Methodological development
Correction and development of the emotional sphere of preschool children
Bakhteeva Maria Andreevna,
teacher GBOU pro-gymnasium No. 677
Vyborg district of St. Petersburg
Emotions- a special sphere of mental phenomena, which in the form of direct experiences reflects a subjective assessment of the external and internal situation, the results of one’s practical activities in terms of their significance, favorableness or unfavorability for the life activity of a given subject.
Emotions have a number of functions.
- Signal. Its essence is to give an emotional signal as a reaction to one or another influence of the external environment or internal state body.
- Regulatory. Emotions can regulate the functioning of both individuals mental processes, and human activity in general. A positive emotional background improves the quality of activity. Fear, depending on the personality characteristics, can either paralyze a person or, on the contrary, mobilize all his resources to overcome danger.
- Cognitive. Emotions can both stimulate and suppress the process of cognition. If a person is interested, curious about something, he will be more willing to engage in the process of cognition than if the object is unpleasant to him, disgusting, or simply boring.
The importance of emotions in a person’s mental activity and the development of his personality is enormous. They enrich the human psyche; the brightness and variety of feelings make him more interesting both for those around him and for himself. In a state of heightened interest and emotional upsurge, a child is able to observe an object for a long time, reason, enthusiastically craft, and draw. Without much stress, a preschooler remembers an event with all its nuances and details, if it is colored by emotion. The desire to re-experience a certain state can serve as a motive for his activity, a stimulus for the manifestation of activity.
Causes of emotional disorders
Disorders of emotional development in preschool age are caused by two groups of reasons:
. constitutional reasons - the type of the child’s nervous system, his biotone, somatic features - that is, a disruption in the functioning of any organs.
. features of the child’s interaction with the social environment. A preschooler has his own experience of communicating with adults, peers and a particularly significant group for him - the family, and this experience can be unfavorable:
- If a child is systematically subjected to negative evaluations from an adult, he is forced to repress into the unconscious a large number of information coming from environment. New experiences that do not coincide with the structure of his “I-concept” are perceived negatively by him, as a result of which the child finds himself in stressful situation;
- in dysfunctional relationships with peers, emotional experiences arise that are characterized by severity and duration: disappointment, resentment, anger;
- the most important thing is that family conflicts, different demands on the child, and a lack of understanding of his interests can also cause him negative experiences, rejection, overprotection, and over-demandingness.
Methods for correcting emotional disorders
The leading method of correcting emotional disorders is children's imitation of various emotional states. The significance of this method is due to a number of features:
- active facial exercises prevent some emotions from developing into pathology;
- thanks to the work of the muscles of the face and body, active discharge of the body is ensured;
- when children voluntarily reproduce expressive emotions, the corresponding emotion is revived, and vivid memories of a previously unreflected experience arise, which helps relieve the root cause of nervous tension;
- There is an expansion of children's knowledge about emotions; the child can clearly see that different moods and experiences are expressed in different poses and gestures. This allows you to navigate the emotional states of others;
- imitation of emotional states contributes to the development of stability, concentration, switching of attention, and allows you to arbitrarily change muscle tone. This forms voluntary regulation of behavior in children;
- With the help of imitations, the image of another person is built, and at the same time the idea of oneself is built and deepened.
The program consists of a set of gaming techniques that contribute to the formation of the emotional state of children 4-5 years old.
The content of gaming techniques is aimed at overcoming indecision, constraint, and understanding that in addition to speech, there are other means of communication. The ability to adequately express one’s emotions is developed, using verbal and non-verbal means. children learn to be aware of their emotions and recognize the emotional reactions of other people.
Target these games: relieving emotional stress, developing endurance, a tolerant attitude towards physical contact with other people; removal of aggressiveness; working off negative emotions; strengthening self-confidence, stimulating the desire for leadership; development of self-control; removing body clamps.
Main direction of work is an attempt to correct the emotional sphere of children 4-5 years old through play, overcoming and destroying problems in communication between them.
Age and size composition of the group, conditions for conducting the lesson: classes are conducted with a subgroup of children 4-5 years old (10 people), twice a week for 20 minutes.
Work plan designed for 10 lessons, for children 4-5 years old with emotional disorders.
The lesson lasts 20 minutes and consists of:
- greetings;
- main part;
- conversation on the topic;
- game exercise;
- final part (consolidating gaming and thematic skills).
Classes are held in game form. During play sessions, a friendly attitude towards each other is formed, emotional stress is relieved, the child becomes aware of his feelings and experiences, understands the feelings of another person, empathy develops, and the desire to help if necessary.
When addressing children, the presenter should:
- often use words: well done, wonderful, good, very nice, smart, beautiful, excellent, brilliant, amazing, etc.;
- if something irritates you, then contact
The structure of the program consists of 3 stages:
The task of the first stage is the development of the emotional sphere, the ability to differentiate the emotions and feelings of other people.
Our task at the second stage is to work out negative emotions and remove aggressiveness.
The next task of correctional work at the third stage is to develop endurance, a tolerant attitude towards physical contact with other people; development of observation, arbitrariness and self-control.
Personnel support for program implementation: psychologist, additional education teachers.
Material and technical resources: musical instruments(tambourine, pipe, accordion, metallophone), sticks with a light ball attached to them on a bright ribbon, handkerchiefs, a mouse toy, pillows, a soft chair, drawings, pencils, sheets of paper, paper flowers, a gnome toy, pictograms and drawings of fairy-tale characters with different emotions.
Thematic plan conducting classes in accordance with game methods and program goals.
| Week no. | Purpose of the lesson | Tuesday | Thursday |
| Development of the emotional sphere of children, the ability to differentiate emotions and feelings of other people | "Joy and Sadness" | "Kingdom of Emotions" | |
| 2. | "Bee in the Dark" | “Guess the mood of fairy-tale characters” | |
| 3 | "Without words" | "Don't drop the ball" | |
| 4 | Working off negative emotions, developing determination, removing aggressiveness | "Falling tower" | "Release of Anger" |
| 5 | "Dinosaurs" | "Conversation with hands" | |
| 6 | "Catch-Catch" | "Tender Paws" | |
| 7 | Development of arbitrariness, self-control, strengthening self-confidence, stimulating the desire for leadership, developing observation skills | "Growing Flowers" | "Dog Barbos" |
| 8 | "Mice" | "Snail" |
GAME DESCRIPTION
Game 1. “Joy and Sadness” (author I. Klimina)
Goal: development of the emotional sphere, the ability to differentiate the emotions and feelings of other people.
Age: 4-5 years.
Number of players: any.
Necessary equipment: drawings.
Description of the game: children carefully examine the drawings, and then arrange them in two rows - joy and sadness - depending on the color scheme.
Comment: the main task of an adult is to help children talk about their feelings about a particular drawing, explain why they consider one drawing cheerful and the other sad.
Game 2. “Kingdom of Emotions”
Goal: to expand children’s understanding of the emotion “envy”, to teach children to understand the reasons that lead to this or that mood.
Equipment: gnome toy, pictograms and drawings of fairy-tale characters with different emotions.
The gnome lays out pictograms of all the emotions known to the children in a circle and says that today they have entered the Kingdom of Emotions. “Guys, what emotions do you think can make friends with each other, and which ones will remain alone forever?” After the answers, each child is invited to make friends with emotions using a story. The one who quickly completed the task begins to tell his tale, the rest listen carefully.
After completing the task, the gnome always praises the children.
Game 3. “Bee in the dark.”
Goal: to consolidate the ability to express the emotion “fear”, to develop an active vocabulary of emotional states, to correct the fear of the dark, closed spaces, and heights.
Equipment: gnome toy, fear pictogram; cards depicting fairy-tale characters expressing the emotion “fear”; several chairs for adults; matter that does not transmit light.
The gnome chooses one child to play Bee. He says that Bee loves to collect honey. She flew to a clearing where many, many grow different colors. Flying from one flower to another, the Bee did not notice how evening had come. And in the evening the flowers close, so the Bee had to sit inside the flower in the dark until the morning.
Then the teacher, on behalf of the gnome, places the chairs so that the Bee child can climb onto the chair and walk on them without fear of falling. This is flowers. After evening has come, the Bee remains on one of the chairs and it is covered with a cloth that does not allow light to pass through. The child sits in the dark for several minutes, then morning comes, and the material is removed, and the Bee flies off to her home. Every child should play the role of Bee.
When performing this re-enactment, it is important to know how afraid each child is of the dark and it is best to have material with different densities in stock. For children who are very afraid of the dark, it is necessary to use almost transparent material.
At the end, the gnome Vasya praises all the children for their courage, regardless of whether they played the role of Bee well or poorly.
Game 4. “Guess the mood of fairy-tale characters.”
Goal: to consolidate children’s ability to compare emotions in a picture with the corresponding pictogram, to continue to teach children how to adequately compare an action and an emotion.
Equipment: gnome toy, “envy” pictogram, plot pictures depicting people in different poses, sets of pictograms (8 pcs.).
The gnome invites the children to play the following game. Each child has sets of pictograms (8 pcs.) on the table. The adult takes turns showing the children cards with different moods of fairy-tale characters. Children must raise the pictogram with the corresponding emotion. This exercise allows the teacher to most accurately identify children who have not yet fully mastered this skill.
Game 5."Without words".
Goal: to develop children's communication skills, to teach children to understand their interlocutor by his facial expression, gestures, and posture.
Equipment: toy gnome.
The driver is selected. He shows an object, an action without words, and tries to say something. The task of the other children is to guess what the driver is doing. The game continues until every child plays the role of driver. The teacher makes sure that all children guess as much as possible. If someone always finds it difficult to do this, they are helped with leading questions.
Game 6. “Don’t drop the ball.”
Goal: to develop children’s communication skills, attention, the ability to work with a partner, promote the unity of the children’s team, teach children the ability to lose, and develop sympathy.
Equipment: gnome toy, Kinder Surprise toys (any quantity, but not less than 30 pieces for each pair), 2 small buckets, ball, tape recorder, recording of fun music, paper, colored pencils.
The gnome invites the children to stand in pairs facing each other and hold one ball with their hands. To the sound of music, children will need to perform the actions that an adult will talk about, and each pair should try not to let go of the ball. Actions: sit down, jump on two legs, on one leg, run, spin.
After completing the task, the children are asked to stand with their backs to each other, hold the ball with their backs and follow the gnome’s commands. Actions: sit down, spin around, walk around the room. At the same time, you must try to prevent the ball from falling.
Game 7. “The Leaning Tower” (author - N. Kryazheva)
Goal: working out negative emotions, developing sense of purpose, removing aggressiveness.
Age: 4-5 years.
Number of players: 2-5 people.
Necessary equipment: pillows.
Description of the game: children build a high tower from pillows, and then try to take it by storm, climbing to the very top. The winner is the first one to climb the tower without destroying it.
Comment: it is important to protect children from injury by removing dangerous objects in advance.
Building a tower gives children no less pleasure than conquering it. Moreover, this will also have therapeutic effect, will give you the opportunity to feel not only the joy of liberation from negative emotions, but also the joy of creation.
Game 8. “Release of Anger” (author - K. Rudestam)
Goal: working out negative emotions.
Age: any.
Number of players: any.
Equipment needed: a soft chair or a bunch of pillows.
description of the game: the pillows on which aggression will be taken out are placed in front of the child, and he must hit them hard - with a plastic knocker, a badminton racket, or simply with a relaxed hand. When struck, you can shout out any words expressing feelings of anger.
Comment: when you hit a pillow, dust usually flies out, so it’s better to do it outside, and explain to the child that by taking out his anger on the pillow, he also helped the adults clear the room of dust.
It is useful to play the game systematically, since negative emotions They constantly demand a way out, and it is better if the child takes out his anger on the pillows than on those around him.
Game 9. “Dinosaurs” (author - N. Kryazheva).
Goal: removing negative experiences, removing bodily pressures.
Age: 4-5 years.
Number of players: 6-7 people.
Description of the game: children, imagining themselves as “dinosaurs,” make scary faces, jump high, run around the hall and make heartbreaking screams.
At preschool age, a child masters new and varied types of activities, his communication with other people changes and becomes more complex, he actively learns the world and himself. All this is colored by the child’s vivid experiences. He is still too small to perceive the world rationally, comprehending it rationally. A preschooler learns a lot through the emotional sphere. The origins of a child’s moral forms of behavior lie in positive experiences of approval of such behavior by adults. The experience of success in an activity leads to the fact that the preschooler strives to continue and complicate this activity, be it playing, drawing, constructing, or being on duty in a corner of nature. The role of emotions and feelings in the development of a preschooler is difficult to overestimate. We must not forget the immutable fact that preschool age is sensitive for the formation of the emotional sphere. Feelings do not develop on their own. The leading influence on their formation is exerted by the living conditions and upbringing of the child.
The main directions in the development of the emotional sphere of a preschooler are highlighted. First of all, its content becomes more complex, the impressive side of emotions and feelings, and the general emotional background of the child’s mental life is formed.
A child will develop successfully only when he is in a cheerful, cheerful mood. Affection and attention are the main sources that nourish and support children's joy. A caring attitude towards a child helps develop optimism, self-confidence, and activity.
During the period of preschool childhood, many higher feelings are formed in the child. Already in the first three years of life, feelings such as love and affection for loved ones, empathy, a sense of curiosity, pride, and shame appear. In preschool age, feelings of pride and self-esteem become deeper. These feelings are one of the emotional components of a child’s self-esteem and become the motives for his behavior. It also happens, however, that these feelings shield another person from the child. Then selfishness, egoism appears, i.e. the desire to retain the right to be respected by everyone, without having responsibilities towards others.
G. M. Breslav 48 includes emotional disorders in preschool age: 1) lack of emotional decentration - the child is not able to experience either in a real situation or when listening to literary works; 2) lack of emotional syntony - the child is not able to respond to the emotional state of another person, especially a close or sympathetic one; 3) the absence of a specific phenomenon of emotional self-regulation - the child does not experience guilt associated with a new stage of self-awareness (“I did this”) and the ability to emotionally return to the past.
To the important features before school age This may be attributed to the fact that many of the child’s unfavorable characteristics are of a latent, hidden nature.
Yu. M. Milanich divides 49 children with emotional disorders into three groups. The first group includes children with pronounced intrapersonal conflicts. Parents and teachers note anxiety, unreasonable fears, and frequent mood swings in these children. The second group consists of children with interpersonal conflicts. These children are characterized by increased emotional excitability, irritability, and aggressiveness. The third group consists of children with both intrapersonal and interpersonal conflicts. They are characterized by emotional instability, irritability, aggressiveness, on the one hand, and touchiness, anxiety, suspiciousness and fears, on the other hand. The first group is dominated by girls, the second and third - boys. With age (from 4.5 to 6-7 years), the number of children in groups 1 and 3 increases, and in group 2 decreases. From the entire array of detected emotional disorders, Yu. M. Milanich distinguishes three groups:
1) acute emotional reactions that color specific emotional conflict situations for the child: aggressive, hysterical, protest reactions, as well as reactions of fear and excessive resentment;
2) intense emotional states - suprasituational negative experiences that are more stable over time: gloom, anxiety, depressed mood, fearfulness and timidity;
3) disturbance of the dynamics of emotional states: affective explosiveness and lability (rapid transitions from positive emotions to negative and
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48 Belkina V. N. Psychology of early and preschool childhood: Tutorial for higher education students educational institutions. - M.: Academic Project; Gaudeamus, 2005.
49 Ilyin E. P. Emotions and feelings. - St. Petersburg: Peter, 2001.
vice versa). The author's classification is conditional. In the picture of emotional distress of a preschooler, the identified disorders can be combined and mutually condition each other.
Entering school changes the child’s emotional sphere due to the expansion of the content of activities and an increase in the number of emotional objects. The characteristics of children of this age are characterized by a negative emotional background. Emotional sphere junior schoolchildren characterized by 50:
1) easy responsiveness to ongoing events and coloring of perception, imagination, mental and physical activity, emotions;
2) spontaneity and openness of one’s experiences - joy, sadness, fear, pleasure or displeasure;
3) readiness for the affect of fear; in the process of learning activities, the child experiences fear as a premonition of troubles, failures, lack of self-confidence, inability to cope with the task, the student feels a threat to his status at school and at home;
4) great emotional instability, frequent mood swings, a tendency to short-term violent emotions;
5) emotional factors for younger schoolchildren are not only games and communication with peers, but also academic success and assessment of these successes by the teacher and classmates;
6) one’s own and other people’s emotions and feelings are poorly recognized and understood: the facial expressions of others are often perceived incorrectly, as well as the interpretation of the feelings of others, which leads to inadequate responses in younger schoolchildren; the exception is basic emotions, feelings of joy and fear, for which children already have clear ideas that they can express verbally by naming five synonymous words denoting these emotions.
Correction of the emotional sphere of preschoolers and junior schoolchildren should include the organization of joint forms of playful and productive activity between the child and an adult, the child’s orientation towards adequate methods and means of communication and the organization of their assimilation.
Special problems of correction include such personal characteristics as anxiety and lack of self-confidence, reflecting the child’s increased emotional tension, as well as conformism, passivity, and lack of initiative.
Increased emotional tension leads to a decrease in the activity and stability of the child’s behavior in frustrating situations, destructive behavior in the form of aggressiveness or inhibition. To relieve emotional stress in a child, reduce feelings of fear, relieve negative emotions, develop empathy abilities, communication skills, etc., special outdoor games are used.
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50 Ilyin E. P. Emotions and feelings. - St. Petersburg: Peter, 2001.
2.6.1. Games to test the ability to express and understand the emotions of others 51
QUIET!
Target:
Age: 3-4 years.
Form: individual and group.
Progress of the game: Two mice must cross the road where a kitten is sleeping. They walk on their toes, then stop and sign to each other: “Quiet!” The sketch is performed to the music of B. Berlin “Sleeping Kitten”.
Expressive movements. Stretch your neck forward forefinger place it on your pursed lips and raise your eyebrows.
ENCHANTED CHILD
Target: teaching elements of expressive movement techniques.
Age: 4-6 years.
Form: individual and group.
Progress of the game: The child was bewitched. He cannot speak and answers questions with gestures, pointing with his hand at various objects and indicating directions: closet, table, below, above, there.
DOG SMELLS
Target:
Age: 4-6 years.
Form: individual and group.
Progress of the game: A hunting dog, seeing game, instantly freezes in a tense pose. Her muzzle stretches forward, her ears perk up, her eyes motionlessly look at the prey, and her nose silently inhales a pleasant, tantalizing smell.
FOX Eavesdrops
Target: teaching elements of expressive movement techniques: emotions of attention, interest. Development of expressive motor skills, the ability to understand the emotional state of another person and the ability to adequately express one’s own. Correction of the emotional sphere.
Age: 4-6 years.
Form: individual and group.
Progress of the game: The fox stands at the window of the hut in which the cat and the cockerel live, and overhears what they are talking about.
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51 Chistyakova M.I. Psychogymnastics / Ed. M, I. Buyanova. - 2nd ed. - M.: Education: VLADOS, 1995. Yakovleva N. Ya. Psychological help preschooler. - St. Petersburg: “Valeria PD”, 2001.
Expressive pose: the head is tilted to the side (listening, putting the ear forward), the gaze is directed in the other direction, the mouth is half open, the leg is put forward, the body is slightly tilted forward.
COME TO ME
Target: development of children's correct understanding of emotionally expressive hand movements and adequate use of gesture, which in turn contributes to the child's social competence.
Age: 3-4 years.
Form of conduct: individual and group.
Progress of the game: A boy beckons a baby who is learning to walk on her own.
Expressive movements: sit down, both arms extended towards the baby.
GOODBYE!
Target: development of children's correct understanding of emotionally expressive hand movements and adequate use of gesture, which in turn contributes to the child's social competence.
Age: 3-4 years.
Form of conduct: individual and group.
Progress of the game: A huge white motor ship departs from the pier. The mourners, looking at the sailors and passengers standing on the deck, waved to them with their hands raised high: “Goodbye! See you!"
SLEEPING KITTEN
Target: teaching self-relaxation techniques to children with neurotic manifestations such as exhaustion of the nervous system, excitability, fears, obsessive states, hysterical reactions, selective mutism, stuttering, etc.
Age: 3-4 years.
Form of conduct: individual and group.
Progress of the game: The child plays the role of a kitten, which lies down on the mat and falls asleep. The kitten's tummy rises and falls rhythmically.
Accompanied by the music of R. Pauls “The day will melt, the night will come” (lullaby).
NEW DOLL
Target:
Age: 3-4 years.
Form: individual and group.
Progress of the game: The girl was given a new doll. She is happy, jumps merrily, spins, plays with her doll.
The music of P. Tchaikovsky “New Doll” is heard in the hall.
THE FOX IS AFRAID
Target: development of the ability to understand the emotional state of another person and the ability to adequately express one’s own, correction of the child’s emotional sphere.
Age: 3-4 years.
Form: individual and group.
Progress of the game: The little fox saw his mother on the other side of the stream, but he did not dare to enter the water. The water is so cold and deep.
Expressive movements: place your foot forward on your toes, then return your foot to its place. Repeat this movement several times. For greater expressiveness, you can imitate shaking imaginary droplets of water from your feet.
The dog barks and grabs the heels (for children 3-4 years old). The child is walking. A dog walks past on a leash. She barks at the boy and tries, pulling on the leash, to reach his legs with her muzzle.
During the sketch, the music of G. Fried “The Appearance of a Big Dog” is played.
RECOGNIZING EMOTIONS
Target: developing the ability to understand the emotional state of others, opportunities for self-expression, removing barriers to communication. Formation of moral ideas, correction of behavior.
Age: 4-10 years.
Form of conduct: individual and group.
Progress of the game: Each child takes turns thinking about an emotion and showing it through facial expressions. Others must recognize the emotion.
Each child chooses one card with the image of some emotional state and tells when, in what situation he is like this (“I am happy when...”, “I am angry when...”, “I am upset when... ..." etc.).
Children remember something funny and try to express it with facial expressions, gestures, plastic movements - with their whole body. Watch others do it.
Children remember something sad.
Children remember something that makes them angry.
INTERVIEW
Target: expand the range of understood emotions; develop the ability to identify emotions from graphic images; learn to convey a given emotional state using expressive movements (facial expressions and pantomimes); find out which colors the child associates different emotions with.
Age: 5-10 years.
Game form: group.
Progress of the game: The adult says: “Imagine that each of you has become a famous, famous person. Everyone is interested in your opinion. The journalist is trying to interview you and asks you various questions.”
An adult takes the microphone and, approaching each child in turn, offers to answer a question or complete a sentence.
Sample questions and incomplete sentences:
When do people laugh?
How do you feel when others laugh?
What do you do when someone is crying nearby?
People get angry when...
People get offended if...
People are surprised when...
People are happy if...
Children are invited to listen carefully and, using expressive movements, “illustrate” the poem “There are different feelings.”
There are different feelings:
Beautiful, dangerous,
Heartfelt, funny,
Angry and nice
Happy, sad,
Playful, silent.
Try to smile
Like a clown in the arena
And timidly stretch
Like a little snowdrop.
Try to get angry
Like a furious wasp.
Try to be surprised
Looking up to the heavens.
Try the neck, it's important
Arch like a swan-
Everyone will say:
"He's brave!"
And they will respect you.
ANIMATIONS
Target: developing the ability to express your emotions non-verbally.
Age: 5-6 years old
Form: individual and group.
Material: children's drawings.
Progress of the game: Children look at each other's drawings, and then one of them tries to depict any of them using facial expressions and gestures, the other children must guess which picture he is showing.
It would be interesting if there were several options. Then you can clearly explain to children that the same phenomenon or object different people may evoke different feelings, but every person has the right to their opinion.
2.6.2. Games to correct negative emotional experiences, relieve emotional stress 52
DINOSAURS
Target: removal of negative experiences, removal of bodily pressures.
Age: 3-4 years.
Form: individual and group.
Progress of the game: Children, imagining themselves as “dinosaurs,” make scary faces, jump high, run around the hall and let out heartbreaking screams.
The game is interesting because of the freedom it provides to children, thanks to which they have the opportunity to give vent to accumulated fears, contradictions and grievances. After all, even children now rarely have the opportunity to do what they want.
CATCH-CATCH!
Target: relieving emotional stress.
Age: 4-5 years.
Form: individual and group.
Material: a stick 0.5 m long with a light ball attached to it on a bright ribbon.
Progress of the game: They choose a leader, hand him a wand, then stand in a circle, the leader in the center of the circle. The presenter approaches the children with the words: “Catch, catch!” The players' task is to catch the ball, which keeps flying up. Several participants can catch the ball at once.
The game greatly excites children, so it is best done during a walk after bedtime. It is good to use when it is necessary to activate children, increase their tone, relieve emotional stress, and direct their motor activity in the right direction.
NAME CALLS
Target: removal of negative emotions, development of communication skills.
Age: 4-5 years.
Form of conduct: group.
Material: ball.
Progress of the game: Children are encouraged, when passing a ball to each other, to call each other harmless words, for example, the names of vegetables or fruits, and be sure to say the name of the person to whom the ball is passed: “And you, Leshka, are a potato,” “And you, Irishka, are a radish,” “ And you, Vovka, are a carrot,” etc. Be sure to warn children that they should not be offended by these name-calling, because this is a game. Be sure to end the game with good words: “And you, Marinka, are a picture,” “And you, Antoshka, are the sun,” etc.
You need to pass the ball quickly, you can’t think for a long time.
Before starting the game, you can have a conversation with the children about offensive words, about the fact that after which people usually get offended and start calling them names.
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52 Shirokova G. A., Zhadko E. G. Workshop for a child psychologist - Rostov n/d: “Phoenix”, 2004.
RELEASE OF ANGER
Target: response to negative emotions.
Age: any.
Form of conduct: individual and group.
Material: a soft chair or a pile of pillows.
Progress of the game: The pillows on which aggression will be taken out are placed in front of the child, and he must hit them hard - with a plastic knocker, a badminton racket, or simply with a relaxed hand. When struck, you can shout out any words expressing feelings of anger.
When hit, dust usually flies out of the pillow, so it’s better to do it outside, and explain to the child that by taking out his anger on the pillow, he also helped the adults clear the room of dust.
It is useful to carry out the game systematically, since negative emotions constantly require an outlet, and it is better if the child takes out his anger on the pillows than on others.
The game is useful for adults no less (and sometimes more) than for children.
ZHUZHA
Target: response of negative emotions.
Age: 5-6 years.
Form of conduct: individual and group.
Material: towel.
Progress of the game: The leader is chosen - “Zhuzha”, he sits on a chair with a towel in his hands, and the rest of the children run around him, tease him, make faces, tickle him. When “Zhuzha” gets tired of this, he jumps up and chases the offenders, trying to hit them on the back with a towel.
Children need to be taught that teasing should not be offensive. And “Zhuzha” must endure as long as possible.
The next “Zhuzha” is the first of the offenders whom he touches.
HUMPTY DUMPTY
Target: Relieving tension.
Age: 5-10 years.
Form of conduct: group.
Progress of the game: Hello children! How active are you today? Show me how you twirled and made noise. (The children twirl and make noise.) You’re just Humpty Dumpty! Let's show it again: we dangle our arms, legs, and turn our heads.
Humpty Dumpty
Sat on the wall
Humpty Dumpty
Fell in his sleep.
(S. Marshak)
Children turn their torso left and right, their arms dangle freely, like a rag doll. To the words “fell in a dream,” the body is tilted down. The presenter himself can show all this.
Host: Let's laugh! We laugh even better. We swing our arms, legs, turn our heads. We swing our arms, legs, turn our heads, we have a lot of fun and we laugh, laugh, laugh! Well done! They clapped their hands and shook their hands. They clapped their hands. Well done!
PLAYING WITH SAND
Target: Relieving tension.
Age: 5-10 years.
Form: group.
Progress of the game: Sit comfortably. Lean on the back of the chair. Close your eyes. Imagine that you are on the bank of a river. The sand is cool and flowing.
Pick up imaginary sand in your hands. (Inhale). Clenching your fingers tightly into a fist, hold the sand in your hands (hold your breath). Sprinkle sand on your knees, gradually opening your fingers (exhale). Let your arms fall along your body, too lazy to move your heavy arms.
GAME WITH ANANT
Target: stress relief.
Age: 5-10 years.
Form of conduct: group.
Progress of the game: Imagine that you are in the forest. Sit on a stump. Soft grass underfoot. An ant has climbed onto my toes and is running along them. Pull your socks towards yourself with force, legs tense, straight (inhale).
Listen to which finger the ant is sitting on (hold your breath), move your foot forward to throw the ant off your toes (exhale). Toes down, to the sides, relax your legs. The legs are resting.
Repeat the exercise 2-3 times.
Relevance
Unstable socially - economic conditions human life has led to a sharp increase in neuropsychiatric disorders. One of these disorders is an increased level of anxiety, which is the most significant risk factor leading to neuropsychiatric diseases in humans. According to the World Health Organization, the number of anxious people in the 90s accounted for 15% of the total sample; currently their number has increased 5 times. At the same time, the level of anxiety also changes.
In modern times, psychological practice has a fairly large set of techniques and techniques directly aimed at overcoming various types of anxiety. They are designed to work with children and adolescents, to develop their emotional sphere. But why does a child become anxious?
An important role in the formation of anxiety and fears belongs, oddly enough, to the closest people - parents. The first manifestations of anxiety are noticed in a child already in early age when his beloved mother leaves him on the threshold of a nursery with other people's aunts and children and leaves, it seems, forever. The child is poorly socialized and is not ready for the fact that not only he can be the center of the universe. Thumb sucking is one of the most common behaviors in infants and children. preschool age obsessive (arising against the will and desire) actions. Often it is compensatory in nature, relieving the feeling of anxiety. This example indicates a lack of parental attention and emotional contact with the mother in children.
How many problems arise in families where quarrels occur, both between the parents themselves and their children? Psychologists' studies show that 80-85% of families have conflicts. The remaining 15-20% record the presence of “quarrels” for various reasons [V. Polikarpov, I, Zalygina]. These are crisis, conflict, problematic and neurotic families [V. Torokhtiy]. But parents of such families often underestimate the emotional sensitivity of their children, and most importantly, do not think about the consequences. A child’s mental trauma can lead to neurotic disorders: nocturnal enuresis, tics, fears, stuttering, attention disorders, etc. The child spends all his energy on surviving a stressful situation. Moreover, quarrels between parents can lead to alienation of the child, a feeling of hostility towards parents, which can be transferred to other people and become a stable characteristic of the child’s behavior.
Reaction to traumatic circumstances: negative experiences, worries, psychological traumas, due to parental upbringing, form the child’s learned helplessness, which is consolidated by the age of 8 and is stable for the rest of his life (“Theory of Learned Helplessness” by Martin Seligman).
Information from the media tells us terrifying facts about the death of teenagers after a quarrel with their parents (Moscow, 02/09/12), when a teenager jumped out of the window of his own apartment after a quarrel with his parents. What state was the child in and for what reason did he get to this state? Question for parents.
In kindergarten, teachers often complain that the child is disobedient, aggressive, sleeps restlessly, often cries and is impossible to negotiate with. A specialist teacher-psychologist takes such a child (at the same time as his parents) under his “care” in a preschool institution.
According to the State Budgetary Educational Institution of Kindergarten No. 6 of the combined type of the Kolpinsky district
St. Petersburg from September 2011, as a result of conducting a set of diagnostic techniques, questioning parents and teachers, the following results were obtained.
Of the five groups (middle, senior, preparatory, from 4 to 7 years old) - 60% of children (44 pupils) have a high level of anxiety, rejection of others (including parents), uncertainty, low self-esteem, neuroticism). Such data obtained cannot but worry the administration preschool, teachers and psychologist. And what kind of favorable psychological development can we talk about in such children when they feel unprotected?
Having gone through all the stages, starting with diagnosis and receiving feedback from the child, a sparkle in the eyes and gratitude from the student’s parents (with whom the psychologist also worked in the field of communication development, increasing the level of psychological culture and much more), you understand that the work of psychoprophylaxis and regulation child anxiety is not only necessary, but also mandatory in every preschool and school educational institution.
Destination
The program for correcting negative emotional states “Cradle of a Child’s Soul” is designed for preschool children aged 4-7 years with an increased level of anxiety, fears, rejection of others, self-doubt, low self-esteem, and is also aimed at parents of pupils and preschool teachers.
1. Conceptual components of the framework.
1.1. Purpose of the program.
The purpose of the program is creating conditions for overcoming fears and anxiety in preschoolers aged 4–7 years.
Program objectives:
1. Reduce the level of emotionally negative experiences.
2. Develop social behavior skills.
3. Help increase self-confidence and develop independence.
4. Form a positive attitude towards your Self.
1.2. The program is based on:
On principles and theory Montessori is the creation of conditions conducive to the natural harmonious development of the child’s personality.
1. The principle of purposeful activity.
2. The principle of sensitivity (the ability to learn through the environment).
3. The principle of individuality (respect the child’s right to be different from others)
4. Approach the child as a whole (help to fully realize their potential in all areas of life).
1.3. Expected results.
In children:
1. Reducing anxiety levels.
2. Reducing the number of children's fears.
3. Development of communication skills.
4. Increasing ideas about one’s own value (self-esteem).
5. Development of self-confidence, the ability to most successfully realize oneself in behavior and interaction with other people.
6. Discovering your abilities.
7. Formation social adaptation and stress resistance in modern rapidly changing conditions.
For parents and teachers:
1. Increasing the level of psychological culture.
2. Awareness of the concept of anxiety and its causes.
3. Understanding the behavioral characteristics of anxious children.
2.1. Content characteristics of the course.
The program has 4 blocks: “Diagnostic”
"Increasing self-esteem"
"The ability to manage yourself"
"Relieve muscle tension"
The program consists of 12 lessons for children (1 lesson - psychodiagnostics), designed for 3 months (13 hours).
Thematic planning of work with parents (9 hours).
Thematic planning of work with teachers (5 hours).
Total: 27 hours
Classes under the “Cradle of a Child’s Soul” Program are recommended to be held from October to December.
In September – diagnostic block.
The duration of classes is 30 - 35 minutes, in the form of mini-trainings.
The frequency of classes is once a week.
After completing the program course, if necessary, you can repeat the course again (January - March).
Game lesson structure:
- Greeting ritual – 1 minute.
- Warm up - 2 minutes.
- Corrective and developmental stage - 20 minutes
- Summing up - 6 minutes.
- Farewell ritual – 1 minute.
2.2. Diagnostics
Children
Diagnostics identifying the level of anxiety and adaptive psycho-emotional state: “Cactus” technique by M. Panfilov.
Purpose of the technique: identifying the state of the child’s emotional sphere, identifying the presence of aggression, its direction and intensity. Age: preschool, conducted with children from 4 years old.
: paper (A4 format), simple pencil, colored.
Instructions: “On a piece of paper, draw a cactus the way you imagine it!” Questions and additional explanations are not allowed. The child is given as much time as he needs. Upon completion of drawing, a conversation is held with the child.
Research procedure: after the psychologist sees that his instructions are understood, the child begins work.
- Home or wild cactus?
- Can you touch it?
- Does the cactus like to be looked after?
- Does a cactus have neighbors?
- What plants are its neighbors?
- When the cactus grows, what changes in it?
Recorded indicators: drawing, answers during the conversation.
Interpretation of results:
Aggression: the presence of needles, the needles are long, stick out strongly and are closely spaced.
- Impulsiveness: abrupt lines, strong pressure.
- Egocentrism: large drawing, in the center of the sheet.
- Dependency, uncertainty: small drawing at the bottom of the sheet.
- Demonstrativeness, openness: the presence of protruding processes, unusual forms.
- Stealth, caution: arrangement of zigzags along the contour or inside the cactus.
- Optimism: use of bright colors.
- Alarm: use dark colors, internal hatching, broken lines.
- Femininity: the presence of decoration, flowers, soft lines, shapes.
- Extroversion: presence of other cacti, flowers.
- Introversion: only one cactus is depicted.
- Desire for home protection: having a flower pot.
- The desire for loneliness: a wild cactus is depicted.
Parents, teachers
Purpose of the technique: assessment of the level of children's anxiety by parents and teachers from 4-7 years old
Equipment, stimulus material: form with questions (20).
Instructions: “Please answer the questions listed. If your child has these symptoms, please put a plus in the appropriate box next to the statement.”
Research procedure: after the psychologist sees that his instructions are understood, the parent (teacher) begins work.
Recorded indicators: Score for identifying childhood anxiety.
Interpretation of results: sum of points to identify the child’s overall anxiety score: high (15-20), medium (7 – 14), low (1-6)
2.3. Characteristics of the feasibility of building a course.
The leading activity of a preschooler is play. Therefore, the Program is built on the basis of game exercises designed to provide psychological comfort for the child and the possibility of correcting the emotional state personal qualities.
When organizing correctional work, it is necessary to create conditions for the development of the student’s trust in the teacher, through which the child’s motivation for this type of activity develops.
The Program's classes have a general flexible structure based on age characteristics children of preschool age and filled with various content.
Each lesson consists of several parts: introductory, main, final.
Introductory: - getting children into the mood to work together;
Establishing emotional contact between a group of children;
Listening to nature music (with video), discussion.
Main: - games and exercises to develop communication skills;
Exercises to develop mental processes
Psycho-gymnastics;
Breathing exercises;
Viewing video sequences (emotions)
Drawing, applique;
Sand games
Final: - consolidation of a positive emotional attitude;
Verbalization of activities in class
Relaxation
Ritual of farewell
The program is designed for preschool children, so its structure is presented in such a way that all participants maintain interest and performance throughout the lesson. The classes are filled with elements that promote self-regulation in children:
- Cross movements (brain work)
- Muscle relaxation exercises (reduces tension, agitation)
- Breathing exercises (calms nervous system, allows you to concentrate)
- Listening to nature music
Methods and techniques used in the program
Concentration. Focusing on your visual, sound and bodily sensations, on emotions, feelings and experiences.
Functional music. Calming and restorative music helps reduce emotional tension and shifts attention.
Game therapy. Used to reduce tension and muscle tightness. Anxiety. Increasing self-confidence, reducing fears.
Art therapy. Updating fears, increasing confidence, development fine motor skills reduction of anxiety.
Sand therapy. Reducing the level of anxiety, increasing self-confidence, creating a positive emotional background, reducing the level of aggression, developing motor skills.
2.4. Educational and thematic planning (children)
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NUMBER OF HOURS |
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PRACTICE |
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Identification of the level of psycho-emotional state (graphic technique “Cactus” by M. Panfilov.) |
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"Let's get acquainted!" |
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"Warm palms" |
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"Here I am!" |
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“How beautiful this world is!” |
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"My mood" |
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“These are our fears” |
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"I am brave" |
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"Fairytale Journey" |
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"Magic Blots" |
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"Box" |
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"Mysterious Sounds" |
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"Storytellers" |
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* - duration of 1 academic hour depending on the age of the children.
Educational and thematic planning (parents)
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NUMBER OF HOURS |
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PRACTICE |
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Identification of the level of psycho-emotional state of the child (Questionnaire: “The level of anxiety of the child”, G.P. Lavrentieva, T.M. Titarenko). |
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Parent meeting: “Ways to correct fears and anxiety using the “Sand Play” method.” |
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Consultation for parents on the topic: “Anxious child.” |
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Questioning: “Pedagogical culture of parents”, “Participation of parents in the educational process”. |
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Consultation for parents on the topic: “Children’s fears.” |
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Information sheets on the topic: “What to do if a child becomes hysterical?” |
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Educational and thematic planning (teachers)
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NUMBER OF HOURS |
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PRACTICE |
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Identification of the level of psycho-emotional state of pupils. Questioning: “Child’s anxiety level”, G.P. Lavrentieva, T.M. Titarenko. |
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Questioning: “Studying the organization of communication between teachers and parents of students.” |
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Consultation: “Features of interaction with anxious children.” |
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Methodological development to help teachers: “Children’s collective games for correcting fears and anxiety.” |
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2.5. Contents of the program.
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Month |
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September |
Diagnostics of identifying the level of anxiety and adaptive psycho-emotional state: the “Cactus” method by M. Panfilov. Observation, conversation with teachers. |
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parents |
Questioning: “Child’s anxiety level”, G.P. Lavrentieva, T.M. Titarenko. Speech at a parent meeting: “Ways to correct fears, anxiety, aggression using the “Sand Playing” method.” |
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teachers |
Questioning: “Child’s anxiety level”, G.P. Lavrentieva, T.M. Titarenko. Individual conversations with teachers about anxious children in the group. |
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October |
Lesson 1 “Let’s get to know each other!” Goal: acquaintance of participants with each other, increase positive attitude and bringing children together, emotional and muscular relaxation. Warm-up: Exercise “Good morning...” Exercise “What do I love?” Exercise "Swing" Exercise “Frogs in the swamp” Art therapy “My fears” Lesson 2 “Warm palms” Target: Creating an environment of trust. Development of interaction skills with adults and children; development of fine motor skills, expressiveness of movements, relief of muscle and psycho-emotional tension. Game "Current" Finger game “One, two, three” Relaxation “Warm palms” Exercise "Massage" Exercises in the sandbox “circle your palms” Lesson 3 “Here I come!” Goal: revealing one’s “I”, developing a sense of closeness with other people, achieving mutual understanding and cohesion. Game "My Name" Game "Scouts" Exercise “Trust Fall” Psycho-gymnastics “Brave Hare” Art therapy: “Courage” Lesson 4 “How beautiful this world is!” Goal: Creating a positive emotional mood and a desire to participate in joint games. Development of expressiveness of movements, fine motor skills of the hands; logical thinking, imagination. Reducing anxiety, increasing confidence, self-esteem. Relieving muscle and emotional tension. Game exercise “Give a smile to a friend” Reading a poem. Imitation game “Find your flower.” Finger gymnastics “Flowers”. Exercises in the sandbox “entertaining lines” |
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parents |
Informing parents about correctional work with children. Advice from a psychologist for the parents’ corner: “Children learn from life” Questioning: “Parenting styles”, S. Stepanova. |
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teachers |
Informing teachers about correctional work with children. Individual work: “Relieving anxiety and preventing emotional state”, game “How I cope with my anxiety”, G.B. Monina, E.K. Lyutova. |
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november |
Lesson 1: “My mood” Goal: awareness of your well-being, reduction of emotional stress, reduction of anxiety, reduction of muscle tension. Exercise "Sprout under the sun" Game "Current" Game “What is my mood like?” Exercise “Tender chalk” Exercise “A Tale of Fear” Art therapy: “I feel good!” Lesson 2: “Here they are, our fears” Goal: stimulation of the child’s affective sphere, increasing the child’s mental tone. Exercise “Sprout under the sun” Exercise “Tender chalk” Exercise “Tell your fear” Exercises in the sandbox “tunnel” Lesson 3: “I am brave” Goal: overcoming negative experiences, symbolically eliminating fear, reducing emotional stress. Exercise "Current" Exercise “Turning into scary people” Exercise “Brave guys” Exercise “The ABC of Fears” Exercise “Scary tale in a circle” Exercise “Drive away Baba Yaga” Exercise “I'm not afraid of you” Art therapy: “I’m sure!” Lesson 4: “Fairytale Journey” Goal: developing the ability to convey one’s emotional state through an artistic image, reducing psycho-emotional stress, increasing self-confidence. Exercise “Sprout under the sun” Exercise "Current" Exercise “I'm not afraid of you” Exercise “Why my loved ones love me” Game "Path" Exercises in the sandbox “find a toy” |
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parents |
Consultation for parents |
From the experience of the Veliky Ustyug Center for Psychological, Medical and Social Support for children in need of medical and social assistance.
Preschool age is the most important stage in the development of a child, the period of his introduction to the world of universal human values, the establishment of first relationships with people, and at the same time - sensitivity and.
Based on the research conducted by A.V. Zaporozhets argues that the emotions of preschoolers perform the function of orienting the child in the personal meaning that the objects of the surrounding world have for him. They are playing important role in the formation of new motives of behavior in children, transforming them from simply significant ones into actually acting ones with the manifestation of a regulatory and incentive function. I.Yu. Kulagina believes that children three to five years old are able to recognize their internal emotional state, as well as the emotional state of their peers, and express their attitude towards them. At this age, the baby already understands perfectly well when a person is happy, upset, angry or scared, that is, he distinguishes four basic emotions - joy, sadness, anger and fear - and can choose synonyms for them. The emotions of preschoolers are involved in the formation of social interaction and attachments, since the ability or ability to correctly recognize the emotional state of another person is an important factor for the formation of interpersonal relationships and the development of moral and volitional qualities in preschoolers.
M.V. Gamezo, E.A. Petrova and L.M. Orlova note that the range of emotions of five- to six-year-old preschoolers is gradually expanding. The baby begins to be happy and sad not only about what he is doing at the moment, but also about what he has to do. Experiences become more complex and deeper. It is especially important for preschoolers to develop emotions such as sympathy for another person and empathy. Without this, joint activities and complex forms of communication are impossible. Children begin to assimilate the ethical standards accepted in society, subordinate their behavior to them, and they begin to develop ethical experiences. The child’s assimilation of norms and rules, the acquired ability to correlate their actions with these norms, gradually lead to the formation of the first inclinations of arbitrary, that is, stable, non-situational behavior.
Children aged six to seven years are sufficiently aware of their capabilities, they themselves outline the goal of action and find the means to achieve it. They have the opportunity to plan and analyze their actions and exercise self-control. In this case, the nature of the motives that encourage a person to satisfy the needs for communication, activity, and a certain form of behavior is of decisive importance. Behavior acquires a personal, internally determined character. Thus, by the time preschoolers enter school, their emotions undergo significant changes: the children are already able to make decisions, outline a plan of action, make certain efforts to overcome obstacles, and evaluate the results obtained.
Specially conducted studies have shown that by the age of six or seven, the child’s desire to overcome difficulties increases significantly, the desire not to give in to them, but to resolve them without giving up the intended goal. The ability to manage one’s behavior is largely determined by discipline, organization and other volitional qualities, the development of which reaches a fairly high level by the time one enters school. high level. The well-being of a preschooler’s emotions largely depends on his satisfaction with his position in a group of peers and on the relationships he develops with adults. Satisfaction with the place occupied in the team contributes to the formation in the student of respect for elders, friendly feelings, and the ability to take into account the interests and desires of other people. In case of dissatisfaction, conflictual relationships may be established.
It should be noted that in Lately Pupils are increasingly experiencing violations psychological health, neuropsychiatric disorders.
According to research by A.I. Zakharova, at an early age, nervousness* is observed in every fourth child, regardless of gender, in preschool age - every third boy and every fourth girl.
Thus, at one point or another in growing up, the pupil is at a certain point of psycho-emotional development and, depending on the degree of well-being and individual characteristics, can move from this point either forward or backward. The main task of an educational psychologist is to promote development. To do this, it is necessary to deal with the prevention of deviations in the development of children, the correction of situations that deviate from the norm of manifestations of emotions of preschoolers and the development of all potential capabilities of a certain age with the parallel formation of the prerequisites for the transition to the next stage.
Based on what was stated by specialists from the Veliky Ustyug Center for Psychological, Medical and Social Support, the correctional and developmental program “Ponimaika” has been developed and implemented since 2010, dealing with emotional and volitional disorders in children 3-7 years old.
Program for the development and correction of emotional-volitional disorders in preschool children "Ponimaika"
The program consistently solves the problems of developing the emotional-volitional sphere of children throughout preschool age, divided into three main age levels: 3–5 years, 5–6 years, 6–7 years.
* In research, the concept of “nervousness” was understood as a complex of characteristics of increased, outwardly noticeable excitability and irritability, motor restlessness, unstable mood, hot temper, isolation, etc.
The goal of the program: prevention and psychocorrection of emotional-volitional disorders in children through the development of ethical personal qualities and emotional-volitional manifestations.
General tasks:
1) development of the emotional-volitional and personal sphere of pupils;
2) prevention of disorders and enrichment of emotional manifestations in behavior, psychocorrection of behavioral disorders;
3) psychocorrection of emotional-volitional disorders in children.
The program is implemented in accordance with the thematic plan (table). The material is selected with complexity and can be used by a kindergarten teacher-psychologist, both in full and partially in accordance with age.
Classes are held once a week. Duration is set depending on age:
- for children 3–4 years old – no more than 15 minutes;
- for children 4–5 years old – no more than 20 minutes;
- for children 5–6 years old – no more than 25 minutes;
- for children 6–7 years old – lasting no more than 30 minutes.
The duration of the program for the correction of emotional-volitional disorders in children of each age category is one academic year (34 lessons). The main form of classes is group. The number of children in the group is 4–6.
The structure of classes includes:
- introductory part (greeting);
- main part (games, exercises, sketches, conversations);
- the final part (relaxation, reflection, farewell ritual).
Expected results:
- the formation of the ability to distinguish, realize, express emotions by preschoolers and understand their manifestation in other people;
- formation of an adequate behavioral response in various communication situations;
- stabilization of psycho-emotional state.
Results tracking forms. Diagnostics are carried out individually twice - before and after developmental classes for the correction of emotional and volitional disorders in children:
- for children 3–5 years old – diagnostics of the formation of the child’s emotional sphere V.M. Minaeva, anxiety test R. Temml, M. Dorki, V. Amen, questionnaire for parents to identify aggressiveness and anxiety in children G.P. Lavrentieva, T.M. Titarenko;
- for children 5–7 years old – the “Finish the Story” method (modified version by R.M. Kalinina), anxiety test by R. Tamml, M. Dorki, V. Amen, graphic method “Cactus” by M.A. Panfilova.
Working methods and techniques:
- sketches, exercises (of a creative and imitative-executive nature);
- role-playing, psycho-gymnastic, communication games;
- games and tasks to develop imagination and arbitrariness;
- group discussion of various emotions and feelings;
- conversations aimed at developing the child’s self-awareness, discussing preschoolers’ emotions and feelings;
- writing stories;
- modeling and analysis of given situations; thematic drawing;
- psychomuscular relaxation method; breathing techniques (deep breathing and rhythmic breathing with delay).
The results are recorded in the diagnostic card.
Annex 1
Summary of the correctional and developmental lesson “Anger” for managing the emotions of preschoolers 3–5 years old
Goal: to develop the emotion “anger” in preschoolers, the ability to express it, and understand how it manifests itself in other people.
Tasks:
- develop the ability to recognize and understand the image of the preschooler’s emotion “anger” at the verbal and non-verbal level;
- consider and discuss situations in which a person experiences anger;
- teach positive forms of behavior;
- teach muscle relaxation techniques.
Progress of the lesson
Introductory part
1. Ritual of the beginning of the lesson. Greeting "Good hedgehog"
Instructions. Sitting on the carpet in a circle, the guys pass each other a hedgehog ball, affectionately call their neighbor by name and tell him good wishes. While thinking, the student can roll the hedgehog ball in his hands to relieve tension.
2. Warm-up exercise “Mood color painting”
Instructions. Children are given pieces of paper with a picture of a flower with six petals. Each student chooses a colored pencil (red, orange, yellow, green, blue, purple or black) and shades only one petal with it. An educational psychologist analyzes the general background of mood and finds out the cause of preschool children’s emotions: anxiety, sadness, sadness.
Main part
3. Exercise “What feelings look like”
Instructions. The teacher-psychologist alternately shows pictures depicting a pupil who is angry, happy, afraid and asks to guess his feelings (if the children cannot do this, then he helps them), and then depict this feeling (the teacher-psychologist also depicts it).
4. Working with the manual “Visiting the Magic Caterpillar”
Instructions. The kids approach the magic caterpillar and try to determine its mood (angry, angry). Then they explain how they were able to determine the mood: by eyebrows, eyes, mouth. Preschoolers try to portray an emotion, and then change the caterpillar’s mood to another: fear, joy, sadness.
5. Exercise “Show feelings with your hands”
Instructions. Focusing on the example of a teacher-psychologist, students show how their hands are happy (jumping on the table), angry (pushing, biting), afraid (clenching into fists and trembling).
6. Exercise “Walk like...”
Instructions. First, the guys walk in a circle like bunnies (joyful, scared, angry), then like bears, etc.
7. Game "Sharks - fish"
Instructions. The guys are divided into two groups: the first group is sharks, the second is fish. A rope is placed in the middle of the room. On one side of it the sharks are clicking their teeth, wanting to eat the fish, on the other side the fish are trembling, because they are very afraid of sharks. Then the students change roles.
Final part
8. Reflection
Questions: what new did you learn today? What did you like and what didn’t you like?
9. Farewell ritual “Friendship Relay”
Instructions. Children are asked to hold hands and shake hands with each other, like a relay race. The educational psychologist begins: “I convey my friendship to you, it goes from me to... (calls the children by name) and, finally, returns to me again. I feel like there is more friendship as each of you added a piece of your friendship. Let it never leave you and warm you. Goodbye!"
Appendix 2
Summary of the correctional and developmental lesson “How to help an angry person”
for managing emotions of preschoolers 5–6 years old
Goal: to teach children to distinguish, recognize, express the feeling of “anger” and cope with their emotional state.
Tasks:
- repeat and consolidate preschoolers’ knowledge about the emotion “anger”;
- develop empathy, compassion, understanding of the state of another person;
- practice ways of socially acceptable forms of expressing anger;
- develop communication skills;
- unite the group, relieve psycho-emotional stress.
Progress of a lesson on managing emotions in preschoolers.
Introductory part
1. Class start ritual: greeting “Friendship begins with a smile”
Instructions. Standing in a circle, the pupils hold hands and, silently smiling, look into the eyes of first one, then the other neighbor.
2. Warm-up “Mood color painting”
Instructions. Children are asked to finish drawing the sun. Each child chooses a colored pencil (red, orange, yellow, green, blue, purple or black) and draws only one ray. An educational psychologist analyzes the general background of mood and finds out the cause of preschool children’s emotions: anxiety, sadness, sadness.
Main part
3. Exercise “Mental Picture”
Instructions. Children are asked to close their eyes and, to the music, come up with a picture on the topic: “I get angry when...”, and then describe it to the group. During the discussion, it is concluded that “angry” words lead either to tears or fists, so you need to help an angry person get rid of them.
4. Drawing up pictogram reminders “How you can help an angry person” Instructions. Children are invited to sit at the table and draw reminders with tips. A4 sheet of paper divided with a simple pencil into six parts. In each cell, one hint method is schematically depicted with a simple pencil.
The teacher-psychologist names the method and shows a sample drawing, then the children complete the task on their sheets of paper. They take the notes home to discuss them with their parents.
5. Exercise “To make an angry person feel better...” Instructions. Each student in turn is asked to play out a situation in which he became angry. The rest of the kids discuss the preschooler’s emotions, what it was like for the angry little one: happy or sad, comfortable or unpleasant, and then talk about what each of them would do in his place.
6. Game “Good Animal”
Instructions. The teacher-psychologist invites the children to hold hands and imagine that this is one kind animal, and then listen to its breathing. All together, the children inhale and exhale three times, and then listen to how the heart of an imaginary animal beats: knock - step forward, knock - step back (3 times).
8. Farewell ritual “A trickle of joy”
Instructions. The guys hold hands, close their eyes and mentally convey to each other the emotions of preschoolers - joy.
Appendix 3
Summary of the correctional and developmental lesson “How to restrain yourself and help others” for managing the emotions of preschoolers 6–7 years old
Goal: teaching children to consciously manage their emotions and feelings, to understand the emotional state of another person.
Tasks:
- teach techniques for self-regulation of behavior and mood;
- teach you to accept your own negative emotions and adequately perceive offensive remarks;
- correct emotional and volitional disorders in children;
- develop communication skills, develop the ability to cooperate, empathize with others;
- teach techniques for self-relaxation and relieving psycho-emotional stress.
Progress of the lesson
Introductory part
1. Ritual of the beginning of the lesson. Greeting "Compliments"
Instructions. Standing in a circle, the kids hold hands. Each of them should, looking into the eyes of the neighbor on the right, say a few kind words to him, praise him for something. A child accepting a compliment nods his head and says: “Thank you, I’m very pleased!”
2. Warm-up “Mood Barometer”
Instructions. Pupils show their mood with their hands (without words):
- good (hands raised, palms up);
- bad (palms folded at the level of the solar plexus);
- normal (arms down at the sides).
Main part
3. Exercise “In the picture gallery of emotions, feelings, moods”
Instructions. The children are asked to look at story pictures that reflect the emotions of preschoolers: anger, timidity, anxiety, excitement, fatigue, disobedience. Then each of them must choose one picture, determine the mood of the hero and offer their own version of the possible reason for such behavior and a way out of the situation, using personal experience.
4. Playing out situations “Self-help techniques”
5. Game "Kangaroo"
Instructions. For babies, a scarf is loosely tied to their belt, forming something like a kangaroo pouch. They put a “baby” in it - a soft toy animal. On command, the “kangaroos” begin to jump to the designated place, trying not to drop it from the bag. You cannot hold the “baby” with your hands. The fastest and most caring “kangaroos” win.
6. Game “Tender Name”
Instructions. The kids sit in a circle and take turns affectionately calling the neighbor on the right (you can form two or three circles). Conclusion: It is very difficult to be angry when you are treated kindly.
7. Exercise “Mom got angry”
Instructions. The teacher-psychologist tells the children that adults also sometimes get angry and then become very upset because of this, so they need help getting rid of the “angry feelings.” Next, one child plays the role of an angry mother. What she was angry about - he comes up with it himself. The rest of the preschoolers emotionally play the role of a child who is trying to get rid of his mother’s “angry feelings.”
Final part
8. Relaxation “Superman”
Instructions. Calm relaxing music plays. Kids sit on comfortable poufs and close their eyes. Educational psychologist: “Take a deep breath three times. We walk along the street to the place where we will meet Superman. He is waiting for us, glad to see us and knows that today he will walk with us. Climb a small hill with him and feel yourself getting stronger. From the top of the hill you can look around everything. Now you have become as strong as Superman, you are not afraid of anyone and are in a hurry to help everyone. And now each of you must do a good deed. Do it! And when you open your eyes, tell us what exactly you did.”
Attached files
- Document №1.png
- Document No. 2.png
- Document No. 3.png
- Document No. 4.png
- Document No. 5.png