: to form an idea of the degree of intensity of expression of emotions, the ability to explain its distinctive features; enrich speech with synonyms denoting emotions.
The game is preferably played individually.
Game rules: arrange in order, answer questions.
Progress of the game: the teacher shows the child randomly arranged cards (without observing the sequence) with the image of a face with varying degrees of intensity of manifestation of any emotion (for example, joy). He asks: “What kind of person can you say is calm, smiles, laughs, laughs? Why? Who among the people depicted is more fun? Why?". Offers to arrange the cards in order of increasing emotions and vice versa. Similarly: sad - crying - sobbing, dissatisfied - angry - furious, etc.
Didactic task: to develop and consolidate knowledge about emotions and their differentiation, enriching the vocabulary with the names of basic emotions and feelings. The game is played in a subgroup or individual form.
Game rules: whoever covers all the icons on his playing field faster wins. Progress of the game: players receive a card - a playing field with pictograms of emotions. The teacher shows an image of a character or person with a pronounced emotional state (or a card with a situation in a more complicated version). Players recognize the depicted emotion, name it, look for the corresponding icon on their playing field and cover it with a checkmark.
Game "Guess the Emotion"
Didactic task: to develop the ability to use emotional and evaluative vocabulary in speech (grammatical structure - different parts of speech).
The game is played in a subgroup or individual form.
Game rules: a chip is given for the correct answer.
Progress of the game: players take turns being presented with a card with text and an image describing the situation. The player needs to either continue the phrase or answer with a complete answer (name the emotion)
Materials used
Internet resources:
- liveinternet.ru
- snob.ru
- minecraftnavideo.ru
- http://i-sonnik.ru
- http://native-english.com.ua
- http://otvetprost.com
- uaua.info/
- kurer-sreda.ru
- http://i.artfile.ru
- http://crazymama.ru
- http://womenshik.ru
- http://kyselivka.church.ua
- https://www.syl.ru/misc/i/ai/98389/199034.jpg
- http://getwallpapers.ru/img/picture/Apr/08/008f4d2256d2067906cbc732b1efa4b5/2.jpg
Literature:
- Gippenreiter Yu.B. Psychological games and activities with children.
- Mastering emotional and evaluative vocabulary by older preschoolers / V. I. Yashina - “Prometheus”, 2016.
