Games and exercises to develop the ability to express emotions. Games for the emotional development of a child Outdoor games for the development of emotions for an active child

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Natalia Bystrikova
Games for the development of emotions. Methods of psycho-gymnastics for children

Emotions help the child adjust to the situation. Thanks to emotional development, the child will be able to regulate his behavior, avoiding those actions that he could perform under the influence of random circumstances and fleeting desires. Therefore, we consider it necessary not only to study, but also develop the emotional sphere of a preschooler, as emotions"tell" surrounding about the inner world of the child.

Currently, in our country there is an increase in interest in the problem of the position of the child in society. As A. I. Zakharov notes, “society is beginning to understand more and more that its foundations are laid in childhood and mental health is one of the most valuable acquisitions.”

Unfortunately, today game consoles, television, computers, mobile phones play a leading role in the life of a child, therefore, this adversely affects development of the emotional sphere of preschoolers. In the visual activity of older preschoolers, the ideas become more stable, the possibilities of using the materials that the child chooses expand. He is able to take on the role "artist", "sculptor", "masters", due, what motivates the choice of activity and material: “I want to draw a picture on an easel, I’ll take a palette, brushes and paints”.

At children there is a selective attitude to various types of visual activity. In drawing and modeling from nature, they convey the characteristic features of the subject.: shape outlines, proportions, color. Hand movements gain confidence, become more coordinated. Hence the problem emotional development the sphere of preschoolers is relevant for consideration and study. So, is the process of visual activity an effective way of senior preschool age? It can be said that sustainable emotional the relationship of a person to the phenomena of reality, reflecting their meaning in connection with his needs and motives, is called feelings. Part emotional sphere we include: emotions, feelings, self-esteem, anxiety. A child of the sixth year of life is a prisoner emotions. children senior preschool age is distinguished by a very high emotionality, they still do not know how to manage their emotional states. But gradually they become more restrained and balanced.

Currently, there are many ways to work on development of the emotional sphere of childrensenior preschool age: art therapy (pictorial, fairy tale, musical); behavioral therapy (various types of trainings, psycho-gymnastics) ; game therapy; melotherapy, hypotherapy, isotherapy. Visual activity develops preschoolers have the ability to coordinate their actions, teaches them to be attentive to feelings and other people's emotions, that is, it contributes empathy. During development of the emotional sphere of children older preschool age changes. His view of the world and attitude towards others is changing. The child's ability to recognize and control his own emotion rises but by itself emotional the sphere of the preschooler develops. It needs develop.

Psycho-gymnastics- this is a course of special classes (etudes, exercises and games aimed at development and correction of various sides child's psyche(both its cognitive and emotional and personal sphere). Main advantages psycho-gymnastics: the playful nature of the exercises (reliance on the leading activity children preschool age); preservation emotional well-being of children; reliance on the imagination; opportunity to use group work.

Goals psycho-gymnastics: reliance on natural mechanisms in child development; overcoming barriers in communication, understanding oneself and others; withdrawal mental stress and conservation emotional the well-being of the child; creating opportunities for self-expression; development verbal language of feelings (naming emotions lead to emotional self-awareness of the child).

Tasks for development of the emotional sphere: voluntarily direct attention children to the emotional sensations they experience; distinguish and compare emotional sensations, determine their nature (pleasant, unpleasant, restless, surprising, scary, etc.); arbitrary and imitative "reproduce" or demonstrate emotions according to a given pattern; capture, understand and distinguish the best emotional states; empathize (i.e., take the position of a communication partner and fully live, feel it emotional condition); respond with adequate feelings (i.e., in response to emotional the state of a comrade to show such feelings that will bring satisfaction to the participants in communication).

characters psycho-gymnastics can be children as well as adults. Children just play, have fun, experience interest, learn about the world around them, but at the same time they learn the difficult task of managing themselves and their emotions. Participation children in the exercises must be voluntary. When to use psycho-gymnastics? First of all, such classes are indicated for children with excessive fatigue, exhaustion, restlessness, quick-tempered, withdrawn, with neuroses, character disorders, slight delays. mental development and other neuropsychiatric disorders at the border between health and disease. It is equally important to use psycho-gymnastics in psycho-prophylactic work with apparently healthy children in order to psychophysical relaxation.

The structure of classes for psycho-gymnastics. The initial stage is a conversation with children, a word of art, a riddle, a bright, colorful toy, a surprise moment and more. Target: motivation children on the topic of the lesson or other form of work. The stage of living actions is the development of basic movements, gymnastic exercises and more. Target: achieving the result of training, educational and developing tasks. Organization stage emotional communication.Target: training the general abilities of verbal and non-verbal influence children to each other. The content of a child’s communication with an adult or a peer includes such exercises as exchanging the roles of communication partners, assessing one’s own partner's emotions and emotions. Stage of organization of controlled behavior. Target: skill training children regulate their behavioral responses.

Methodical tasks: show and playback typical situations with psychological difficulties; identification and recognition of typical forms of adaptive and non-adaptive behavior; the acquisition and consolidation of stereotypes of behavior acceptable to the child and ways of resolving conflicts; The final stage. Target: fixing the content of the proposed material, as well as a positive effect that stimulates and streamlines mental and physical activity children, bringing them into balance emotional state improving well-being and mood. Groups of exercises in psycho-gymnastics are aimed at developing: movements; emotions; communication; behavior. gaming (psycho-gymnastic) exercise content. It should contribute to mastering the skills of motor control and emotional spheres, i.e., it should be thought out so to complete the following tasks: give the child the opportunity to experience a variety of sensations (by imitative repetition of the movements and actions of the leading adult); train the child, direct and hold attention to their feelings, teach them to distinguish and compare them; train the child to change the nature of his movements, accompanied by various muscle sensations; train the child to change the nature of his movements, relying on the work of imagination and feelings.

In sequence psycho-gymnastic exercises, it is especially important to observe the alternation and comparison of movements that are opposite in nature, accompanied by alternating muscle tension and relaxation: tense and relaxed; sharp and smooth; frequent and slow; fractional and integral harmonic; barely noticeable movements and perfect freezing; body rotations and jumps; free movement in space and collision with objects.

This alternation of movements harmonizes mental activity of the brain: ordered mental and physical activity of the child, the mood improves, the inertia of well-being is reset. The process of regulation of behavior includes plot and psychological exercises.At this stage, the following tasks are solved: show - playback typical situations with psychological difficulties; identification and recognition of typical forms of adaptive and non-adaptive behavior; the acquisition and consolidation of stereotypes of behavior acceptable to the child and ways of resolving conflicts; development skills of independent choice and construction by children of suitable forms of reactions and actions within the framework of the situation.

The difficulty for the teacher is the transition from one image to another during the lesson, since an adult must be both in the image and lead the actions. children. It takes skill here.

You must use a mirror for training. All work in the preschool educational institution should be aimed at preserving mental and physical health children. Measures to prevent fatigue childrenpreschool age can be attributed: balanced daily regimen, alternation of activities, their diversity, daily physical education, fresh air, sufficient physical activity. When planning lessons, consider:weekly dynamics of working capacity: Monday - adaptation; Tuesday, Wednesday - the most stable and high level of efficiency; from Thursday - decline in working capacity; daily dynamics of working capacity: high physiological activity of body systems is noted in the morning (from 8 to 11); decreased activity in the pre-lunch, lunch time; restoration of working capacity in the period from 16 to 18 hours (with proper rest) and again its significant fall; health phases children in class: inclusion, optimal performance, reduced performance; active attention span children,which depends on age: 3-4 years - 10 minutes, 4-5 years - 15 minutes, 6-7 years - 25 minutes. To prevent fatigue and maintain performance in childrennecessary in the classroom: create emotional mood, maintain interest; take into account that moderate emotions are an organizing factor, and strong ones are a disorganizing factor; maintain this level emotional stress, in which the activity children is effective; use various game situations, artistic word, theatrical elements, musical accompaniment; include elements psycho-gymnastics, relaxation exercises; conduct games and exercises for development general and fine motor skills, coordination of speech with movement; self-massage; exercises for development physiological respiration; articulation exercises, exercises for the prevention of visual fatigue (using special aids, visual cues); exercises for development of attention parameters, memory, imagination.

At children with undeveloped emotional-volitional In this sphere, instability and weak purposefulness of activity, increased distractibility, impulsivity, and hyperactivity are observed.

Games for the development of the emotional sphere of preschoolers

Emotions play an important role in life children helping to perceive reality and respond to it. Emotions a child is a message to others about his condition.

Emotions and feelings, like others mental processes, go through a difficult path throughout childhood development.

For young children emotions are the motives of behavior, which explains their impulsiveness and instability. If the kids are upset, offended, angry or not satisfied, they begin to scream and sob inconsolably, knock their feet on the floor, fall. This strategy allows them to completely throw out all the physical tensions that have arisen in the body.

At preschool age, social forms of expression are mastered emotions. Thanks to speech development of emotion preschoolers become conscious, they are an indicator of the general condition of the child, his mental and physical well-being.

The emotional system of children preschool age is still immature, so in adverse situations they may have inadequate emotional reactions, behavioral disorders that are the result of low self-esteem, experienced feelings of resentment and anxiety. All these feelings are normal human reactions, but it is difficult for children to express negative emotions appropriately. In addition, at children at preschool age there are problems in expressing emotions associated with the prohibitions of adults. This is a ban on loud laughter, a ban on tears (especially in boys, a ban on expressing fear, aggression. A six-year-old child already knows how to be restrained and can hide fear, aggression and tears, but, being in a state of resentment, anger, depression for a long time, the child experiences emotional discomfort, stress, and this is very harmful for mental and physical health. Experience emotional attitude to the world acquired at preschool age, according to psychologists, is highly durable and takes on the nature of the installation.

Games and exercises aimed at getting to know human emotions, awareness of their emotions, as well as for the recognition emotional reactions of other children and development ability to adequately express emotions.

1. Game "Pictograms".

Children are offered a set of cards that depict various emotions.

On the table are pictograms of various emotions. Each child takes a card for himself without showing it to the others. After that, the children take turns trying to show emotions drawn on the cards. Spectators, they have to guess which emotion show them and explain how they determined what emotion. The teacher ensures that all children participate in the game.

This game will help determine how children can correctly express their emotions and"see" other people's emotions.

2. Exercise "Mirror".

The teacher passes a mirror around and invites each child to look at himself, smile and say: "Hello, it's me!"

After completing the exercise, attention is drawn to the fact that when a person smiles, his mouth corners are directed upwards, his cheeks can prop up his eyes so that they turn into small slits.

If the child finds it difficult to address himself the first time, do not insist on this. In this case, it is better to immediately transfer the mirror to the next member of the group. Such a child also requires special attention from adults.

This exercise can be diversified by inviting the children to show sadness, surprise, fear, etc. Before performing, you can show the children a pictogram depicting a given emotions paying attention to the position of the eyebrows, eyes, mouth.

3. Game "I'm glad when..."

teacher: “Now I will call one of you by name, throw him a ball and ask, for example, So: “Sveta, tell us, please, when do you rejoice?”.The child catches the ball and says: “I am happy when….”, then throws the ball to the next child and, calling him by name, in turn will ask: "(child's name, please tell us when you are happy?"

This game can be diversified by inviting children to tell when they are upset, surprised, afraid. Such games can tell you about the inner world of the child, about his relationship with both parents and peers.

4. Exercise "Music and emotions» .

After listening to a piece of music, the children describe the mood of the music, what is she like: cheerful sad, satisfied, angry, courageous cowardly, festive everyday, sincere aloof, kind tired, warm cold, clear gloomy. This exercise not only helps developing an understanding of the transmission of an emotional state, but also development of figurative thinking.

5. Exercise "Ways to improve your mood".

It is proposed to discuss with the child how you can improve your own mood, try to come up with as many of these ways as possible (smile at yourself in the mirror, try to laugh, remember something good, do a good deed to another, draw a picture for yourself).

6. Game "Magic bag".

Before this game, the child discusses what his mood is now, what he feels, maybe he is offended by someone. Then invite the child to put all the negative letters into a magic bag. emotions, anger, resentment, sadness. This pouch, with all the bad stuff in it, ties tight. You can use another "magic bag" from which the child can take those positive emotions that he wants. The game is about understanding emotional states and liberation from negative emotions.

7. Game "Loto of moods". For this games sets of pictures are needed, which depict animals with different facial expressions (for example, one set: funny fish, sad fish, angry fish, etc. :next set: the squirrel is cheerful, the squirrel is sad, the squirrel is angry, etc.). The number of sets corresponds to the number children.

The facilitator shows the children a schematic representation of one or another emotions. Task children– find in your set an animal with the same emotion.

8. Game "Name something similar".

The leader calls the main emotion(or shows its schematic representation, the children remember the words that denote this emotion.

This game activates vocabulary with words for different emotions.

9. Exercise "My mood".

Children are asked to describe their mood: can be compared with some color, animal, state, weather, etc.

10. Game "Broken phone". All participants games except for two "sleep". The facilitator silently shows the first participant some emotion using facial expressions or pantomime. First member "waking up" the second player, conveys what he saw emotion, as he understood it, also without words. Then the second participant "wakes up" third and gives him his version of what he saw. And so on until the last participant games.

The facilitator then asks all participants games, starting with the last and ending with the first, about which emotion, in their opinion, they were shown. So you can find the link where the distortion occurred, or make sure that "telephone" was completely correct.

11. Game "What would happen if."

An adult shows the children a plot picture, the hero (ev) which is missing (yut) face (a). Children are asked to name which emotion they think is appropriate for the occasion and why. After that, the adult invites the children to change emotion on the character's face. What would happen if he became cheerful (sad, angry, etc.?

Psycho-gymnastic exercises(etudes, the main purpose of which is to master the skills of managing one’s emotional sphere: development in children ability to understand, recognize one's own and others' emotions, to express them correctly, to fully experience them.

1. New doll (study for an expression of joy).

The girl was given a new doll. She is happy, jumping merrily, spinning, playing with the doll.

2. Baba Yaga (study on the expression of anger).

Baba Yaga caught Alyonushka, told her to light the stove in order to eat the girl later, and she herself fell asleep. I woke up, but Alyonushka wasn’t there - she ran away. Baba Yaga was angry that she was left without dinner. He runs around the hut, stomps his feet, swings his fists.

3. Focus (study for expression of surprise).

The boy was very surprised: he saw how a magician put a cat in an empty suitcase and closed it, and when he opened the suitcase, the cat was not there. The dog jumped out of the suitcase.

4. Chanterelle eavesdrops (study for expression of interest).

The fox stands at the window of the hut in which the cat and the cockerel live, and overhears what they are talking about.

5. Salted tea (study for an expression of disgust).

The boy watched TV while eating. He poured tea into a cup and, without looking, mistakenly added two tablespoons of salt instead of sugar. He stirred and took the first sip. What a disgusting taste!

6. New girl (study for an expression of contempt).

A new girl has joined the group. She was in a smart dress, she held a beautiful doll in her hands, and a large bow was tied on her head. She considered herself the most beautiful, and the rest children unworthy of her attention. She looked down on everyone, contemptuously pursing her lips.

7. About Tanya (grief - joy).

Our Tanya is crying loudly:

Dropped a ball into the river (woe).

"Hush, Tanechka, don't cry -

The ball will not sink in the river!

8. Cinderella (study for the expression of sadness).

Cinderella returns from the ball very sad: she will not see the prince again, besides, she lost her shoe ...

9. Home Alone (study for the expression of fear).

The mother raccoon went to get food, the baby raccoon was left alone in the hole. It's dark all around, you can hear different rustles. Little raccoon is scared - what if someone attacks him, and mom does not have time to come to the rescue?

Games and withdrawal exercises psycho-emotional stress. For the formation emotional stability of the child, it is important to teach him to control his body. The ability to relax allows you to eliminate anxiety, agitation, stiffness, restores strength, increases energy.

1."Tender Hands".

Children sit in a circle one after another. They stroke their hands in front of the sitting child on the head, back, arms, lightly touching.

2. "Secrets".

Sew small bags of the same color. Pour various cereals into them, do not stuff tightly. Offer to children experiencing emotional discomfort Guess what is in the bags? Children crumple the bags in their hands, switch to another activity, thus moving away from the negative state.

3. Game "On the meadow".

teacher: “Let's sit on the carpet, close our eyes and imagine that we are in a forest in a clearing. The sun is shining gently, the birds are singing, the trees are gently rustling. Our bodies are relaxed. We are warm and comfortable. Consider the flowers around you. What flower makes you feel happy? What colour is he?".

After a short pause, the teacher invites the children to open their eyes and tell if they managed to imagine a clearing, the sun, birdsong, how they felt during this exercise. Did they see a flower? What was he like? Children are invited to draw what they saw.

4. Exercise "Kitten's Wonderful Dream".

Children lie in a circle on their backs, arms and legs freely extended, slightly divorced, eyes closed.

Quiet, calm music is turned on, against which the presenter slowly pronounces: “The little kitten was very tired, ran, played enough and lay down to rest, curled up in a ball. He has a magical dream: blue sky, bright sun, clear water, silvery fish, native faces, friends, familiar animals, mother says kind words, a miracle happens. A wonderful dream, but it's time to wake up. The kitten opens its eyes, stretches, smiles. The host asks children about their dreams what they saw, heard, felt, did a miracle happen?

Conclusion

Everyone knows, but not everyone understands how important emotional activity for the formation of physical and mental health how much to teach children to live an active lifestyle. The problem of physical and mental health is very important in our time.

According to the Research Institute of Hygiene and Health Protection, the number children with pathology has doubled in recent years. But a full-fledged physical and mental The health of the child is the basis for the formation of personality.

Emotional intelligence is one of the top 10 competencies to master by 2020, according to a report from the World Economic Forum in Davos. How to develop it, tells the HR consultant and business coach Anna Khitrik.

By the end of the 20th century, researchers noticed that it was not enough to have high intelligence and be an expert in your field for a successful career. Something more is needed, connected with the feelings and emotions of a person. This quality is called "emotional intelligence" (Emotional Intelligence).

According to science journalist Daniel Goleman, the concept of "emotional intelligence" includes 5 components.

1. Self-awareness- the ability of a person to correctly understand his emotions and motivation, assess his strengths and weaknesses, determine goals and life values.
2. Self-regulation- the ability to control one's emotions and restrain impulses.
3. Motivation- the ability to strive for a goal for the very fact of achieving it.
4. Empathy- the ability to understand the emotions experienced by others, take into account the feelings of other people when making decisions, and also empathize with other people.
5. Social skills- the ability to build relationships with people and direct their behavior in the desired direction.

The high level of development of all EI components helps us build a career more efficiently and feel satisfied with our work. Let's set aside 30 minutes for ourselves and organize a mini-training.

Learning to track your condition

A person achieves the goal only when he clearly sees where to go and understands what is happening around. Those who do not know their own emotional world go through life with their eyes closed.

According to Paul Ekman, an American psychologist and specialist in the study of emotions, we have 7 basic emotions: anger (anger), sadness (sadness), contempt, disgust, fear, surprise, joy. They are mixed into cocktails and form the basis of automatic reactions to what is happening. At the same time, several emotions (usually two) are leading in our life. And it is important to track which ones.

Exercise 1. To find out how much you understand your feelings, answer 3 questions.

1. What emotion am I feeling right now?
2. Is this emotion good for me right now?
3. How often do I experience this emotion during the day?

Describe only those emotions that you noted in yourself when reading these questions. The exercise will help start the process of introspection. Do it regularly in different situations, and over time you will get used to paying attention to your feelings.

Exercise 2. "Diary of emotions." Throughout the day, write down all your emotions and the events that triggered them. The goal is to understand yourself better. For visualization, you can use felt-tip pens to indicate the color of emotions or emoticons. And then set yourself the task - to increase the number of funny emoticons. And remember that most of the events are neutral in themselves. And emotions are just our reaction to them.

Emotion	The event that triggered it

Manage emotions

Sometimes our emotions are like a tiger running away from a circus: it is uncontrollable, so it can frighten and injure others (and even suffer in the end).How to learn to control your reactions?

There are many techniques, for example - managing emotions "through the body." This is an interesting approach, and most importantly, applicable in any conditions. The human body and mind are parts of the same system, so the physical and emotional state are closely interconnected.

Exercise 3

1. Lower your head, lower your shoulders limply and, looking at the floor, say in a sad voice: “I am a successful person, everything works out for me ...”

2. Then raise your hands up, looking at the sky with your chin up, straighten your back and say in a confident voice: “I am a loser, everything goes wrong for me, nothing works out ...”

What did you feel? It turns out that the brain does not understand words! But facial expressions and gestures send signals to the subcortex of the brain (the ancient limbic system), and we begin to feel what the body is broadcasting.

Now that you feel the difference, take the "leader's position" for at least a couple of minutes a day for two weeks. In the third week you will see how the world around has changed!

Of course, this is not enough for global changes. If you want to control your inner world, you need:

Healthy food;
- physical activity (at least 30 minutes a day);
- breathing or other practices for concentration and stress relief.

As an "ambulance self-help" for every day, you can use a small exercise - it is appropriate to do it in the office or any other place.

Exercise 4 Sit comfortably, catch your breath and focus on your breathing. Inhale calmly for 4 counts, hold your breath for 4 counts, exhale for 4 counts. Thus, increase the score up to 8 times. Breathe like this until you feel that you have regained your emotional state.

We understand our inner motives

The "heart" of emotional intelligence is our own motivation. The rule is simple: if you do not know what you want yourself, you cannot motivate another (employee, child, loved one).

Motivation is internal motors that make you go forward and get out of your comfort zone. Some are motivated to climb Everest, others to knock down their legs in blood in pointe shoes to become a ballerina. And ineverything that is outside is a stimulus, the notorious “carrot”, which has nothing to do with motivation.

A person cannot be motivated from outside. You can only create conditions in which the internal motors will work.

To realize your motives, you need to do some serious inner work. For some people, this becomes a lifelong journey.

Exercise 5 How can you determine your motives? Ask yourself the question "Why?" And consecutively, 5 times. And answer it yourself. For example: "Why do I go to work?" Because this is my development. Why is development important to me? To prove to myself... "Why do I need to prove to myself...?" It is important for me to be worthy ... "Why is it important for me to be worthy ...?" I will be able to afford... "Why is it important for me to allow myself...?" To feel free and do what I love.

These simple 5 questions and answers provide insight into your deepest motivations for action. By the way, e There is another question that explains a lot: “What would I do even without money?”

Develop empathy

Empathy is the ability to notice and correctly evaluate the emotions of others. Everyone has experienced empathy (and its lack).

Most of you have probably been in the following situations:

it seems to you that you are talking to another person in different languages;
someone deliberately (or unconsciously) demotivates the team;
you experience "loneliness in the crowd" when everyone around is having fun;
you cannot understand a loved one and do not find words to convey your thought to him.

There are 3 levels of empathy:

1) understanding the point of view of another person;
2) determination of the emotion experienced by the interlocutor;
3) selection of a reaction that is appropriate in this context.

Exercise 6 How can you develop empathy? For this exercise you will need a partner. It can be a relative, friend, colleague, or just a person who is ready to help you and give you 20 minutes of their time. Choose a comfortable place and a calm environment. Think over the topic of your conversation (do not discuss anything painful) and the sequence of the discussion.

5 minutes after the start of the conversation, mentally put yourself in the place of the interlocutor. Feel everything that can excite him now, what emotional impulses he feels. Keep your attention in focus, remember every feeling.

After 10 minutes, mentally move yourself into the position of an observer. It will be easier to do this if you imagine that you are looking at the conversation as if from the top corner of the room. Pay attention to how your reactions to the words have changed, how carefully you listen to the interlocutor. Many say that at the same time, perception is sharpened: if before that they seemed to be shown a movie of poor quality, now bright colors, focus and sharpness appear.

Repeat this exercise at least once a week. The skill of empathy is being developed!

Here is a prime example of empathy. The program of the Paralympics included a 100-meter race. At the start of the treadmill were 9 participants with disabilities. A shot was fired and the run began. But when the participants ran about a third of the distance, one of them - almost a boy - stumbled and fell, making several somersaults. From pain and annoyance, he began to cry. Hearing his crying, the other 8 members stopped and… came back. All! A girl with Down syndrome sat down next to the fallen guy, hugged him and asked: “Are you feeling better now?” Then they all went to the finish line shoulder to shoulder. And the audience at the stadium gave them a standing ovation ...

Social skills: looking for the right words

Any communication is not what you want to say, but what kind of reaction you want to cause.

The basic rules for successful communication are simple:

Induce interest and trust at the first stage of contact;
confirm your theses (with statistical data, reliable information necessary for the interlocutor);
identify the needs of the interlocutor and offer beneficial solutions for him;
draw energy from novelty: meet new people, visit new places.

Exercise 7 Suppose tomorrow you have to introduce yourself to a very important forum. You have exactly 31 seconds to speak. To prepare for your presentation, do the following:

imagine the room where you will perform and the people who are in it;
feel their emotions, understand what they want;
feel confident;
State the essence of your speech in one sentence.

Summing up

So, what is important for developing emotional intelligence?

Identify and manage your emotions.
Understand your internal motors - motives.
Apply empathy skills in communication.
In the process of communication, understand the position and needs of the interlocutor.

Knowing what people around you want, you can combine your goals, and then no one will be the loser!

Learn more about the role of emotional intelligence at work in an interview with Alina Nosenko

Maria Soboleva
Card file of games for the development of the emotional sphere of children

Card file of games

on the development of the emotional sphere of children

Emotions play an important role in children's lives, helping them perceive reality and respond to it. Feelings dominate all aspects of a preschooler's life, giving them a special color and expressiveness, so the emotions that he experiences are easily read on his face, in posture, gestures, in all behavior.

Entering kindergarten, the child finds himself in new, unusual conditions, surrounded by unfamiliar adults and children with whom he has to build relationships. In this situation, teachers and parents need to join forces to ensure the emotional comfort of the child, develop the ability to communicate with peers.

Game "Kindergarten"

Two participants in the game are selected, the rest of the children are spectators. Participants are invited to act out the following situation - parents came to kindergarten for a child. The child comes out to them with an expression of a certain emotional state. The audience must guess what state the participant in the game is depicting, the parents must find out what happened to their child, and the child must tell the reason for his condition.

Game "Artists"

Purpose: to develop the ability and express various emotions on paper.

The participants of the game are presented with five cards depicting children with different emotional states and feelings. You need to choose one card and draw a story in which the selected emotional state is the main plot. At the end of the work, an exhibition of drawings is held. Children guess who is the hero of the story, and the author of the work tells the depicted story.

The game "The Fourth Extra"

Purpose: development of attention, perception, memory, recognition of various emotions.

The teacher shows the children four pictograms of emotional states. The child must highlight one condition that does not fit the others:

Joy, good nature, responsiveness, greed;

Sadness, resentment, guilt, joy;

Diligence, laziness, greed, envy;

Greed, anger, envy, responsiveness.

In another version of the game, the teacher reads out tasks without relying on picture material.

Be sad, upset, have fun, be sad;

Rejoices, has fun, admires, gets angry;

Joy, fun, happiness, anger;

The game "Who - where"

Purpose: to develop the ability to recognize various emotions.

The teacher exposes portraits of children with various expressions of emotional feelings, states. The child needs to choose those children who:

Can be planted at the festive table;

Need to calm down, pick up;

offended the educator;

The child must explain his choice, naming the signs by which he understood the mood of each child depicted in the picture.

The game "What would happen if."

Purpose: to develop the ability to recognize and express various emotions.

An adult shows the children a plot picture, the hero (s) of which is missing (yut) face (s). Children are invited to name what emotion they consider appropriate for this occasion and why. After that, the adult invites the children to change the emotion on the hero's face. What would happen if he became cheerful (sad, angry, etc.?

You can divide the children into groups according to the number of emotions and offer each group to play the situation. For example, one group comes up with and plays out a situation in which the characters are angry, the other - a situation in which the characters laugh.

Game "What happened?"

Purpose: to teach children to recognize various emotional states, to develop empathy.

The teacher exposes portraits of children with various expressions of emotional states and feelings. The participants in the game alternately choose any state, name it and come up with a reason why it arose: "Once I am very strong," because ... "For example," Once I was very offended, because my friend .... "

Game "Expression of emotions"

Purpose: To develop the ability to express facial expressions of surprise, delight, fear, joy, sadness. To consolidate knowledge of Russian folk tales. To evoke positive emotions in children.

The teacher reads an excerpt from the Russian fairy tale "Baba Yaga":

“Baba Yaga rushed into the hut, saw that the girl had left, and let’s beat the cat and scold why he didn’t scratch out the girl’s eyes.”

Children express pity

An excerpt from the fairy tale "Sister Alyonushka and brother Ivanushka":

“Alyonushka tied him with a silk belt and took him with her, but she herself was crying, crying bitterly ...”

Children express sadness (sadness).

The teacher reads out an excerpt from the fairy tale "Geese-swans":

“And they ran home, and then the father and mother came, they brought gifts.”

Children express their facial expressions - joy.

An excerpt from the fairy tale "The Snake Princess":

“The Cossack looked around, looked - a haystack was on fire, and a red maiden stood in the fire and said in a loud voice: - Cossack, good man! Deliver me from death."

Children express surprise.

The teacher reads an excerpt from the fairy tale "Turnip":

"Pull - pull, pulled out a turnip."

The children are excited.

An excerpt from the fairy tale "The Wolf and the Seven Kids":

“The goats opened the door, the wolf rushed into the hut ...”

Children express fear.

An excerpt from the Russian folk tale "Tereshechka":

“The old man came out, saw Tereshechka, brought him to the old woman - a hug started!”

Children express joy.

An excerpt from the Russian folk tale "Ryaba the Hen":

“The mouse ran, waved its tail, the testicle fell and broke. Grandfather and grandmother are crying.

Children express sadness with facial expressions.

At the end of the game, mark those children who were more emotional.

"Little Raccoon"

Purpose: to develop the ability to recognize and express various emotions.

One child is Little Raccoon, and the rest are his reflection (“The one that lives in the river.”) They sit freely on the carpet or stand in a line. The raccoon approaches the “river” and depicts different feelings (fear, interest, joy, and the children accurately reflect them with the help of gestures and facial expressions. Then other children alternately choose the role of the Raccoon. The game ends with the song “From a smile, everyone will become warmer.”

Card file of games and exercises

EMOTION ANGER

Anger, anger

Anger is one of the most important human emotions, and at the same time one of the most unpleasant.

An angry, aggressive child, a fighter and a bully is a great parental chagrin, a threat to the well-being of the children's team, a "thunderstorm" of the yards, but at the same time an unhappy creature that no one understands, does not want to caress and pity. Children's aggressiveness is a sign of internal emotional distress, a bunch of negative experiences, one of the inadequate methods of psychological protection. Therefore, our task is to help the child get rid of the accumulated anger by constructive methods, that is, we must teach the preschooler accessible ways of expressing anger that do not harm others.

Game "Tender Paws"

Purpose: relieving tension, muscle clamps, reducing aggressiveness, developing sensory perception.

Game progress: an adult picks up 6-7 small items of various textures: a piece of fur, a brush, a glass bottle, beads, cotton wool, etc. All this is laid out on the table. The child is invited to bare his arm to the elbow: the adult explains that the animal will walk on the arm and touch it with gentle paws. It is necessary to guess with closed eyes which animal touched the hand - to guess the object. Touches should be stroking, pleasant.

Variant of the game: the "animal" will touch the cheek, knee, palm. You can switch places with your child.

Exercise "Evil".

Purpose: to develop the ability to recognize mi different emotions with the help of facial expressions and pantomime.

Children are invited to imagine that anger and anger have “infused” one of the children and turned him into Zlyuka. Children become in a circle, in the center of which stands Zlyuka. All together read a short poem:

There lived (a) - there was (a) a little (th) boy (girl).

A small (th) boy (girl) is angry (a) was (a).

The child playing the role of Zlyuka must convey the appropriate emotional state with the help of facial expressions and pantomimics (shifts his eyebrows, pouts his lips, waves his arms). When repeating the exercise, all children are invited to repeat the movements and facial expressions of an angry child.

Game "Magic bags"

Purpose: to relieve the psycho-stress of children.

Children are invited to put all negative emotions into the first magic bag: anger, anger, resentment, etc. You can even scream into the bag. After the children have spoken out, the bag is tied and hidden. Then the children are offered a second bag, from which children can take the positive emotions that they want: joy, fun, kindness, etc.

Exercise "Finish the sentence"

Anger is when...

"I get angry when..."

Mom gets mad when...

The teacher gets angry when...

“Now let's close our eyes and find on the body a place where anger lives in you. What is this feeling? What color is it? There are glasses of water and paints in front of you, paint the water in the color of anger. Next, on the contour of a person, find a place where anger lives, and paint over this place with the color of anger.

Exercise "Go away, anger, go away!"

Goal: Removal of aggressiveness.

The players lie on the carpet in a circle. There are pillows between them. Closing their eyes, they begin with all their might to be with their feet on the floor, and with their hands on the pillows, with a loud cry of "Go away, anger, go away!" The exercise lasts 3 minutes, then the participants, at the command of an adult, lie down in the “star” position, spreading their legs and arms wide, lie quietly, listening to calm music, for another 3 minutes.

Card file of games and exercises

Emote of Surprise

Surprise is the shortest lasting emotion. Surprise comes suddenly. If you have time to think about the event and speculate about whether it surprised you or not, then you were not surprised. You cannot be surprised for long, unless the event that struck you opens up for you with its new unexpected facets. Surprise never stretches. When you stop experiencing surprise, it often disappears as quickly as it appeared.

Exercise "Finish the sentence."

Surprise is when...

"I'm surprised when..."

Mom is surprised when...

The teacher is surprised when...

Exercise "Mirror".

Invite the children to look in the mirror, imagine that something fabulous is reflected there, and be surprised. Draw the children's attention to the fact that each person is surprised in his own way, but, despite the difference, there is always something similar in expressions of surprise. Question:

What do you have in common with how you portrayed surprise?

Fantasy game.

Children are invited to continue the start of amazing adventures:

An elephant has come to us.

We ended up on another planet.

All of the adults suddenly disappeared.

The wizard changed all the signs on the shops at night.

Etude Focus on the expression of surprise

The boy was very surprised: he saw how the magician put a cat in an empty suitcase and closed it, and when he opened the suitcase, the cat was not there. The dog jumped out of the suitcase.

Etude "The weather has changed".

Children are invited to imagine how suddenly, unexpectedly for everyone, the rain ended and the bright sun came out. And it happened so fast that even the sparrows were surprised.

What happened to you when you imagined such unexpected changes in the weather?

h4]]Card file of games and exercises

Emotion Fear

This is one of the first emotions that a newborn baby experiences; associated with a sense of danger. Already in the first months of life, the child begins to be frightened, first by sharp sounds, then by unfamiliar surroundings, strangers. As a child grows, their fears often grow with them. The more the knowledge of the baby expands, and the fantasy develops, the more he notices the dangers that lie in wait for each person. The line between normal, protective fear and pathological fear is often blurred, but in any case, fears prevent the child from living. They disturb him and can cause neurotic disorders, which manifest themselves in the form of tics, obsessive movements, enuresis, stuttering, poor sleep, irritability, aggressiveness, poor contact with others, lack of attention. This is not a complete list of unpleasant consequences that unsurmounted children's fear leads to.

Vulnerable, sensitive, overly proud children are especially susceptible to fear. The most common fears among preschoolers are the fear of the dark, nightmares, loneliness, fairy-tale hooligans, bandits, war, disasters, injections, pain, and doctors.

Adults, and first of all, parents, should help the child overcome the fears that have appeared.

Exercise "Dress the scarecrow."

Purpose: to give children the opportunity to work with the subject of fear.

The teacher prepares in advance black and white drawings of a scary character: Babu Yaga. He must "dress him" with plasticine. The child chooses plasticine of the color he needs, tears off a small piece and smears it inside the horror story. When the children “dress up” a horror story, they tell the group about it, what this character likes and dislikes, who is afraid of him, who is afraid of him?

Exercise "Draw scary."

Purpose: to help children in the manifestation of feelings in relation to the subject of fear.

The host prepares in advance unfinished black and white drawings of a scary character: a skeleton ... He distributes it to the children and asks to finish it. Then the children show the drawings and tell stories about them.

Exercise "ABC of moods".

Purpose: to teach children to find a constructive way out of the situation, to feel the emotional state of their character.

“Look what pictures I brought you (cat, dog, frog). They all experience a sense of fear. Think and decide which of the characters you can show each of you. At the same time, it is necessary to say about what your hero is afraid of and what needs to be done so that his fear disappears.

Exercise "Competition boyusek."

Purpose: to give children the opportunity to actualize their fear of talking about it.

Children quickly pass the ball in a circle and complete the sentence: "The children are afraid of ...". Whoever can't come up with fear is out of the game. You can't repeat. At the end, the winner of the "boyusek" contest is determined.

Exercise "Fishermen and fish."

Purpose: removal of psychomuscular tension, fear of touch.

Choose two fish. The rest of the participants stand in pairs facing each other in two lines, take each other's hands - forming a "network". The host explains to the children that a small fish accidentally got into the net and really wants to get out. Rybka knows that this is dangerous, but freedom lies ahead of her. She should crawl on her stomach under clasped hands, which at the same time touch her on the back, lightly stroke, tickle. Crawling out of the net, the fish waits for its mate crawling after it, they join hands together and become a net.

The game "Bee in the dark"

Purpose: correction of fear of the dark, confined space, heights.

Game progress: the bee flew from flower to flower (children's benches, high chairs, cabinets of different heights, soft modules are used). When the bee flew to the most beautiful flower with large petals, she ate nectar, drank dew and fell asleep inside the flower. A children's table or high chair is used (a stool under which a child climbs. Night fell imperceptibly, and the petals began to close (tables and chairs are covered with cloth). The bee woke up, opened her eyes and saw that it was dark around. Then she remembered that she had remained inside the flower and decided to sleep until the morning. The sun rose, the morning came (the matter was removed, and the bee again began to have fun, flying from flower to flower. The game can be repeated, increasing the density of the fabric, thereby increasing the degree of darkness. The game can be played with one child or with a group children.

Exercise "Cultivate your fear."

Purpose: correction of the emotion of fear.

Children, together with the teacher, figure out how to instill fear in order to make the horror story kind, add balloons to it, draw a smile, or make the horror story funny. If the child is afraid of the dark, draw a candle, etc.

Exercise "Trash can".

Goal: Removal of fears.

The host offers to tear the drawings of fears into small pieces and throw them in the trash, thereby getting rid of their fears.

Card file of games and exercises

Emotion Joy

The factor that reflects the emotional well-being of the child is the state of pleasure and joy. Joy is characterized as a pleasant, desirable, positive feeling. When experiencing this emotion, the child does not experience any psychological or physical discomfort, he is carefree, feels light and free, even his movements become easier, bringing him joy in themselves.

In childhood, the emotion of joy can be caused by well-defined types of stimulation. Its source for the child is daily communication with close adults who show attention and care, in playful interaction with parents and peers. The emotion of joy performs an important function in the formation of feelings of affection and mutual trust between people.

To get acquainted with the emotion of joy, various exercises are used.

Storytelling exercise.

Purpose: development of expressive movements, the ability to understand the emotional state of another person and adequately express one's own.

“Now I will tell you some stories and we will try to act them out like real actors.”

Story 1 "Good mood"

“Mom sent her son to the store: “Please buy cookies and sweets,” she said, “we will drink tea and go to the zoo.” The boy took the money from his mother and skipped to the store. He was in a very good mood."

Expressive movements: gait - a quick step, sometimes skipping, a smile.

Story 2 "Umka".

“Once upon a time there was a friendly bear family: father bear, mother bear and their little son Umka bear cub. Every evening mom and dad put Umka to bed. The bear gently hugged him and sang a lullaby with a smile, swaying to the beat of the melody. Dad stood nearby and smiled, and then, starting to sing a melody to mom.

Expressive movements: smile, smooth swaying.

Mirror game.

“Today we will try to meet our smile in the mirror. Take a mirror, smile, find her in the mirror and complete the sentence in turn: “When I am happy, my smile is like ...”

Etude "Meeting a friend"

The boy had a friend. But then summer came, and they had to part. The boy stayed in the city, and his friend went south with his parents. Bored in the city without a friend. A month has passed. One day a boy is walking down the street and suddenly sees his friend getting off the trolley bus at a bus stop. How happy they were for each other!

Exercise "Picture ..."

Purpose: to consolidate in children the knowledge gained about the feeling of joy. “Let’s play a game, I’ll call one of you by name, throw a ball to him and ask, for example, “... draw a happy bunny.”

The one of you whom I will name should catch the ball, depicting a bunny, says the following words: “I am a bunny. I rejoice when…”

Compiled by: Soboleva M. Yu., Sushkova V. S.

Icons allow you to pin representation of children about human emotions. Children should consider pictograms and drawings depicting various facial expressions, compare them. It is worth paying attention to the expression of the eyes, the location of the corners of the lips, the chin, and the like. An adult must explain that, despite the dissimilarity of people among themselves in age, appearance, expression of their faces, they are sometimes similar. This happens under certain circumstances: at the moment when people are happy, sad, scared, angry. When demonstrating pictograms, children should pay attention to the fact that the face is drawn on paper using geometric shapes (square, circle), dots, lines. Such a drawing is a conditional image. A more accurate image of a person's face is conveyed by photographs. In addition, you can see yourself in the mirror, in the ponds. Before there were still cameras, people drew pictures, which also depicted their own face or the face of their relatives.

Gradually, preschoolers will learn to use pictograms to determine their own mood, the mood of their parents, relatives, adults who are not indifferent to them..

Exercise "Choose the right"

The child (children) examines cards with images of emotions. An adult conducts a conversation with her (him) and offers to complete the task.

Task: listen carefully to the adult’s message and use it to determine which card is most appropriate for the situation:

What happens to a bear that gets bitten by bees?

How do you feel when others affectionately address you, smile, say nice words?

How does a boy feel when he breaks his favorite toy?

How does a girl feel when she sees a sick cat on the street?

How does a grandmother feel when her grandchildren give her a bouquet of flowers?

How do you feel when children call you "bad" words?

What does a bunny feel when a fox is chasing it?

What does a boy feel if his socks are soiled by other children?

How does the boy who got lost feel?

How does the boy who was treated to something tasty feel?

How will a person who was attacked by an angry dog ​​feel?

What does it feel like for a boy who can't fasten a button?

How do you feel when other kids don't take you to play?

How does a girl feel when she sees that other children have destroyed the sand house she made?

What do you feel when you managed to draw a beautiful picture?

Conversations of a psychologist with children on the topic of emotions

Explanations and conversations should be carried out systematically by adults. When informing a child, information should be repeated, consolidated and consistently disseminated. For children of younger preschool age, the duration of the conversation is indefinite. In kindergarten, conversations should be conducted individually or in small groups. Targeted preventive conversations with those children who constantly violate the rules of interaction with peers who are aggressive and prone to manifestations of violence will also come in handy.

In educational work, it is desirable to systematically use conversations about the basic emotions of a person, their characteristics, and the events that caused them. Talking with a child about the feelings of an adult will allow him to realize that there are things in the world that do not leave indifferent - through them a person is happy, sad, surprised. It should be emphasized that joy, surprise, sadness and anger are natural sensations of a person at any age, and it should be emphasized that it is not the emotions themselves that are condemned, but the actions that accompany them.

During the conversation, the child is not only enriched with knowledge. Conversations become an integral part of relationships and relationships with an adult: the child realizes that he is understood, he is not indifferent to another person, his feelings are significant.

We emphasize the importance of explaining to a younger preschooler the features of a person's emotional response. The child must realize that an adult, just like him, is upset, angry, offended, happy.

He may be in a good or bad mood. It is necessary to pay attention to the fact that the mood is transmitted to other people: sadness or anger from one person passes to another. Therefore, it is better to share pleasant impressions, joy, smiles than to “infect” each other with sadness and rage. It is equally important to explain why different people react differently to the same events. For example, if a toy is lost, it will cause despair and sadness in one child, anger and rage in another.

It is worth paying the attention of preschoolers to how people react to various events. Choose moments when peers most clearly show emotions, and give the opportunity to observe their emotional expression.

When should the interview be held?

It is definitely impossible to answer this question. The guideline should be the situation and the needs of the child himself: his desire to expand his own ideas, get clarifications, advice, help.

The only thing that should not be done is to have conversations with one child every day at a strictly defined time. In addition, it is important to prevent the conversation from becoming instructive notation.

Indicative topics of conversation:

- "Affectionate name",

- “Different people - different faces”,

- human movements

- "Pleasant - unpleasant" and others.

Exercise "Affectionate name"

Children are around the adult, forming a circle, and in turn say their name. Repeating it together with others, the adult pays attention to what the child who named himself has: appearance (color of hair, eyes, lips, etc.), clothes, mood. Other children greet the child, sincerely smile, gently touch him, looking into his eyes. An adult asks the pupils how to address the child in a different way without changing his (her) name (Elena - Alena - Lenochka). After listening to peers, the child tells how close adults address him, how his family members call him (Sun, Bunny, Asterisk).

An adult asks who in the family is called the same, if there is such a child in the circle, then both children go to the center of the circle: other preschoolers must find similarities between them.

Exercise "Different people, different faces"

An adult offers to carry out an extremely important “research”: close your eyes, touch your own nose, forehead, cheeks, hair with your fingertips, turn your head to the side, open and look at your neighbor, first with the right, then with the left eye. An adult focuses on the fact that different people have different faces. Looking closely at those who surround you, you can see that some have big eyes, others have small ones, some have plump lips, others have narrow ones. There is similarity and dissimilarity in the size and color of the eyes, cheeks, lips, their location. These features distinguish one person from another and make it possible to remember him.

Also, people have different facial expressions. Facial expression, like a New Year's mask, a person can change at will. Everyone decides for himself what expression he likes, he will have a joyful face or dissatisfied. The child should be explained that the feeling affects the appearance of a person: a joyful person is calm, his eyes “shine”, his voice is quiet, his movements are balanced, his shoulders are straightened, his lips are “stretched” into a wide smile. Feeling joy, a person claps his hands, sings, dances. A sad person is restless, lethargic, has eyes half-closed, wet from tears, a quiet voice, pursed lips. Sad, he tries to avoid communication with others, remains alone.

A special facial expression occurs in a person when there is discontent, resentment. The fact that a person feels anger is evidenced by his frowning eyebrows, narrowed eyes, clenched teeth, lowered corners of the lips. Anger causes tension not only in the muscles of the face, but also in the body: the arms are bent at the elbows, the fingers are clenched into a fist.

Inviting the children to carefully look at each other's faces, the adult pays attention to the facial expression of the neighbor (s) on the left, on the right, on the contrary. On the count of three, each child shows a different facial expression.

Exercise "Pleasant - unpleasant"

During the conversation, it should be clarified what each person is capable of experiencing. His feelings are both pleasant and unpleasant. It is interesting to know what is pleasant for you, your loved one, your parents. Pleasant and unpleasant can be people, animals, objects, events.

If you gently touch another, it causes pleasant sensations (an adult gently touches, strokes each child), if you behave rudely, for example, tightly squeeze a person’s hand, this is unpleasant and can even cause pain. Under such conditions, the facial expression of a person shows what he feels and whether he likes it. It is imperative to explain to younger preschoolers that, in addition to touching, a person reacts to the words of others, the tone of conversation and their behavior. Unpleasant words, offensive comparisons also cause discontent, indignation. And yet - each person is quite sensitive to the strength of the voice of another person, the chirping and singing of birds, the cries of animals, the sound of musical instruments.

Exercise "Human Movement"

An adult draws attention to the need for a person to change the position of the body. Emphasizes that every child loves to play, jump, run, dance. Since it is very difficult to stand or sit in one position for a long time, you have to constantly change the position of body parts (arms, legs, head, torso, neck). Children are invited to stand on one leg and freeze (feel how comfortable / uncomfortable it is), jump, dance, stomp, spin (circle around a chair, toys), in pairs.

It is appropriate to pose the question: “do other children see nothing, like you, at the time when you close your eyes?”

You should definitely pay attention to the fact that it is possible to move without colliding. Sometimes a person gets into the crowd. Among a large number of strangers, it is extremely important to be observant, attentive. If you do not take into account the direction of movement of people around, you can harm yourself and another person. An adult notes that pushing, touching another, even accidentally, can cause inconvenience, cause pain, which, in turn, causes irritation, indignation, anger. Of course, this can be avoided if you pay more attention to your own movements, develop body flexibility, receptivity.

It should be noted that a person moves not only for his own pleasure. Movements of hands, fingers, tilt of the head, torso help people nearby understand his well-being.

The age of a person also affects his movements. A small child, an adult and an elderly person move differently. Thus, the gestures of an adult who feels well are clear and expressive. Children should think about why older people are not as skillful as little children.

You should also pay attention to the fact that the gestures of boys and girls differ from each other. The latter move with ease, smoothly. Boys' movements are sharper. It is worth comparing the movements of people and animals. A person who feels threatened, scared, unsure - closes his eyes, trying to hide his face. This is exactly what a huge bird does - an ostrich, hiding its head in the sand, or a monkey that climbs high on a tree and closes its eyes with its paws. If a person is joyful and contented, he claps, bounces, spins. And in this case, his behavior, postures, gestures resemble the actions of representatives of the animal world. For example, a swan dances on the water, a dog bounces in place.

When conducting conversations, it is necessary to help the child find answers to the following questions:

When is a person happy?

When is it scary?

When does a person cry?

What makes people smile?

When does a smile appear on your face?

Who do you enjoy talking to?

Who in the family always makes you happy, and who upsets you?

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Can an evil person be beautiful?

What was the most pleasant thing in life?

Which of your friends has a beautiful voice?

How can you please others?

How can you upset a loved one?

Approximate options for a conversation between a psychologist and children

Conversation "MOOD"

1. What does it mean to “feel good”?

2. How do you know what mood you are in?

3. When do you have a good mood?

4. Who spoils your mood?

5. How do you feel now? Why?

6. Can you help improve mood? How exactly?

Conversation "WISHES"

1. What do you want the most?

2. Is this wish feasible? Why?

3. How will you feel if it actually comes true? Why?

4. On whom does the fulfillment of this desire depend?

5. What do you most dislike? Why?

6. What can you do to prevent unwanted things from happening?

Conversation "Love"

1. What does it mean to "love"?

2. How to recognize a person who loves?

3. Who do you love? Why?

4. Who loves you? Why?

5. How do you know that you are loved?

6. Do you love yourself? For what exactly?

7. What do you dislike about yourself?

8. Who do you not love? Why?

9. Who doesn't love you? Why?

10. Is it possible to live without love?

11. What is the difference between the feeling of attachment, sympathy, camaraderie, falling in love, love?

Conversation "TIME OF HUMAN LIFE"

1. How old do you think you will live?

2. What important thing happened to you when you were little?

3. What interesting thing happened to you today?

4. What pleasant - unpleasant events can happen to you:

a) soon?

b) When will you finish school?

c) When will you be an adult?

d) when will you turn into an old man?

Conversation "VALUE OF LIFE"

1. Are you satisfied with your life? Why?

2. What is the most precious thing in life for you?

3. Do you have personal plans? What?

4. What in life depends on you?

5. What have you achieved on your own?

6. What is needed to win?

7. Are you a good person? Why do you think so?

8. Why are you special?

9. How is it similar to others?

10. What did you do according to your conscience?

Organize from time to time individual thematic conversations aimed at helping the child become aware of his experiences and eventually learn to regulate them. This is necessary because it gives an understanding of the inner world of each child (topics: "Mood", "Desire", "Fears", "Joy", "Respect", "Love", "Resentment", "Duty" ...)

To enable the child to free himself from fear, tension, negative experiences by drawing (with paints, pencils, crayons...)

To expand the idea of ​​the world of human feelings - joy, interest, grief, sadness, suffering, contempt, fear, shame, guilt, envy, chagrin, anger, conscience.

Pantomimic studies at work

Performing pantomimic etudes allows you to freely express your own feelings, contributes to the development of expressiveness of movements. You should not focus on the angularity of the child, the lack of expressiveness, the dissimilarity of his movements with the movements of the character she has chosen. An adult must understand that a younger preschooler is only learning to focus on himself, weaken his muscles, and show flexibility. It is important to notice shifts in a positive direction, to highlight and emphasize the positive points “yesterday you were not able to do it, but today you succeeded, you are great”, “it used to be not as similar as it is now”, “today is much better than yesterday” , "you tried, and it became more convincing, I'm sure next time it will be even better." Observation, flexibility, perseverance, diligence of the child should be emphasized.

Using pantomimic etudes, it is advisable to conduct an introductory conversation and use fragments of musical works by children's composers, enhance the expressiveness of movements, and provide an opportunity for liberation. Performing pantomimic studies will help develop the child's emotional susceptibility, imagination, body flexibility.

In working with younger preschoolers, you can use pantomime studies: “Slender birch”, “Music”, “Builders”, “Balloons”, “Butterflies”.

Exercise "My favorites"

Before performing a pantomimic study, you should find out if the child has a pet and provide an opportunity to tell how he looks, in what conditions he lives, what he loves the most. Attention is paid to whether the animal always feels and behaves in the same way in different conditions; how he perceives hosts and strangers, how he reacts to water, how he relates to his favorite food; How does he express his displeasure? Find out if the child has the language of animals and how he communicates with his pet. After listening to the baby, remember those animals that are the main characters of fairy tales and children's stories ("Three Bears", etc.). Find out which of them is a favorite hero, who is not, what exactly children like about some animals, and others they do not like.

Invite the child to portray his pet (when he sleeps, walks around the apartment, plays with the child, asks for food, communicates, bathes, etc.) or portray any fairy-tale character that parents, educator, psychologist, other children, etc. .