Corrective developmental activities for preschool children. Corrective developmental activities for preschoolers. Working program for correctional education in kindergarten

Summary of a correctional and developmental lesson on the development of the cognitive sphere of older children preschool age

“We play, explore the world, develop”

Developed and conducted by an educational psychologist

MADOU d/s combined type

No. 10 “Smile”

Zaraysk, Moscow region

Sholokhova Tatyana Nikolaevna

Relieving muscle tension;

Uniting the group, creating a positive emotional mood;

Development logical thinking, speech and memory;

Development of switchability, stability and distribution of attention;

Development of figurative imagination;

Development of auditory and visual memory;

Development of general and fine motor skills;

Development of auditory and visual perception

Development of fine motor skills.

Development of thinking.

Form the arbitrariness of all mental processes. Formation of the concepts of “part” and “whole”.

Improving communication skills.

Equipment: musical accompaniment; soft toy"mouse"; fur bag with drawstring; small toys from different materials; empty eggs from Kinder Surprise; rubber ball; relaxation mats, colored chips.

Progress of the lesson

1. Greeting “I'm glad to see you”

The psychologist and the children sit in a circle and take turns handing over a soft mouse with the words “(Child’s name, I’m glad to see you,” while looking into each other’s eyes and smiling, after which the mouse goes back to the psychologist and he says, “I I’m very glad to see you all” and everyone joins hands.

2. Finger gymnastics"Vegetable cutter"

Psychologist: “Guys, isn’t it time for us to eat? Let's eat different vegetables"

We sharpen knives with you (fingers are straightened and pressed against each other, we perform movements with our hands, simulating sharpening knives)

We will cut from the heart (we move our hands, placed on the edge, alternately back and forth)

We chop and chop carrots (Moves straight brushes up and down).

We salt the carrots, we salt them (with three palms facing each other)

We three, three carrots (The fingers of both hands are clenched into fists, the fists move towards and away from you)

We squeeze the carrot and squeeze it. (Clench and unclench your fingers.)

Now let’s add some salt (Imitate sprinkling salt from a pinch.)

And let’s oil it a little (Imitate pouring oil from a bottle in a circle with the words “glug-glug”)

Stir quickly (turn your hands around the wheel quickly)

Treat your friends (spread your arms forward and to the sides, lean forward)

Psychologist: “Guys, now try how your neighbor’s salad turned out! "The children pretend to try each other's salad and say, 'Mmmm, how delicious!' »

Psychologist: “Let's make a salad from other vegetables! »

Children call “potatoes, cabbage, beets, pmidorchik, etc.” and the game is repeated 1-2 more times with other names of vegetables.

3. Game “Come on, find the part.”

The game uses a bright ball. Children and a psychologist stand in a circle. The psychologist throws the ball to one of the children one by one and names a word, for example: “Bus.” The child catches the ball, names any part of it, for example: “Wheel” and passes the ball back. Game continues.

(You can use stimulus words: bicycle (steering wheel, seat, trunk, TV, doll, dress (pocket, sleeve, book, etc.

The game can be complicated by asking children to name as many parts as possible, thereby stimulating their speech activity (by giving out chips for the correct answer, like a competition)

4. Game "Magic bag"

To play you will need a fur bag, empty Kinder Surprise eggs; small toys made of different materials and different shapes(For example: rubber, plastic, wooden ball, rough and smooth stone, glass bottle, ring, big button and a small wooden nesting doll, etc.). There are empty Kinder Surprise eggs in the bag; the psychologist puts 8-10 small toys in the bag, showing them to the children and asking them to remember them. The top of the bag is tightened with a cord so that only a hand can fit inside. Children take turns putting their hand into the bag, looking for some kind of toy and by touch determining what it is, what material it is called. Then they take the toy out of the bag, show it to everyone and hide it under the table. The game continues until all children (6-7 people) get a toy. Then the psychologist asks the children to remember which toy the neighbor has “opposite”, and so on for everyone. The psychologist also invites children to remember which toys are left in the “Magic Bag” and count them.

For children older game It gets more complicated: we put only toys in the bag and the children make riddles to each other about which toy to get for whom. The guys just love this game!

5. Relaxation “Sunny mood”

Children take off their shoes and lie down on rugs laid out in the shape of the sun. Calm music sounds with the sounds of the forest, the sound of the wind and the singing of birds.

Description of the exercise:

Imagine what you see in front of you in the picture beautiful sun that smiles at you. Smile back at the sun and feel how the smile goes into your hands, reaching your palms. Do it again and try to smile even more joyfully. Your lips stretch, the muscles of your cheeks tense... Breathe and smile, your arms and hands are filled with the smiling power of the sun (repeat 2-3 times).

Summary of the lesson.

Psychologist: “Our lesson ends. What was interesting in class today? Easy? What did you find difficult? "

Children express their opinions.

The psychologist praises all the children and says goodbye until the next lesson.

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Program of correctional and developmental classes: “Development of communication abilities in children of senior preschool age.”

MBDOU "Combined kindergarten No. 102"

Program of correctional and developmental classes on the topic:

"Development of communication abilities in children of senior preschool age."

Teacher-psychologist:

Isakova Yulia Alexandrovna

Cherepovets

Introduction.

The well-being of the child’s relationships with peers, establishing emotional contact with people around him, establishing new social relations– all these are important conditions for the internal development of the individual. One of the reasons for a child’s isolation from peers and adults and loss from joint team activities is underdevelopment communication skills, unsociability. By finding the cause of unsociability and ways to eliminate it, teachers solve an important problem, help to avoid serious distortions in the child’s behavior, and get rid of the state of uncertainty, anxiety, and restlessness.

Unsociability is a disorder that manifests itself in a narrowing of the circle of communication, a decrease in the possibilities of emotional contact with other people, and an increase in the difficulty of establishing new social relationships.

An insufficiently developed communication sphere can manifest itself in the following ways in the behavior of children: anxiety, emotional instability, general low mood, deterioration of appetite, sleep disturbance due to the slightest changes in the child’s life. These children are also characterized by fear of strangers and stiffness when entering a new situation.

DIAGNOSTIC BLOCK.

Goal: to identify individually typical manifestations of an insufficiently developed sphere of communication in children of the kindergarten group, to trace their relationship with the child’s real achievements, position in the group, relationships with peers and adults.

Techniques:

1. Methodology for personal self-esteem of a child “Ladder” (V. G. Shchur).

2. Test “House – Tree – Person” to study the personal characteristics of preschool children.

3. Test for the development of self-control (N.V. Klyueva).

4. T.V. Senko’s “mask” technique for the purpose of studying interpersonal relationships preschool children.

5. “Birthday” technique (M. Panfilova) for the purpose of studying the interpersonal relationships of a child.

6. Methodology for studying preschool children’s ideas about the teacher’s attitude towards them (V. G. Uruntaeva).

7. Observation of children in various situations.

8. Studying the child’s position in the group using the sociometric method.

INSTALLATION BLOCK.

Goal: to create a mindset among children, teachers, and parents for an active psychocorrectional process, to use appropriate motivational mechanisms.

1. Individual conversations with parents in order to create guidelines for correcting unsociability in their children.

3. Conducting an unobtrusive attitude towards preschoolers themselves to perform certain activities.

CORRECTION BLOCK.

Goal: gradual elimination of the symptom complex of unsociability, development of communication skills, development of self-confidence, harmonization of the child’s relationships in the family and peer group, formation of social trust, social emotions.

1. Organization of special activities aimed at correcting unsociability (training, classes, psychodiagnostics, play therapy).

2. Rational association of children in a group.

3. Conversation with parents and educators in order to eliminate the stereotype of perception of unsociable children and develop certain behavioral tactics.

4. Changing the preschooler’s attitude towards an unsociable child, emphasis on positive sides, creating a situation of success.

EVALUATION BLOCK.

Goal: assessing the effectiveness of the correction work carried out.

Using diagnostic block techniques. Monitor changes in the child's behavior.

Lesson 1. This is me (1).

1. Ritual “The binding thread”.

The goal is to tune children into each other, to make each child feel like the center of attention.

I hold a ball in my hands. When I start speaking, I will give it to the person I am talking about. “I’m very glad that Seryozha is in the group...” Whoever receives the ball wraps a thread around his finger and passes it to the next child sitting to his right. When the last one finishes speaking, you and I will be connected by one thread. I start…

The ball has returned to me. Now let's all raise our hands up, lower them down, and put them on our knees. Try to do everything at the same time, because if someone hesitates, our circle will collapse. Now let’s carefully place the thread that connects us on the floor.

2. Snowball.

The goal is to establish contact.

The first participant (for example, to the left of the leader) says his name. The next one repeats it, then names his own. And so on in a circle. The exercise ends when the first participant names the entire group.

3. 3.1. Game "Flower Grows".

The goal is to promote awareness of your body, relieve muscle tension, and train expressive movements.

Children are asked to depict how a sprout emerges from a seed, reaches towards the sun, how leaves grow, a bud appears, a flower blooms; the sun has hidden - the flower lowers its head, the leaves wither, it bends and falls; The sun has warmed up, the flower blooms again.

3.2. Drawing yourself as a flower.

The goal is to promote the formation of ideas about oneself, to observe how the child reflects the attitude towards himself in the drawing.

After drawing, tell a story about yourself: what kind of flower are you? What color, what mood are you in? Why? What flower do you grow next to?

3.3. Round dance of flowers.

All the flowers are combined into one large “bouquet” and a round dance of flowers is arranged.

3.4. Game "Finish the sentence."

The goal is to develop the ability to analyze your feelings and verbalize your experiences.

I get sad when...

I am happy when...

I feel ashamed when...

I get angry when...

4. Relaxation "Snowdrop".

The goal is to relieve psychomuscular tension.

A delicate flower hid under a snowdrift in the forest. He folded his petals tightly so as not to die from the cold. He fell asleep until spring (children squat, hugging their shoulders with their arms, pressing their heads). The sun began to warm up more. The rays of the sun gradually awaken the flower. He grows slowly, making his way through the snowdrift (the children slowly rise and stand up). There is snow all around. The gentle sun is so far away, but the flower really wants to feel the warmth (children stretch their hands up, straining their fingers, rising on their toes). But now the snowdrop has grown and become stronger (children lower themselves to their feet). The petals began to open, enjoying the spring warmth. The flower rejoices and is proud of its beauty (the children slowly lower their arms and shoulders and smile). “It’s me, the first spring flower, and my name is snowdrop,” he nods his head to everyone. But spring weather is capricious. A breeze blew and the snowdrop began to sway in different directions (the children are swaying). The flower bent lower and lower and completely lay down on the thawed patch (children lie down on the carpet). Streams ran through, the water picked up and carried the snowdrop on a long journey. He floats and is surprised by the wonderful spring transformations (natural music sounds, children lie on the carpet and “travel” with eyes closed). When the flower travels, it will sail to a fairyland (children get up and tell what they saw, what they were surprised and happy about).

5. Reflection.

6. Ritual “Friendship Relay”.

The goal is to complete the lesson.

Hold hands and pass a handshake like a baton. The presenter begins: “I will convey my friendship to you, and it goes from me to Masha, from Masha to Sasha, etc., 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 not leave you and warm you. Goodbye! »

Lesson 2. This is me (2).

1. Ritual “The binding thread”.

2. “Tender name.”

The goal is to help create a comfortable environment for each participant.

“Remember how affectionately they call you at home. We will throw the ball to each other. And the one to whom the ball lands calls one or more of his affectionate names. In addition, it is important to remember who threw the ball to each of you. When all the children say their affectionate names, the ball will go to reverse side. Now you need to try not to mix it up and throw the ball to the one who threw it to you the first time, and in addition, say his affectionate name.”

3. 3.1. "Who am I? "

The goal is to expand your understanding of yourself, to look at yourself from different angles.

Children take turns trying to name as many answers as possible to the question: “Who am I? » Characteristics, traits, interests, and feelings are used to describe oneself, and each sentence begins with the pronoun “I.” For example: “I am a girl”, “I am good man", etc. The adult makes sure that the children do not repeat what the previous children said, but describe themselves.

3.2. “We listen to ourselves.”

The goal is to develop concentration, pay attention to yourself, to your feelings.

The adult turns to the child: “Let's sit back, relax and close our eyes. Let's listen to what is happening around and inside you. Listen carefully to your feelings... What do you feel now, what do you want? What did you hear? » The child shares his impressions.

3.3. "Zoo".

The goal is to develop self-confidence and increase attention to oneself.

Progress: Children turn into animals, whatever they want. At first everyone sits at chairs - in cages. Each child depicts his own animal. After everyone has found out, the cages open and all the animals go free: they jump, run, growl.

3.4. "Country of Blots"

The goal is to develop attention to oneself.

Placed in front of the children large leaf paper on which they must draw blots: colored spots of any size and shape. Then the children are invited to try to see some picture in the blots and come up with a fairy tale about what they saw.

Eyelashes droop

The eyes are closing,

We rest peacefully

We fall asleep in a magical sleep.

Our legs are resting

We rested peacefully

We fell asleep in a magical sleep,

It's good for us to rest,

But it's time to get up!

We clench our fists tighter,

We raise them higher.

Stretch, smile!

Everyone open their eyes and stand up.

5. Reflection.

The goal is to consolidate positive experience.

6. Ritual “Friendship Relay”.

Lesson 3. My emotions.

1. Ritual “The binding thread”.

2. “Stand up those who...”

loves to run;

enjoys good weather;

It has younger sister;

likes to give flowers, etc.

3. 3.1. "Pictograms".

The goal is to train the ability to recognize an emotional state.

Children are given a set of templates, they recognize moods (emotions) and give a name to each pictogram (they determine what kind of person is: cheerful or sad, angry or kind, happy or upset). Then a second identical set is offered, only the cut templates are mixed together. Children are encouraged to help people, find and collect their photographs.

3.2. "Mimic gymnastics".

The goal is to study facial expressions and the associated emotional states of a person, training the expressiveness of facial expressions.

Children are asked to perform a number of exercises for facial muscles. Wrinkle your forehead, raise your eyebrows (surprise). Relax. Keep your forehead smooth for one minute. Move your eyebrows, frown (angry). Relax. Completely relax your eyebrows, roll your eyes (but I still don’t care – indifference). Eyes widen, mouth open, hands clenched into fists, whole body tense (fear, horror). Relax. Relax your eyelids, forehead, cheeks (too lazy, want to take a nap). Expand your nostrils, wrinkle your nose (disgust, inhaling bad smell). Relax. Purse your lips, narrow your eyes (contempt). Relax. Smile, wink (fun, that’s what I’m like).

3.3. "Pictograms".

The goal is to train the ability to recognize an emotional state by facial expressions.

Children are divided into pairs. Each participant has his own set of pictograms. One participant takes a pictogram and, without showing it to the other, names the mood that is depicted on it. The second must find the picture conceived by his partner. After this, the two selected pictures are compared. If there is a discrepancy, you can ask the children to explain why they chose this or that pictogram to determine their mood.

3.4. Game "Ball in Hand".

The goal is to increase children's self-esteem.

The leader throws the ball to each child in a circle, and the one who catches it must answer the question: “What do you love most? " or "What do you dislike most? ", or "What do you like to do? ", or "What are you most afraid of? »

5. Reflection.

The goal is to consolidate positive experience.

Children sit on the floor, forming a circle. The psychologist asks the children to say which task was the most difficult today. Children, passing a “magic wand” to each other, take turns expressing their opinions.

6. Ritual “Friendship Relay”.

Lesson 4. My mood (1).

1. Ritual “The binding thread”.

2. "Good Wizards".

The goal is to help create a comfortable environment for each participant.

Children sit in a circle, and an adult tells them a fairy tale: “In one country there lived an evil wizard - a rude man. He could bewitch any child, calling him a bad word. And everyone whom he called with rude words stopped laughing and could not be kind. You can only disenchant such an unfortunate child with kind, affectionate names. Let’s see if we have such enchanted children.” An adult chooses the “bewitched” and asks others to help them: “And who can become a good wizard and disenchant them, calling them by an affectionate name? »

3. 3.1. Conversation “How can you understand a person’s mood? »

The goal is to develop the ability to listen to your interlocutor, observation and attention to the feelings of other people.

1. I'm in a bad mood today. And you?

Does it always happen to you good mood?

Look at these pictures and tell me how they differ?

2. Why is it so sad?

If you are sad, bad, how do you behave?

And if your friend, the teacher, is in a bad mood, how will you notice it?

What kind of face does such a person have?

How can you lift your spirits?

How can you ask for a reason? bad mood?

What if a person just wants to be alone?

How do you know if a person is in a good mood? Why does it happen?

How does the weather affect a person's mood?

If there is a holiday in the house and you are in a bad mood, will you show it to others? Do you think this will upset them?

Let's take each other's hands and look into each other's eyes, say kind words to each other. May everyone be in a good mood.

We need to explain to children how important it is to be able to determine a person’s mood, to be attentive and prudent, kind, and observant.

3.2. Exercise “Tell me about your mood.”

The goal is to diagnose the emotional state of children.

Children are offered pictograms depicting various shades moods. The adult offers to choose the picture that is most similar to the child’s mood.

What words can you use to describe your mood?

What color is your mood?

What's your mood like?

If during the conversation it turns out that one of the children is in a bad mood, the adult invites them to place all negative emotions in a magic bag.

3.3. Exercise “Magic bag”.

The goal is to introduce methods of managing and regulating mood.

It is proposed to put all negative emotions into a magic bag: anger, resentment, anger.

3.4. “Guess what! »

The goal is to train attention and the ability to track a person’s state using facial expressions and pantomimes.

One leader is selected. The children sit in a row facing him. A small ball or other object is passed behind the backs. Based on facial expression and posture, the presenter must guess who has the ball. The passing of the ball stops after the bell.

3.5. Sketch “Draw your mood and tell us why it is like this today.”

The goal is to develop the ability to describe your mood.

4. Relaxation “Suggestion”.

5. Reflection.

Children sit on the floor, forming a circle. The psychologist asks the children to say which exercise they liked. Children, passing the ball to each other, take turns sharing their impressions.

6. Ritual “Friendship Relay”.

Lesson 5. My mood (2).

1. Ritual “The binding thread”.

2. Game “Send a letter”.

3. 3.1. "Journey through magical lands."

The goal is to teach the ability to understand and express one’s mood using words.

Today I invite you on a journey through magical lands with unusual phenomena.

Here we are in the first country. (Recording of music of a mysterious nature.)

What kind of people do you think live here? What is their facial expression? (Surprise.) Now try to portray this mood. (Shows icon.)

Children, what surprised you recently? So what is the name of this country? (Astonishment.)

Now we will go to another country. Name the character sounding music. What is the mood of people living here? Choose an illustration that shows a person with this mood. (Shows a pictogram - joy.) What flowers do you think grow in this country, what animals live (in accordance with this mood, what time of year is it here?

What do you think: “Joy is when...”

Guys, if you started painting this country, what color of paint would you use?

Listen to what music is played in another country. (Sad, sad.) Select the desired illustration. Try to put on a sad face. The corners of the mouth, eyebrows are lowered, the eyes express melancholy.

What is this country called? (Sadness.)

This is the last country we will visit today. (Music sounds.) Try to portray this feeling - fear. The mouth is slightly open, the eyes are wide open, the eyebrows are raised. What do you think the people of this country are afraid of?

What animals do you think live here?

Do you tell your parents about your fears?

What is the name of this country? (Fear.)

Our journey has now ended.

3.2. “Drawing the mood of the music.”

The goal is to develop the ability to express one’s feelings and impressions through color and drawing.

Try to depict any country using paints.

The goal is muscle relaxation.

Even though it's hot,

All busy

Forest people.

Only a badger -

Quite a lazy person

Sleeps sweetly

The hole is cool.

The couch potato is dreaming,

It's like he's busy.

At dawn and at sunset

He still can't get out of bed.

5. Reflection.

The goal is to consolidate positive experiences.

Children sit on the floor, forming a circle. The psychologist asks the children to say which exercise they liked. Children, passing the ball to each other, take turns sharing their impressions.

6. Ritual “Friendship Relay”.

Lesson 6. Speech means of communication.

1. Ritual “The binding thread”.

2. Game “The sea is agitated.”

The goal is to help children control their bodies.

Psychologist says:

3. 3.1. “Pass a smile around.”

The goal is to fulfill the group rule and exchange experiences.

Those sitting in a circle hold hands, look their neighbor in the eyes and silently give him the kindest smile they can, one by one.

3.2. Game "Flower - name".

The goal is to teach children to establish contact using speech (calling by name) means of communication.

Stand in a circle, close your eyes and imagine that you are in a clearing. You are surrounded by flowers. Try to see a flower that you could call after itself. What is he like? Tell us about your flower.

“Always address each other by name before starting a conversation.”

3.3. "Back to back".

The goal is to develop children’s ability to negotiate with each other and show how important it is for this to see their interlocutor.

Children sit with their backs to each other. The task is to agree on something or tell something to each other. After the exercise, children share their impressions and feelings. An adult can help them by asking questions like: “Did you feel comfortable? ", "Did you want to change anything? “It’s better if the children themselves come up with a topic for conversation, but an adult can help them with this.

It was difficult to talk because you weren't looking into each other's eyes.

3.4. Game "compliment".

Sitting in a circle, everyone joins hands. Looking into your neighbor's eyes, you need to tell him a few kind words, to praise him for something. The receiver nods his head and says: “Thank you, I’m very pleased!” “Then he gives a compliment to his neighbor, the exercise is carried out in a circle.

What three secrets did you learn today? That's right, when you meet each other, first smile, say your name, look into each other's eyes and, if possible, give a compliment.

4. Relaxation “Magic sleep”.

The goal is to develop imagination and inner looseness.

Children, let's begin new game. Lie down in a way that is comfortable for you. Take a breath and exhale. Relax your legs and arms.

Eyelashes droop

The eyes are closing,

We rest peacefully

We fall asleep in a magical sleep.

Breathe easily, evenly, deeply.

Our legs are resting

The neck is not tense and relaxed.

Breathe easily, evenly, deeply (2 times).

We rested peacefully

We fell asleep in a magical sleep,

It's good for us to rest,

But it's time to get up!

We clench our fists tighter,

We raise them higher.

Stretch, smile!

Everyone open their eyes and stand up.

5. Reflection.

The goal is to consolidate positive experience.

6. Ritual “Friendship Relay”.

Lesson 7. Non-verbal means of communication.

1. Ritual “The binding thread”.

2. Game “The wind blows on...”

The goal is to develop observation skills and allow children to get to know each other better.

With the words “The wind blows on...” the adult begins the game. In order for all participants in the game to learn more about each other, questions could be as follows: “The wind blows on the one who blonde hair- all the fair-haired people gather in one group. “The wind blows on the one who has a sister... brother... who loves sweets the most... etc.”

The presenter must be changed, giving each participant the opportunity to ask questions.

3. 3.1. Conversation “How can you communicate without words.”

The goal is to understand that, in addition to speech, there are other means of communication.

Discuss with children the means by which they can communicate with other people. They'll probably call the speech right away. Ask them how you can communicate with a person without words, how to convey your emotional state with the help of gestures and facial expressions. Is it possible to find out what a writer, artist or composer was thinking about, what he felt while reading, viewing or listening to their works?

3.2. "Foreigner".

The goal is the development of sign language, facial expressions and pantomime.

A foreigner has come to visit you who does not know Russian, and you do not know the language he speaks. Invite the children to talk to him, show him their room, their toys, invite him to lunch, of course, all this without words.

3.3. "Through the glass."

The goal is to develop the ability to convey thoughts and feelings using facial expressions and expressive movements.

Children are invited to say something to each other using gestures, imagining that they are separated from each other by glass through which sounds do not penetrate. You can offer children a topic for conversation, for example: “You forgot to put on your hat, and it’s very cold outside,” or “Bring me a glass of water, I’m thirsty,” etc., or the children themselves can come up with their own messages. After the game, you need to find out how accurately and correctly the children understood each other and discuss how the children felt when transmitting messages, whether it was easy for them.

3.4. "Broken phone".

The goal is to understand the importance of correct, literate speech for communicating with an interlocutor.

Children sit in one line. The first child thinks of words. The task is to pass this word along the chain as quickly as possible, speaking in a whisper in each other’s ears. At the end of the game, the first and last participants pronounce the first version of the word and what the last one heard. Children compare how much the meaning of the word has changed. You can trace the changes that occurred during the transmission of the word; for this, each child reports what he heard.

3.5. "Gift for a friend."

The goal is to develop the ability to non-verbally “describe” objects.

One child becomes the “birthday boy”, the rest give him “gifts”, conveying their attitude towards the “birthday boy” with their movements and facial expressions.

4. Relaxation “Sleeping kitten”.

The goal is to relax the muscles of the body.

Children play the role of a kitten, which lies down on the mat and falls asleep. The cheerful kittens walked outside all day. And then evening came. The kittens' paws were tired and heavy, and the kittens went to sleep. The kittens' bellies rise and fall rhythmically. They breathe evenly and silently, they dream of a beautiful butterfly. But then the morning comes, the kittens stretch, smile and slowly get up from the soft and cozy rugs.

5. Reflection.

The goal is to consolidate positive experience.

6. Ritual “Friendship Relay”.

Lesson 8. Politeness lessons.

1. Ritual “The binding thread”.

2. Game "Steam Locomotive".

Now everyone will turn into a locomotive. When the “locomotive” drives in a circle, it will clap its hands and say its name. I’ll start: “Yu-la, Yu-la...”. I have driven a whole circle, and now I will choose one of you, and he will become a train instead of me. I choose Olya. Now she will say her name and clap her hands, and I will become her trailer, put my hands on her shoulders and repeat her name with her... Let's go!

So we have driven a whole circle, now Olya will choose the one who will become the “engine”, and the three of us will repeat his name.

And so on until all the children take part in the game.

3. 3.1. "Rituals of communication."

The goal is to teach children to use variable greeting words and pronounce them with appropriate intonation.

What words do you use to greet a new day? What do your parents tell you when you wake up?

Let's role-play this situation with you. It is necessary to depict how your family wakes you up and what they say to you: mom, dad, elder sister, grandmother grandfather. Let's determine who will perform what role. (Roles are assigned, and the situation is played out.)

What other greeting words do you know?

Children, look at these illustrations, who do you think should say hello first? (Illustrations depicting a boy and a girl, an adult and a child.)

Of course, a boy and a girl, a child and an adult, should be the first to say hello. And you always do this.

What words can be used when addressing familiar and unfamiliar adults, peers? (" Good morning", "Good day, hello"; “Hello”, “Salute”.)

3.2. "Words of gratitude".

The goal is to teach children the appropriate use of words of gratitude.

Children, I’m now going to read you a riddle poem, listen.

Masha knew a lot of words,

But one of them is missing

And it’s like a sin,

It is said most often.

This word follows

For a gift, for lunch,

This word is said

If you are thanked.

Guys, who guessed what this word is? (Thank you.) What does this word mean? When do we say it? (When we thank another for something.)

Who do you thank and for what?

When can this word be heard in transport? (When the person was given a seat.) In the store? (When the seller gives away the purchase.) At the hairdresser? (When they cut their hair or did their hair.)

Who knows how else you can thank a person? Name the words. (Thank you, thank you very much.)

Guys, what do you think would happen if people stopped thanking each other? What would people be like?

3.3. "Please".

The goal is to develop the skill of using “magic” words.

Everyone stands in a circle. The teacher shows different movements, and the players must repeat them only if he adds the word “please”. Whoever makes a mistake is out of the game.

3.4. "Polite words."

The goal is to develop respect in communication, to form the habit of using polite words.

The game is played with a ball in a circle. Children throw a ball to each other, calling polite words. Then the exercise becomes more complicated: you only need to say greetings (hello, hello, thanks (thank you, please, apologies (sorry, I'm sorry, farewells (goodbye, Good night). At the end of the exercise, it is discussed what feelings aroused by polite words in the one who said them and in the one to whom they were addressed.

4. Relaxation “Suggestion”.

The goal is to strengthen self-confidence.

Today it’s like you took a warm, even hot bath at home. The water flows over your body, and your whole body warms up. From your heels to your head you feel the warmth from the hot bath and also from the fact that your mother is nearby. Remember this state. You feel calm and good. And how then are you confident, collected, attentive? You smile and that smile will last all day. We take a sharp deep breath. Eyes open. Stand up. Stretch. They dropped their hands freely, stretched again, threw their hands. Our lesson continues.

5. Reflection.

The goal is to consolidate positive experiences.

Children sit on the floor, forming a circle. The psychologist asks the children to say which exercise they liked. Children, passing the ball to each other, take turns sharing their impressions.

6. Ritual “Friendship Relay”.

Lesson 9. Me and others.

1. Ritual “The binding thread”.

The goal is to unite children.

3. 3.1. "Magic glasses".

The goal is to teach children to focus on the external qualities of a peer’s personality and the ability to “see” positive qualities in people. Correction of low self-esteem.

Children are encouraged to “put on the magic glasses.” Instructions: “Today we will take turns putting on magic glasses. And they are magical because they allow us to see the best that is in each of us, even what we usually do not notice. Imagine that you are looking carefully through magic glasses at everyone present, and try to see as much good as possible in everyone.”

Children must talk about the qualities that they noticed in others after they “put on” the magic glasses.

You can “put on” imaginary glasses, or you can use frames borrowed from a theater corner or made by hand from scrap material.

3.2. "Princess Nesmeyana."

The goal is to develop the ability to understand the emotional state of another person.

An adult tells a fairy tale about Princess Nesmeyana and offers to play the same game. One of the children will be a princess who is sad and crying all the time, and the rest will take turns approaching her and trying to make her laugh. The princess tries her best not to laugh. The one who can still make her smile or laugh will win.

3.3. Game "Dragon".

The goal is to develop motor activity and reduce negative experiences.

Cheerful music is playing. Children stand one after another and hold each other tightly by the shoulders. The first child is the head of the dragon, the last is the tail of the dragon. The dragon's head tries to catch the tail, but it dodges it. The roles of head and tail are performed by children alternately.

3.4. "Mirror".

The goal is to develop observation and communication skills.

A driver is selected from a group of children. It seems that he came to a store where there are many mirrors. The driver stands in a circle, and the children stand in a semicircle. The driver shows the movements, and the mirrors repeat.

After this, the children are divided into pairs and each pair takes turns performing in front of the others.

4. Relaxation “Lazy People Competition”.

The goal is muscle relaxation.

The presenter reads a poem by V. Viktorov:

Even though it's hot,

All busy

Forest people.

Only a badger -

Quite a lazy person

Sleeps sweetly

The hole is cool.

The couch potato is dreaming,

It's like he's busy.

At dawn and at sunset

He still can't get out of bed.

Then the children take turns pretending to be a lazy badger. They lie down on a mat or rug and, while D. Kabalevsky’s song “Lazy” is playing, they try to relax as deeply as possible.

5. Reflection.

The goal is to consolidate positive experiences.

Children sit on the floor, forming a circle. The psychologist asks the children to say which exercise they liked. Children, passing the ball to each other, take turns sharing their impressions.

6. Ritual “Friendship Relay”.

Lesson 10. Learning to cope with anger.

1. Ritual “The binding thread”.

2. Game “Who called? "

The goal is to bring the children closer together, develop attention, memory, and exercise the auditory analyzer.

Children stand in a circle, the leader is in the center of the circle.

Guess the riddle

Find out who called you.

The leader gives a sign to one child and he calls the driver by name, who must guess who called him.

3. 3.1. "Training emotions."

The goal is to develop the ability to distinguish facial expressions, to independently and consciously use facial expressions to express various emotional states; development of expressiveness of movements.

The psychologist asks the children:

Frown like an autumn cloud; angry person; evil sorceress. Smile like a cat in the sun; the sun itself; Pinocchio; sly Fox; joyful child; as if you had seen a miracle. Get angry like a child whose ice cream was taken away; two sheep on the bridge; a person who was pushed. Be scared like a child lost in the forest; the hare who saw the wolf; a kitten at which a dog barks.

3.2. Conversation with children.

The goal is to diagnose aggressiveness.

Have you ever been angry in your life?

What are you angry about?

When you are angry about something, what do you want to do? (Answers like: hit, push, shout - indicate aggressive tendencies.)

What do you do to avoid getting angry or angry? (With this question, an adult can judge the children’s ability to constructively solve difficult situations and consciously manage their emotions and behavior.)

3.3. "Zhuzha."

The goal is to practice regulating your emotional state.

“Zhuzha” sits on a chair with a towel in her hands. Everyone else is running around her, making faces, teasing, touching her, tickling her. “Zhuzha” tolerates it, but when she gets tired of all this, she jumps up and starts chasing the “offenders” around the chair, trying to hit them on the back with a towel.

3.4. “Knocking out the dust.”

The goal is to introduce children to ways of expressing negative emotions and management of them.

Each participant gets a “dusty” pillow. He must, diligently beating with his hands, “clean” it thoroughly.

3.5. “We swear with vegetables.”

The goal is to become familiar with gaming techniques that help defuse anger in an acceptable form using verbal means.

Invite the children to quarrel, but not with bad words, but... with vegetables: “You are a cucumber,” “And you are a radish,” “You are a carrot,” “And you are a pumpkin,” etc.

4. Relaxation “Magic sleep”.

The goal is to develop imagination and inner looseness.

Children, let's start a new game. Lie down in a way that is comfortable for you. Take a breath and exhale. Relax your legs and arms.

Eyelashes droop

The eyes are closing,

We rest peacefully

We fall asleep in a magical sleep.

Breathe easily, evenly, deeply.

Our legs are resting

The neck is not tense and relaxed.

Breathe easily, evenly, deeply (2 times).

We rested peacefully

We fell asleep in a magical sleep,

It's good for us to rest,

But it's time to get up!

We clench our fists tighter,

We raise them higher.

Stretch, smile!

Everyone open their eyes and stand up.

5. Reflection.

The goal is to consolidate positive experience.

6. Ritual “Friendship Relay”.

Lesson 11. Friendship (1).

1. Ritual “The binding thread”.

2. The game “Flies - does not fly.”

Goal - the game develops arbitrariness and auditory attention.

The teacher says: “I will name the objects and ask: “Does it fly?” “For example, does a fly fly? Does the table fly? If I name an object that actually flies, you'll raise your hands. If I name a non-flying object, then you don’t need to raise your hands. Please be careful."

Then the teacher starts the game: “Does the pigeon fly? - and raises his hands. The children say: “It flies” and also raise their hands. “Does the car fly? “- asks the teacher and raises his hands provocatively.

3.3.1. Conversation “What do you know about your friend? »

The goal is to form in children the concepts of “friend” and “friendship”.

Children, today I wanted to talk to you about friendship, your friends, without whom life in the world would be sad.

Why do we call only some people friends?

How do you choose your friends?

Where did you meet your friends?

Can you say how your friend would behave if you were in trouble?

What is your affectionate name for a friend?

3.2. Sketch “Say good things about a friend.”

The goal is to develop empathy and the ability to openly express one’s feelings.

A child is chosen at will. They sit him in a circle, and everyone talks about what they like about this child. Children note the external and internal advantages of the child and give examples of any life situations.

3.3. Game "Find a friend".

The goal is to reduce psycho-emotional stress; development of attention.

Children are divided into two groups, one of which is blindfolded and given the opportunity to walk around the room. They are invited to come and get to know each other. You can find out with your hands, feeling your hair, clothes, hands. Then, when a friend is found, the players switch roles.

3.4. Game “Roar, lion, roar; knock, train, knock."

The goal is to reduce psycho-emotional stress.

The presenter says: “We are all lions, a big lion family. Let's have a competition to see who can growl the loudest. As soon as I say: “Roar, lion, roar! "let the loudest growl be heard." “Who can growl even louder? Roar well, lions." You need to ask the children to growl as loudly as possible. Then everyone stands one after another, placing their hands on the shoulders of the person in front. This is a steam locomotive. It puffs, whistles, the wheels work clearly, in time, everyone listens and adapts to their neighbors. The locomotive travels around the room in different directions, sometimes fast, sometimes slowly, sometimes turning, sometimes bending, making loud sounds and whistles. The driver at the stations changes. At the end of the game there is a "crash".

4. Relaxation “Sleeping kitten”.

The goal is to relax the muscles of the body.

5. Reflection.

The goal is to consolidate positive experience.

6. Ritual “Friendship Relay”.

Lesson 12. Friendship (2).

1. Ritual “The binding thread”.

2. Game “Edible - inedible”.

The goal is to unite children.

Children sit in a circle. The driver says the word he has planned and throws the ball to his neighbor. If the word means food, then the child to whom the ball was thrown must catch it (“eat”). When the word denotes inedible objects, the ball is not caught. A child who fails to complete the task becomes the driver, calls the intended word to another child and throws the ball.

3. 3.1. “Describe a friend.”

The goal is to develop observation skills and the ability to describe external details.

The exercise is performed in pairs (all participants simultaneously). Children stand with their backs to each other and take turns describing the hairstyle, clothes and face of their partner. Then the description is compared with the original and a conclusion is drawn about how accurate the child is.

3.2. "What changed? »

The goal is to develop the attention and observation skills necessary for effective communication.

Each child takes turns becoming a driver. The driver leaves the room. During this time, several changes are made in the children’s clothing and hairstyle, and you can move to another seat (but no more than two or three changes; all changes made must be visible). The driver’s task is to notice the changes that have occurred.

3.3. "Transmission of feelings."

The goal is to teach children to convey various emotional states non-verbally.

The child is given the task of conveying a certain feeling “down the chain” using facial expressions, gestures, and touches. When the children passed it around, you can discuss what kind of mood was intended. Then anyone can become the host. If one of the children wants to be the leader, but does not know what mood to make, an adult can help him by coming up and telling him some mood in his ear.

3.4. "Friendship of two colors."

The goal is to gain a positive experience of joint activities.

“Guys, I want to tell you a story about the friendship of two colors. It was a long time ago. Once upon a time there were two colors, yellow and blue. Yellow was very proud of the fact that he was the same as the sun and like the sand on the seashore in clear sunny weather. Not far from the yellow vein Blue colour. He also considered himself very important and did not want to concede on anything. yellow color... So they lived, arguing which of them was more important.

They argued and argued, and one day they almost had a fight. But at that moment the wind blew and mixed the yellow and blue colors. This is how the green color was born, and from it - grass, flowers, trees! And the world has become so good: now the sea, the sun, the sky, and the grass - everything is colorful!

And yellow and blue realized that they were wrong, that each of them is good in their own way and if they are friends, a lot of green will appear, and no one can do without it!

So we will try to make friends yellow and blue, blue and red, yellow and red - and see how their friendship will please us. Divide into pairs, let each choose one of the colors that I just talked about. After this, we will begin to color the sheet, each child on his own. The colors will be very different at first, but the closer to the middle of the sheet you move, the more your color will blend with your partner's color. You must match your colors so that the middle of the sheet acquires some third color.”

4. Relaxation “Suggestion”.

The goal is to strengthen self-confidence.

5. Reflection.

The goal is to consolidate positive experiences.

Children sit on the floor, forming a circle. The psychologist asks the children to say which exercise they liked. Children, passing the ball to each other, take turns sharing their impressions.

6. Ritual “Friendship Relay”.

Lesson 13. Willpower.

1. Ritual “The binding thread”.

2. "Let's say hello."

The goal is to develop imagination and create a psychologically relaxed atmosphere.

At the beginning of the exercise, the facilitator talks about in different ways greetings, accepted and humorous. Then the children are invited to say hello by touching their shoulder, back, hand, nose, cheek, come up with their own unusual way of greeting for today’s lesson and say hello through it.

3. 3.1. “Don’t say yes” and “no” game.”

The goal is the development of imagination, emotional and volitional processes.

Children sit on chairs.

Psychologist says:

I will ask each of you a question. When answering it, you should not use the words “yes” and “no”.

The psychologist asks the children the following questions one by one:

Are you at home now?

Are you 6 years old?

Are you in school?

Do you like watching cartoons?

Can cats bark?

Do apples grow on a Christmas tree?

Is it night now? And so on.

If the child uses the words “yes” or “no” when answering, the psychologist repeats the question. During the game, each child can be asked to answer 1-3 questions.

3.2. Game "Forbidden Movements".

The goal is to unite the players, develop reaction speed and experience positive emotions.

The children stand in a semicircle opposite the psychologist.

Psychologist says:

I will show various movements. You will repeat all movements except one.

The psychologist names and shows the “forbidden” movement (for example, jumping) and gives a signal to start the game.

3.3. Game "The sea is agitated".

The goal is to develop imagination, expressive movements, and the ability to control motor activity.

Children run around the hall, depicting the movements of waves with their hands.

Psychologist says:

The sea is worried once, the sea is worried twice, the sea is worried three times, the sea figure - freeze!

Children must stop and maintain the position they were in before the “Freeze” command was sounded.

The psychologist walks around the hall, examines the “sea figures”, praises each child for the unusualness or beauty of the figure, for immobility, etc.

3.4. Game "Shouters - Whisperers - Silencers."

The goal is to develop observation, the ability to act according to the rule, and volitional regulation.

Psychologist says:

Guys, pay close attention to the squares that I will show. If you see a red square, you can jump, run and scream, if it’s yellow, you can only whisper, and if it’s blue, you need to freeze in place and be silent.

The psychologist shows the squares, the children follow the instructions.

4. “Cup of Kindness” (visualization).

Goal: emotional development.

Instructor: “Sit comfortably, close your eyes. Imagine your favorite cup in front of you. Mentally fill it to the brim with your kindness. Imagine another person’s cup next to you, it’s empty. Pour your cup of kindness into it. Next to it is another empty cup, another and another. Pour kindness from your cup into empty ones. Don't be sorry! Now look into your cup. Is it empty, full? Add your kindness to it. You can share your kindness with others, but your cup will always remain full. Open your eyes. Calmly and confidently say: “It’s me! I have such a cup of kindness! »

5. Reflection.

The goal is to consolidate positive experiences.

Children sit on the floor, forming a circle. The psychologist asks the children to say which exercise they liked. Children, passing the ball to each other, take turns sharing their impressions.

6. Ritual “Friendship Relay”.

Lesson 14. We are together (1).

1. Ritual “The binding thread”.

2. “Magic chair”.

The goal is to achieve a positive sense of self.

One of the children sits in the center on a “magic” chair, the rest say kind words and compliments to him. You can pet the person sitting, hug, kiss.

3. 3.1. "Pyramid of Love"

The goal is to cultivate a respectful, caring attitude towards people and develop communication skills.

Children sit in a circle. The teacher says: “Each of us loves something or someone, but we all express our love differently. I love my family, my children, my home, my city, my work. Tell us who and what you love (children's stories follow). Now let’s build a “pyramid of love” from our hands. I will name something I love and put my hand on it, then each of you will name what he loves and put his hand on top of mine. (Children build a pyramid.) Do you feel the warmth of your hands? Are you pleased? Look how high our pyramid is, and all because we know how to love ourselves and are loved.

3.2. "Confused woman."

The goal is to activate the group and experience group unity.

According to the counting rhyme proposed by the children, a leader is selected, he leaves the room, the rest of the children join hands and form a circle without unclenching their hands. They begin to get confused - the driver, as best he can, untangles the “Confusion” without unclenching the hands of the entangled ones.

3.3. "Magic Thickets"

The goal is to remove bodily barriers and develop the ability to achieve one’s goals using acceptable methods of communication.

Each participant (in turn) tries to penetrate the center of the circle formed by the “magic algae” closely pressed to each other - all the other participants. Algae understand human speech and feel touch; they can relax and let the participant into the center of the circle, or they may not let him through if they are “asked” badly.

This is followed by a discussion about when the seaweed parted and when it did not; what did it depend on?

3.4. "On the bridge."

The goal is to develop communication skills and motor dexterity.

An adult invites the children to cross the bridge across the abyss. To do this, a bridge is drawn on the floor - a strip 30 - 40 cm wide. According to the condition, two people must walk along the “bridge” at the same time from both sides towards each other, otherwise it will turn over. It is also important not to cross the line, otherwise the player is considered to have fallen into the abyss and is eliminated from the game. The second player is eliminated along with him (because when he was left alone, the bridge turned over). While two children are walking along the “bridge,” the rest are actively “cheering” for them.

4. Relaxation “Lazy People Competition”.

The goal is muscle relaxation.

The presenter reads a poem by V. Viktorov:

Even though it's hot,

All busy

Forest people.

Only a badger -

Quite a lazy person

Sleeps sweetly

The hole is cool.

The couch potato is dreaming,

It's like he's busy.

At dawn and at sunset

He still can't get out of bed.

Then the children take turns pretending to be a lazy badger. They lie down on a mat or rug and, while D. Kabalevsky’s song “Lazy” is playing, they try to relax as deeply as possible.

5. Reflection.

The goal is to consolidate positive experiences.

Children sit on the floor, forming a circle. The psychologist asks the children to say which exercise they liked. Children, passing the ball to each other, take turns sharing their impressions.

6. Ritual “Friendship Relay”.

Lesson 15. We are together (2).

1. Ritual “The binding thread”.

2. “Stand up those who...”

The goal is to develop observation skills and allow children to get to know each other better.

The presenter gives the task: “Stand up, those who...

loves to run;

enjoys good weather;

has a younger sister;

likes to give flowers, etc.

If desired, children can play the role of leader. After completion, everyone is asked questions summing up the game: “Now we will see who in our group was the most attentive. Who in our group loves sweets? Who has a younger sister? “Then the questions become more complex (they include two variables): “Who in our group loves sweets and has a younger sister? " Each question is addressed to a specific child; if he cannot answer himself, the group helps him.

3. 3.1. "Scales".

The goal is to develop imagination, expressiveness of movements, and the ability to act together.

Instructions: “Let's play scales. Divide into threes. One will be the seller, and two will be the scales. Then you will switch roles. The seller puts something on the scale pan, it bends from the weight, and the other pan rises by the same amount. Do you understand everything? Then let's try."

First, the teacher (now he is a salesman) selects two children, “puts” a “product” on one of them and shows what each child should do. Then the guys play on their own. An adult monitors the game and helps those who need help.

3.2. "Centipede".

The goal is to teach children how to interact with peers and to promote unity among children’s teams.

An adult seats the children on the floor and says: “Can you imagine how difficult it is for a centipede to live, because it has as many as 40 legs! There is always a danger of getting confused. Let's play centipede. Get down on all fours one behind the other and place your hands on your neighbor's shoulders. Ready? Now we begin to move forward. Slowly at first so as not to get confused. And now – a little faster.” An adult helps the children line up and directs the movements of the centipede. Then he says: “Oh, how tired our centipede is, she literally falls off her legs from fatigue.” The children, still holding their neighbors by the shoulders, fall onto the carpet.

You can complicate the task by coordinated overcoming obstacles, complicating the “centipede” movements (sit down, jump on one leg, crawl); the main goal remains the same: to remain an integral “centipede”.

3.3. "Velcro."

The goal is that the game helps relieve muscle tension, develop the ability to interact with peers, and unite the children’s group.

All children move, run around the room, preferably to fast music. Two children, holding hands, try to catch their peers. At the same time, they say: “I’m a sticky stick, I want to catch you.” The Velcro take each caught child by the hand, joining him to their company. Then together they catch others in their “nets”. When all the children become Velcro, they dance in a circle to calm music, also holding hands. An adult can set the pace by clapping; at the end of the game, the children dance in a circle and sing a song.

3.4. "Hot potato".

The goal is to feel and understand that sometimes failure is inevitable and that you need to be able to cope with it. Show how easy it is to help someone in need.

“Sit on the floor in a circle. I have potatoes prepared for our game. But she is special. You have to imagine that these potatoes are very hot. So we have to pass it on to each other very, very quickly. If it lingers in someone’s hands, we could burn our fingers. What then? We also have a stop clock in the game. They will be one of you who sits behind the circle with his back to us and from time to time, when he wants, shouts “Stop! "If we heard "Stop! “The potatoes cannot be passed on, they remain in someone’s hands, and he gets burned.” (The interval for the stop clock should be from 30 to 60 seconds.) Ay-yay-yay! Yes, this is a real problem! But fortunately, we can console our friend. Those sitting next to him will put their arms around his shoulders and gently rock him from side to side until the child with the potato says, “Next.” And again we quickly, quickly pass the potatoes from hand to hand until the stop clock again shouts “Stop! »

4. Relaxation “Magic sleep”.

The goal is to develop imagination and inner looseness.

Children, let's start a new game. Lie down in a way that is comfortable for you. Take a breath and exhale. Relax your legs and arms.

Eyelashes droop

The eyes are closing,

We rest peacefully

We fall asleep in a magical sleep.

Breathe easily, evenly, deeply.

Our legs are resting

The neck is not tense and relaxed.

Breathe easily, evenly, deeply (2 times).

We rested peacefully

We fell asleep in a magical sleep,

It's good for us to rest,

But it's time to get up!

We clench our fists tighter,

We raise them higher.

Stretch, smile!

Everyone open their eyes and stand up.

5. Reflection.

The goal is to consolidate positive experience.

6. Ritual “Friendship Relay”.

Lesson 16. We are together (3).

1. Ritual “The binding thread”.

2. "Hunting for dinosaurs."

The goal is to teach interaction different ways(verbal and non-verbal). Formation of the ability to record the slightest changes in the facial expressions of a communication partner.

A group of participants stands in a circle. The driver goes out of the circle, stands with his back to the group and begins to count loudly to ten. At this time, the participants pass each other a small toy dinosaur. At the end of the count, the one who has the animal, stretching his arms forward, covers it with his palms. The rest of the participants repeat this gesture. The driver’s task is to find who is holding the dinosaur.

3. 3.1. "Find a match."

The goal is to develop sensitivity to the correlation of tactile images.

The driver sits on a chair at the far end of the room in a relaxed position, with his eyes closed. One of the group approaches him and extends his hand into his hands. The driver, without opening his eyes, carefully examines her. As soon as the driver believes that he has already studied the hand well enough, he says: “That’s it.” Then all the group members simultaneously extend their hands to him, and the driver tries to find among this set exactly the hand that was given to him initially.

3.2. "Bottle."

The goal is to create a positive emotional background, development of imagination.

Children sit in a circle. The presenter takes the bottle and, before spinning it, offers a task, for example: jump on one leg, sing a song, clap your hands, count something or bring something. The child, to whom the neck of the bottle points, must complete the task, and then come up with a new one.

3.3. "Pass the orange."

The goal is to develop dexterity and intelligence, and encourage participants to act harmoniously.

Participants stand in a row. The first player holds the orange with his chin near his neck. You need to pass the orange to the next player without using your hands.

3.4. "Kangaroo".

The goal is to develop skills of interaction with a partner (coordination of actions, unity of the group.

Participants are divided into pairs. One of them, a kangaroo, stands, the other - a baby kangaroo - first stands with his back to him (tightly, and then crouches. Both partners join hands. The task of each couple is in this position, without separating their hands, to walk to the opposite wall, to get around the obstacle etc.

At the next stage of the game, participants can change roles and then partners.

4. Relaxation “Sleeping kitten”.

The goal is to relax the muscles of the body.

5. Reflection.

The goal is to consolidate positive experience.

6. Ritual “Friendship Relay”.

Lesson 17. Friendly team (1).

1. Ritual “The binding thread”.

2. Game “Send a letter”.

The goal is to foster humane relationships with each other.

All children stand in a circle. One is driving. The presenter says: “I am sending a letter from Olya to Seryozha.” Children pass a letter by shaking hands. The driver must notice who has the letter.

3. 3.1. "Shadow".

The goal is to develop observation, memory, inner freedom and relaxedness.

Calm music sounds. Two children are selected from the group. The rest of the audience. The first is a traveler, the second is a shadow. The traveler walks through the field, and behind him, 2-3 steps behind, comes a second child - a shadow (trying to copy the traveler’s movements). It is necessary to stimulate the traveler with various movements: pick a flower, sit on a stump, etc.

3.2. "Mosaic in pairs."

The goal is to encourage caring and considerate behavior towards peers.

Each pair of children receives a mosaic, the pieces of which are divided equally between them. The challenge is to put the big picture together. To do this, you need to conceive a plot, distribute efforts, take into account and continue the actions of your partner. Upon completion of the work, each work is shown to everyone else, and they try to guess what the authors depicted.

3.3. Game "Locomotive".

The goal is to get children to work together.

Now everyone will turn into a locomotive. When the “locomotive” goes around in a circle, it will clap its hands and

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Exercise 4

"Airbus"

Goal: To teach children to act coherently in a small group, to show that the mutual friendly attitude of comrades gives confidence and calm.

Progress of the exercise: “Which of you has flown on an airplane at least once? Can you explain what keeps a plane in the air? Do you know what types of airplanes there are? Would any of you want to be a Little Airbus? The rest of the guys will help the Airbus “fly”.

One of the children (optional) lies belly down on the carpet and spreads his arms to the sides, like the wings of an airplane. Three people stand on each side of him. Have them squat down and slide their hands under his legs, stomach and chest.

On the count of “three” they simultaneously get up and lift the Airbus from the field... So, now you can slowly carry the Airbus around the room. When he feels completely confident, have him close his eyes, relax, “fly” in a circle and slowly “land on the carpet” again.

When the Airbus is “flying”, the presenter can comment on its flight, turning Special attention to be careful and careful about it. You can ask Airbus to independently select those who will carry it. When you see that the children are doing well, you can “launch” two Airbuses at the same time.

Duration – 3-4 minutes.

"Feeling Out Loud"

Goal: Verbalization of feelings, their awareness and consolidation.

Progress of the conversation: children answer in a circle what they liked and didn’t like in the lesson, why? Additionally, children who were Airbus passengers are asked whether it was easy for them to “fly”, close their eyes, why, and what they think.

Duration – 5-7 minutes.

"I want to sleep"

Goal: Relieving psycho-emotional stress.

Progress of the exercise: the child asked his parents to be allowed to meet with adults New Year. He was allowed, but the closer it got to night, the more he wanted to sleep. He struggles with sleep for a long time, but eventually falls asleep.

Expressive movements: yawning, upper eyelids lowered, eyebrows raised, head tilted down, arms down.

Duration – 2-3 minutes.

"Fairy (wizard) of sleep"

Goal: Encouragement of the group member who stood out, smooth completion of the lesson.

Progress of the exercise: Children sit on chairs standing in a circle at a fairly large distance from each other. "Lullaby" sounds.

A girl with a thin wand in her hand approaches the children - this is a fairy (the boy is a wizard). The fairy touches the shoulder of one of the children with a wand, he falls asleep (tilts his head and closes his eyes), the fairy goes around all the children, touching them with a magic wand... the fairy looks at them: everyone is sleeping, she smiles and leaves. Then the psychologist says: “Good morning!” and everyone wakes up.

1. Play with your child every day role-playing games or at least in “role-playing conversations” ( speech games, where the child speaks on behalf of a character).

2. When a child comes home from kindergarten, be interested in what other children were playing, encouraging him to take a closer look at the games of his peers and try to play similar games at home.

3. Protect the child from watching cartoons with aggressive content, action films, horror films, and various programs that contain motives of violence in one form or another.

4. Discuss with the child what is happening on the screen and give your assessments.

5. Do not show increased emotionality and affectivity in front of the child.

6. Do not use too strict measures against the child, including physical punishment, humiliation in front of other people, etc.

7. Do not show your child humiliation of each other or conflict situations.

8. Show warm feelings towards your child, create a sense of security in him.

9. Try to eliminate the response to the child’s aggressive behavior.

10. Try to move the aggression to another object (for example, a pear).

1. Don't be rude in front of children.

2. Try to encourage children to behave peacefully in the presence of a group. Explain and discuss these behaviors with your children.

3. Involve your child in general game, first for minor roles, then for more and more important ones. Organize joint activities for children as often as possible, trying to exclude.

4. Participate in the game with your children to prevent your child from being excluded from the game. Draw children's attention to each other's achievements.

5. During the games, if possible, avoid instructions, moralizing, and comments; do not divide children into good and bad.

6. Prevent the appearance in the group of toys produced based on the plots of “children’s action films”.

7. Organize communication between children without involving any objects. Communication should be based on focusing on the partner, and not on the means of communication (an object, a toy participating in the game).

8. If you have a video recorder, show domestic cartoons, organize a discussion about them, and play individual episodes with the children.

9. Provide conditions for children to express their aggressive aspirations in a socially acceptable form. This can be done by creating a corner where sports equipment (bicycle, punching bag, ropes, trampoline, etc.) would be located.

10. Together with your children, make crafts for your loved ones (moms, dads, grandparents...) for various holidays.

Bibliography

1. Volkova E. Features of the work of teachers and psychologists of preschool educational institutions with difficult children and their parents. Aggressive children. // Preschool education. №3. 2000.

2. Zmanovskaya E. V. Deviantology (Psychology of deviant behavior). – M., 2003

3. Kamenskaya M. V. Child psychology with elements of psychophysiology. – M., 2005

4. “Non-violence”: A program for developing the ability for non-violent interaction in preschool children / Under. Ed. Maralova V. G. – Cherepovets, 1998

5. Psychological Dictionary /Auth.-comp. Korpulina V.N., Smirnova M.N., Gordeeva N.O. – Rostov n/D., 2004

6. Development of social emotions in preschool children /. – M., 1986

7. Rutter M. Helping difficult children. – M., 1987

8. Rean A. A.. Aggression and aggressiveness of the individual // Psychological journal. T. 17. No. 5. 1996. pp. 3-16.

9. Rogov E. I., reference book practical psychologist in education. - M., 1995

10. Rumyantseva T. G. The concept of aggressiveness in modern foreign psychology // Questions of psychology No. 1. 1991

11. Semenaka S.I. Learning to sympathize and empathize. Corrective and developmental activity for children 5-8 years old. – M., 2004

12. Smirnova E., Khuzeeva G. Aggressive children. // Preschool education. No. 4. 2003. pp. 62-67.

13. Smirnova E., Kholmogorova V. Games aimed at developing friendly relations with peers. // Preschool education. No. 8. 2003. pp. 73-76.

14. Smirnova E., Kholmogorova V. Preschoolers: the formation of friendly relationships. Preschool education. No. 9. 2003.

15. Strakova V. L. 300 games for the health of children from 1 year to 14 years. – M., 1994

16. Furmanov I. A. Children's aggressiveness. Psychodiagnostics and correction - Minsk, 1996

17. Chistyakova M. I. Psycho-gymnastics / Under. Ed. M. I. Buyanova. – M., 1995.

Exercises for developing fine motor skills, ear massage

Relaxation.

Progress of the lesson:

The rugs are laid out in a circle in the shape of flower petals, the psychologist invites the children to the lesson, says that he is glad to see them, and asks them if they are ready to start the lesson. The children take turns saying that they are ready, the psychologist invites them to take their places on the mats, the children take off their shoes and stand on the mats.

Relaxation.

Ps-g: Guys, to better tune in Good work Let’s take a “child’s pose” and try to relax. (Children sit on their knees, lean forward, stretch their arms forward, their heads lie on the floor. Calm music sounds.) Breathe deeply: inhale, exhale (3 times), and now breathe easily and calmly.

The arms are relaxed, lying freely on the floor, the back is relaxed, resting. Everything bad that was with you, that was in you, goes over your head into the ground, it becomes easy, good, only everything good remains with you. You feel it, it pleases you.

Lie down a little longer and get up slowly.

Stretch marks.

Ps-g: I invite you to imagine yourself as a seed in a nut, from which a mighty tree will gradually grow. Sit down, spread your knees, put your head between them and squeeze your knees tightly with your hands.

Now the seed has woken up, it is cramped in the shell, it is trying to crack it - it strains very, very hard, even more, the shell cracks, we slowly straighten our legs, back, arms - branches, stretch our palms - leaves towards the sun, stand on our toes, stretch with our whole body. Now that the tree has grown stronger, stand on your entire foot, strain your legs at the knees, feel their strength, continue to reach for the sun with your whole body, standing on your entire foot. Put your hands down and rest a little.

Exercise “Robots and snails”.

Ps-g: Let's remember the poem about the wind and the sun, tell and show it:

The wind blows in our faces (Movements with hands towards the face)

The tree swayed (Arms above head, arms moving to the sides)

The wind is quieter, quieter, quieter (They squat abruptly in three steps)

The tree is getting higher, higher, higher. (The body and arms rise abruptly)

So we moved like robots - abruptly, quickly, and now we will move like snails - smoothly and slowly: on the count of 5 we squat and on the count of 5 we rise.

Breathing exercise

Ps-g: Let's sit on the floor. Let's fold our right hand into a fist, straighten the thumb and little finger, close the right nostril with the thumb, pointing the little finger up. We breathe only through the left nostril, inhale deeply through the nose, exhale through the mouth. (3 cycles). Now close the left nostril with your little finger like this - breathe only through the right nostril (3 cycles).

Ear massage.

Ps-g: Let's sit on the mats, legs slightly apart. Using your thumb and index finger, massage your earlobes. Lifting your fingers upward, massage the entire ear.

Now let's rub our ears.

Exercise “Elephant draws eights”

Ps-g: I suggest you turn into elephants. Let's sit like elephants sit (legs bend slightly at the knees, knees spread to the sides). Let's extend our right arm in front of us and move it a little to the side - this is the elephant's trunk.

The elephant will draw lying figure eights - like this (Show the picture). Smoothly draw figure eights with your index finger. Now let’s change hands and draw with our left hand. Exercise “Teapot”.

Ps-g: The elephant is tired. Let's give him some tea, tell him and show him the poem "The Teapot", and for this we will stand on the mats and begin:

Chainichek (Vertical movements with the edges of the palms)!

There is a lid on the teapot ( Left hand forms a fist, the right hand makes circular movements above the fist).

There is a bump on the lid (Vertical movements with fists).

There is a hole in the cone (index and thumb make rings with both hands)

There's a stalemate coming from the hole ( Index fingers spirals are drawn).

Steam comes out of the hole

Source nsportal.ru

Educational games for preschool children

Summary of correctional and developmental classes with aggressive children

Sekrier Alla Ivanovna, educational psychologist, MBDOU No. 75, Norilsk

1. Game "Greeting"(K. Fopel)

Target: creating a favorable psychological climate, an atmosphere of mutual acceptance of each other, a mood for conflict-free communication, and the development of self-regulation.

Psychologist: Guys, we say hello every time in an unusual way. Today we will greet each other in a special way. You will walk around the room and silently, without saying a word, shake each other's hands.

I will tell you exactly how to greet each other.

Like a friend who hasn't been seen for a long time;
As an important - important person;

2. Game “Wrinkles”

Target: Relieving tension.

Psychologist: Guys, inhale and exhale several times. Inhale-exhale, inhale-exhale. And the last time - inhale and exhale. Great...

Smile widely at your neighbor on the right, and now at the neighbor on the left. Wrinkle your forehead - you will be surprised, frown your eyebrows - you will get angry, wrinkle your nose - you don’t like something. Relax your facial muscles, your face is calm.

Raise and lower your shoulders. Inhale-exhale, inhale-exhale, inhale-exhale. Well done!

3. Game "Predator"

Target: reduction of muscle tension, correction of the behavior of aggressive children, reduction of aggression.

Psychologist: And now, I suggest you turn into some kind of predator (tiger, lion, wolf, lynx). Stand opposite each other and start showing each other your strength and courage. Show how strong, courageous and courageous you are. Well, now calm down, you respect each other's strength.

4. Game “Name Calling”(Kryazheva N. L.)

Goal: remove verbal aggression, help children express anger in an acceptable form.

Psychologist: Guys, passing the ball around, let's call each other different harmless words (the condition of what names can be used is discussed in advance. These can be the names of vegetables, fruits, mushrooms or furniture). Each appeal should begin with the words: “And you, ..., carrot!” Remember that this is a game, so we won’t be offended at each other. In the final circle, you should definitely say something nice to your neighbor, for example: “And you, ..., sunshine!”

5. Game “Ask for a toy”- verbal option (Karpova B.V., Lyutova E.K., 1999)

Target: teach children effective ways communication.

The group is divided into pairs, one of the pair members (participant 1) picks up an object, for example, a toy, notebook, pencil, etc. Another participant (participant 2) must ask for this item.

You are holding a toy in your hands (notebook, pencil), which you really need, but your friend also needs it. He will ask you for it. Try to keep the toy and give it away only if you really want to do it.

Well, you need to choose the right words and try to ask for the toy so that they give it to you. Then participants 1 and 2 switch roles.

6. Relaxation exercise “Rest in the forest”(using the equipment of the “Waterfall” panel sensory room)

Guys, now let's take a rest. Lie down comfortably, close your eyes and listen to my voice. Imagine that you are in the forest on a beautiful summer day. There are many beautiful plants and bright colorful flowers around you.

You feel completely calm and happy. A pleasant feeling of freshness and vigor covers the entire body: forehead, face, back, stomach, arms and legs. You feel how your body becomes light, strong and obedient.

The breeze blows your body with light freshness. The air is clean and transparent. Breathe easily and freely. The mood becomes cheerful and cheerful - you want to get up and move.

We open our eyes. We are full of strength and energy. Try to maintain this feeling throughout the day.

Reflection. Did you enjoy the activity? What's the most, the least? What's your mood?

Farewell ritual. They smiled at each other and wished them a good mood.

This concludes our lesson, thank you very much everyone!

More details doshvozrast.ru

Conducting individual correctional and developmental classes

Article " Conducting individual correctional and developmental classes” S. I. Reznichenko - Directory of teacher-psychologist Kindergarten No. 00 (pilot issue) for 2011.

The correctional focus of classes is manifested in the correction of impaired higher mental functions associated with organic defects of pupils, as well as their personal characteristics (emotional-volitional, motivational-need spheres, etc.), which complicate the processes of learning and adaptation.

In general, the system of corrective measures implemented in preschool educational institutions, directed:

To activate cognitive activity and social and labor adaptation of pupils;

Increasing the level of mental development of children;

Formation of individual higher mental functions (memory, attention, perception, etc.);

Students acquiring knowledge about the world around them, developing practical learning experience and the ability to independently search for information;

Correction of shortcomings in emotional, personal and social development children.

Principles of correctional and developmental activities

When organizing correctional and developmental classes, it is necessary to rely on objectively existing or assumed patterns child development and adhere to the following principles:

1. Unity of teaching, correctional, developmental and educational tasks.

2. Development of consciousness, activity and independence of the child in the process of correctional and developmental activities.

3. Systematicity and consistency (the knowledge, skills and abilities acquired by children should represent a certain system, and their formation should be carried out in stages).

4. Accessibility of lesson content (the material being studied must be adapted taking into account the mental, psychological, physical capabilities of children, the level of knowledge and skills they have achieved, and at the same time require certain efforts to master it).

Visualization (the principle stems from the need for children to actively perceive, comprehend and generalize the material being studied; it is used as a means of learning new things, and for developing observation skills, and for better memorizing information).

5. Individual approach to students.

6. Morality, environmental friendliness (one of the most important ethical principles, including moral education (forming a child’s readiness for independent choice)).

Educational psychologists note the following: individual differences pupils in the intellectual and motivational-need spheres:

¦ rate of assimilation of knowledge, abilities, skills;

¦ predisposition to one or another type of analysis, especially during initial work with the material;

¦ level of identification and generalization of methods of operating knowledge;

- economical thinking;

¦ features of self-esteem and level of development of self-criticism;

¦ level of development of self-regulation of behavior, readiness to commit an act of will, etc.

Diagnosis of the child's development level

Psychological and pedagogical correction of a child throughout its entire period must be systematic, comprehensive, and individualized. In order to correctly build a system of correctional and developmental influence, it is necessary to take into account the peculiarities of the development of certain functions in ontogenesis.

For example, there are sensitive periods for the development of speech, logical operations, concentration and other higher mental functions. Pupils of the same group are at different stages of development of speech, sensory-perceptual and mental activity, they have spatial-temporal ideas formed to varying degrees, they are unequally prepared for counting, reading, writing, and have a different stock of knowledge about the world around them. Therefore, correctional work requires constant recording of changes occurring in the child’s psyche and his cognitive abilities.

It is not enough to diagnose a child only at the initial stage, when planning correctional and developmental activities, just as it is not enough to examine only those mental functions with which the child has visible difficulties. The diagnostic examination must be comprehensive; include research into content and dynamic characteristics various types thinking, memory, attention, sensations, perception, as well as fine and gross motor skills, speech, features of interhemispheric lateralization, communicative, motivational-need and emotional-volitional spheres. The diagnostic methods used should be as brief as possible, varied, and convenient for quickly identifying the child’s sensory underdevelopment, as well as those used teaching aids(building sets, logic cube, toys, etc.).

It is not always correct to begin individual correctional work with a face-to-face examination of the child, since initial contact carried out in this form can increase anxiety, fear of assessment and ultimately distort diagnostic results. It is more correct to obtain primary information about the child, especially about his personal characteristics (level of self-esteem, anxiety, pretensions, aggressiveness, suspiciousness, etc.), from the teacher or parents.

It is best to start an individual examination with a conversation. In some cases, for example, if a child has personality traits on the autism spectrum, you should study his area of interest in advance and organize initial contact taking into account the child’s hobbies.

In general, any correctional lesson includes a diagnostic block with which you can record the current level of development of certain mental functions of the child, identify the zone of proximal development, and in addition, form mechanisms that compensate for deficient functions or develop existing, insufficiently formed functions.

Form of conducting classes

The form of conducting classes depends on the specific learning objectives. The pace of passage through each stage of development of functions can be different, based on the temporal characteristics of the child’s personality, as well as his sensory experience.

Practice shows that the most effective acquisition of knowledge and skills that have a visual basis (illustrations, direct demonstration necessary actions educational psychologist), are accompanied by verbal material, comments from a specialist and the child himself, and are also offered in play or practical activities (construction, drawing, modeling, etc.).

The game helps create an emotional mood in children; increases motivation for the activity performed; provides the opportunity to study (or repeat) material in a more varied way.

At the beginning of training in an individual correctional and developmental program in the classroom, it is better to offer the child a series of training games and exercises with clearly defined action algorithms and rules, which will allow him to develop the skill of acting according to instructions. If the child has already developed such a skill, then it is advisable to offer games to develop the transfer function by analogy or to develop the skill of independently searching for information on given properties of objects (or a topic in general).

To develop and correct the personal sphere, you can use travel games, where each plot stage forms a certain personal characteristic.

Structure of correctional and developmental classes

The structure of a correctional and developmental lesson should include alternation of various types of activities: musical and rhythmic exercises, graphic tasks, didactic games, playing sketches by role, permission problem situations. When constructing a lesson, it is necessary to provide for three main stages: motivational-orientative, operational and control-evaluative.

Rules health saving in correctional and developmental classes:

Organizing breaks using relaxation exercises, exercises to strengthen the musculoskeletal system, and eye exercises;

Regulating the degree of fatigue of the child by planning the order of presentation of tasks according to the degree of difficulty (the warm-up and final parts of the lesson should be easier than the main part);

Choosing the optimal pace of work in accordance with the child’s personal characteristics;

Monitoring child compliance correct posture, position of the pen and notebook, distance from the eyes to the object in question, etc.; the use of a variety of didactic, visual and gaming materials appropriate to the age and level of development of the child.

Methods of conducting classes

Methods of conducting classes should ensure the interrelation of perceptual, speech and intellectual prerequisites for mastering the necessary knowledge, skills and abilities. It is important that the presentation of the material be dosed, fractional, with gradual complication and consolidation through repeated use of exercises, tasks, and didactic games.

The correctional lesson should be integrative in nature, allowing it to solve several diverse problems. At the same time, it is necessary that the content of these tasks within each lesson is ahead of the level of children’s actual development, but corresponds to the boundaries of their zone of proximal development. During the lesson, children should be given measured assistance (for example, asking leading questions), praise and encouragement.

It is necessary to form in the child an awareness of the goals and objectives within each lesson, and to stimulate him to verbally mediate all his actions and operations.

The effectiveness of correctional work in kindergarten

Creating a holistic correctional and developmental system for children with developmental disabilities is a complex task that requires the involvement of various specialists. In a kindergarten, correctional work will be effective only if it is carried out in combination, including pedagogical and psychological correction, as well as medical support for students.

More details on the website fusionpiter.ru

Correctional and developmental program “Readiness for school”

Lavrentieva M. V.

At 5-6 years of age, the child’s volume of knowledge actively expands, and in connection with this, the nature of his mental activity also changes, which is based on understanding, on active analysis and synthesis. With the development of thinking, the analysis becomes more and more detailed, and the synthesis more and more generalized and accurate.

Children are already able to understand the connection between surrounding objects and phenomena, the causes of certain events. Along with visual and figurative thinking, the rudiments of verbal and logical thinking appear. The attention of an older preschooler becomes less and less distracted and more stable.

Memory is increasingly acquiring the character of mediated memorization.

There is an intensive development of the child’s speech, which is characterized by rich vocabulary and a complex structure, including almost all speech patterns and semantic structures. Due to the fact that at this age the main thing in mental activity is the desire to acquire new knowledge and skills, children 5-6 years old often willingly learn reading, writing, mathematics, if such learning occurs in a playful form accessible to them.

At 5-6 years old, gross motor skills and fine motor skills of the hand actively develop. The child’s movements become more precise and clear, a child at this age is able to independently and accurately work with scissors and a needle, the child’s hand is almost ready to learn to write.

By the end of preschool age, the child is sufficiently capable of voluntary behavior, that is, consciously regulated behavior. The child learns to act, obeying special rules developed not by himself, but given to him from the outside.

Children at this age are still characterized by increased excitability, emotionality, and fairly rapid fatigue. Therefore, along with developing and learning games, games are used that promote relaxation and relieve stress.

The objectives of the educational game are to advance the mental and personal development child.

The main criterion is the child’s ability to cope with the game task with some help from a psychologist, and when the game is repeated, this help is gradually reduced until it is completely abandoned.

In what respect is the game new for the child compared to those with which he already copes?

Firstly, it can be aimed at mastering new ways of acting with already familiar objects.

Secondly, it may include objects unfamiliar to the child and more complex rules.

Thirdly, you can change the plot content of the game. Each such innovation makes its own demands on the child, activates and develops certain structures of his psyche.

The game becomes more complicated only in one direction, since in another case it may turn out to be unexpectedly difficult for the child and will not have a developmental effect, that is, it will go beyond the limits of his zone of proximal development. When planning lessons, it was taken into account that there is mutual compensation between the developmental influence different types children's activities.

For example, the development of fine motor skills of the hand is facilitated by drawing, coloring, mosaic, sculpting, designing, etc. These activities prepare a child's hand for writing better than forcing sticks and squiggles onto paper.

Traditionally, there are three aspects of school maturity: intellectual, emotional and social.

Intellectual maturity is understood as differentiated perception (perceptual maturity), including the identification of a figure from the background; concentration, analytical thinking, expressed in the ability to comprehend the basic connections between phenomena; opportunity logical memorization; the ability to reproduce a pattern, as well as the development of fine hand movements and sensorimotor coordination.

Emotional maturity is generally understood as a reduction in impulsive reactions and the ability to perform a not very attractive task for a long time.

Social maturity includes the child’s need to communicate with peers and the ability to subordinate his behavior to the laws of children’s groups, as well as the ability to play the role of a student in a school learning situation.

The goal of this program is to maximize the individual development of children through in-depth study and level development mental development, psychological readiness for school.

In this regard, the following tasks are put forward: 1. developing curiosity as a basis cognitive activity in preschoolers; 2. development of the child’s abilities; 3. development of communication.

, Corrective pedagogy

Presentation for the lesson

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Target: formation of cognitive activity.

Tasks:

develop voluntary attention and imagination.
develop visual and auditory perception.
develop the ability to establish cause-and-effect relationships at a non-verbal level.
develop visual memory.
teach relaxation techniques and relieve psychomuscular tension.
develop the ability to determine your mood
develop a sense of unity and group cohesion.
create a positive emotional background.

Equipment: computer , multimedia device, Mouse toy.

Progress of the lesson

1. greeting. Exercise "Greetings with your palm."

Hello guys, I'm glad to meet you, and first I really want to say hello to you. I suggest you say hello in an unusual way - with your palm ( children touch each other with their palms in a circle).

2. exercise “A kind word”.

A soft toy appears - a mouse. Children say kind words to the toy and to each other.

3. exercise “The color of my mood.”

Let's imagine that we are now wearing T-shirts, the color of which is the color of our mood. We will tell you our name and the color of our magic jersey.

4. exercise "Sequential pictures". Slide number 2.

You, of course, know the Russian folk tale Teremok. Look at the board in front of you at the pictures for this fairy tale. Are they positioned correctly? Let's remember the fairy tale and put the pictures in the correct order.

5. Exercise "Teremki". Slide number 3.

Let's change the ending of the fairy tale a little. Imagine that you decided to help animals - to build a separate house for each of them. How many houses need to be built? Name the heroes of the fairy tale and count them. Six is correct. Our heroes began to quarrel and argue about who should live in which house. Shall we help them?

6. game "Fly". Slide number 4.

The animals began to live separately, but soon became bored without each other. They decided to get together to play, ask each other riddles, and solve interesting problems. The fox invited her friends to play the game "fly". Shall we play with them? So, the fox says in which direction and how many cells the fly crawls, and you name the color of the cell in which the fly finds itself.

7. relaxation exercise “Sun and Cloud”, “Tanning”.

I propose to invite the heroes of the fairy tale to visit us and relax a little with them.

The sun went behind the cloud, it became cool, we huddled together to keep warm. The sun came out from behind the clouds, it became hot, we relaxed, it defrosted us. ( Repeated 2-3 times)

Imagine that we are sunbathing in the sun, close your eyes. Your chin is sunbathing, let’s expose it to the sun, unclench your lips and teeth. A bug is flying, about to fly into your mouth - close your mouth tightly. The bug flew away - they opened their mouths and exhaled. Your nose is sunbathing - let's put our noses in the sun. A butterfly flies, chooses whose nose to sit on - wrinkle the nose, raise the upper lip upward, the mouth is half open. The butterfly has flown away - let's relax our nose. The butterfly has arrived again, let's swing it on the swing, raise our eyebrows up, and lower it down. The butterfly flew away, and we were completely relaxed, we wanted to sleep. Make yourself comfortable and relax ( relaxation music).

We rested, gained strength and will continue our lesson.

8. exercise "Who has more?" Slide number 5.

The mouse asks to determine whether it collected more nuts or acorns? Animals don't know how to count, so what should they do? Correctly, you can put an acorn next to each nut, and then see what remains. We will answer the mouse with more.

9. game "Fourth wheel". Slide No. 6, 7.

Are you ready to complete the task that was proposed by the wolf and the bear? Look at the pictures, name the animals that are depicted. Who's the odd one out? Why did they decide this?

10. exercise "Choose a path." Slide number 8.

The frog offers to find the path that she needs to follow in order to end up in the swamp.

11. game "A Pair of Pictures". Slide number 9, 10, 11, 12.

The bunny offers to play with the pictures. Look, there is a figurine icon next to the picture. Please remember which icon is drawn with the picture. The bunny will show you the icon, you will remember and name the picture.

12. Feedback. Farewell ritual. "Palms."

The adult invites the children to place their palms on his palm; each subsequent participant places his palm on the palm of the previous one. When the palms of the participants are gathered in chorus they say: “Goodbye!”

Outline of a correctional and developmental lesson for preschool children

Purpose of the lesson: Relieving anxiety.

Tasks:

Development of fine motor skills.
Development of the emotional sphere.
Development of logical thinking, attention, speech.
Formation of the ability to relieve muscle tension.
Raising the emotional background.

Lesson plan:

Organizational part - 2 min.
Practical part (16 min.). A set of psycho-gymnastic exercises a set of psycho-developmental exercises
Conclusion - 2 min.

Necessary materials: multimedia installation (projector, screen, laptop), music selection, chef.

Progress of the lesson:

Hello guys! Look outside the window. What time of year is it today? That's right, winter! In winter it is very cold, there is snow and frost outside! And in winter, many people dream that it will come sooner... That's right, summer! In the summer, many people go to warmer climes to bask in the sun, swim in the gentle sea, and lie on the warm sand. ...
Mishutka appears
- Guys, don't be sad! Summer will definitely come! But to cheer you up today, I want to invite you on a sea voyage today! Do you agree? (children agree). Well, then go ahead!

Immersion in a fairy tale.
The sound of the sea turns on, the children take each other's shoulders and sway with their eyes closed.

Well, here we are in a fairy tale. Oh look! We are greeted by sea inhabitants!

Exercise 1. Pictures of sea animals mixed with terrestrial animals appear on the screen. Children name sea animals and remove earth animals.

Guys, look at the screen. What do you see? (Children answer that this is the seabed).
- Right! We are on seabed. Magic power turns us into sea fish.

Exercise "Fish". Soft movements of the hands (fins), chaotic movement around the room to the music.
- Children, attention to danger! (a picture of a shark appears on the screen, alarming music sounds). Children cower in fear and pretend to be frightened.
- Magic power helps us and turns us into sharks!

Exercise "Shark". Children turn into sharks. They make angry, tense faces and place their hands in front of them, imitating the jaws of a shark. Chaotic movement around the room accompanied by music.
- The sharks swam away to do their own thing. Now you can relax!
Children shake their hands and take a deep breath. Sit on the mat in a relaxed position.
- Guys, we are on the sea coast. Let's turn into waves.
Exercise "Waves". Children lock their hands together and make wave-like movements, small at first, then the “waves” become larger and larger. After completing the exercise, relax.
- Now, let's play!

Exercise “Game with a wave”. The teacher depicts a wave using a piece of chiffon. Children watch the movement of the “wave”. As soon as “the wave begins to roll onto the shore” (the leader moves towards the children), the children run away. “The wave rolls back into the sea” (the leader moves away), and the children again run up to the edge of the “sea.”
- Well, are you tired? Let `s have some rest.

Exercise “I’m lying in the sun”(relaxation exercise). Children lie on the rug listening to music, imagining that they are sunbathing under the hot summer sun.
Well, our lesson is over.

Let's remember what interesting things happened in our lesson?
A discussion takes place. Each child expresses his or her opinion.
Guys, you did a good job today, well done! Goodbye!

Ekaterina Manuilova
Correctional and developmental classes for children of senior preschool age

We offer an approximate diagram classes, tested by us in practice. Classes are not written as a summary, because all the content is given in the appendix, from which you can compile at your own discretion doing it your own way.

SENIOR GROUP

Lesson 1

1. Beginning Ritual classes.

2. Exercise "What is my name".

Children say their name: short, complete, affectionate, most beloved (you can take a conversation as a basis "How can you call a person by name": see p. 62).

3. Plastic study "Sun".

The affectionate names made me feel warm, like the sun. We will all now become suns and warm each other.

4. Game "Touch it.".

Today we got to know each other better, learned everyone’s favorite names, warmed each other with the warmth of the sun, and now take a good look at each other, who is wearing what and what color of clothes.

The teacher offers: “Touch it. blue!

Everyone must instantly orient themselves, find something blue in the participants’ clothes and touch this object.

The colors change periodically; those who didn’t have time are the presenter. The teacher makes sure that each participant is touched.

5. Ending ritual classes.

Lesson 2

1. Beginning Ritual classes.

2. Study "Say good things about a friend".

A child is chosen at will, he is seated in a circle, and everyone says what he likes about this child. The teacher pays attention children for that, so that they do not repeat, gives a sample. In their statements, children note the external and internal advantages of the child and give examples of any life situations.

On one class choose more than two children. Return to this sketch periodically on other classes.

3. Game "Find a Friend".

Children are divided into two groups, one of whom is blindfolded and given the opportunity to walk around the room. They are invited to come and get to know each other. You can find out with your hands, feeling your hair, clothes, hands. Then, when a friend is found, the players switch roles.

4. Game "Ball in Hand".

The teacher takes turns throwing the ball to each child in the circle, and the one who catches it must answer question: “What do you love most?” or “What do you dislike most?”, or "What do you like to do?", or “What are you most afraid of?”

5. Ending ritual classes.

Lesson 3

1. Beginning Ritual classes.

2. Game "The wind blows on.".

With words "The wind blows on." The teacher starts the game. So that all participants in the game learn more about each other, questions can be next: "The wind blows on the one with blond hair"- all fair-haired people gather in one group. “The wind blows on the one who has a sister. Brother. who loves sweets the most? etc.". Options can be taken from the previous one classes(a game "Ball in Hand").

The presenter must be changed, giving each participant the opportunity to ask questions.

3. Study "Let's make a story".

The teacher begins history: "Once upon a time there were children older groups of one kindergarten.", the next participant continues, and so on in a circle. When the leader's turn comes again, he adjusts the plot of the story, makes it more meaningful, and the exercise continues.

4. Game "The Dragon".

The players stand in a line, holding their shoulders. First participant "head", last - "tail" dragon. "Head" must reach "tail" and touch it. "Body" the dragon is inseparable. As soon as "head" will grab "tail", she becomes "tail". It is desirable that more participants take on two roles.

5. Ending ritual classes.

Lesson 4

1. Beginning Ritual classes.

2. Study "Say good things about a friend" (2 children).

3. Game “Roar, lion, roar; knock, train, knock".

The teacher says: “We are all lions, a big lion family. Let's have a competition to see who can growl the loudest. As soon as I I'll tell you: “Roar, lion, roar!”- let the loudest growl be heard.

Then everyone lines up one behind the other, placing their hands on the shoulders of the person in front. This is a steam locomotive. It puffs and whistles, the wheels work precisely in time, everyone listens and adapts to their neighbors. The locomotive travels in different directions, at a pace, making loud sounds and whistles. The driver at the stations changes. At the end of the game it can happen "crash", and everyone falls to the floor.

4. Ending ritual classes.

Lesson 5

1. Beginning Ritual classes.

2. Conversation "How can you be sorry" (see p. 56).

3. Sketches for the expression of suffering and sadness:

- “Oh-oh, my stomach hurts!”

Two bear cubs Tim and Tom ate tasty but unwashed apples.

Their stomachs hurt. Bear cubs complain:

Oh, oh, my stomach hurts!

Oh, oh, I'm sick!

Oh, oh, we don't want apples!

We are sick. Tom and Tim.

Expressive movements: eyebrows raised, stomach retracted, hands pressed to the stomach.

The teacher offers "bear cubs" feel sorry for each other.

Etude "I'm so tired".

The little gnome carries a big one on his back fir cone. So he stopped, put the cone at his feet and speaks: "I'm so tired, I'm so tired.".

Expressive movements: standing, arms hanging along the body, shoulders down.

The teacher offers one group children to portray gnomes, and the other - to help deliver a big shot, to regret it. Then the children change places.

4. Ending ritual classes.

Lesson 6

1. Beginning Ritual classes.

2. Transformation game “A homeless person always feels bad”.

3. Study "Save the Chick".

The teacher says that many animals need our help and offers to save the little one. chick:

Imagine that you have a small helpless chick in your hands. Extend your arms with your palms facing up. Now warm it up, slowly, fold your palms one finger at a time, hide the chick in them, breathe on it, warming it with your even, calm breath, put your palms to your chest, give the chick the warmth of your heart and breath. Now open your palms and you will see that the chick has joyfully taken off, smile at him and don’t be sad, he will fly to us again!

4. Ending ritual classes.

Lesson 7

1. Beginning Ritual classes.

2. Fairy tale "Masha and Sandals".

3. Conversation based on a fairy tale, which uses questions about feelings children in relation to the heroes of the fairy tale.

4. Sketch "Eyes to eyes".

The teacher says that you need to be very attentive to the people around you. Offers to practice understanding each other's facial expressions and eyes. Children break into pairs and hold hands.

The teacher offers:

Looking only into each other's eyes and feeling each other's hands, try to silently convey different emotions: “I’m sad, help me!”, “I’m having fun, let’s play!”, "I want to be friends with you!"

Children perform the etude in pairs. Then the children discuss at what time which emotion was transmitted and perceived.

5. Ending ritual classes.

Lesson 8

1. Beginning Ritual classes.

2. Transformation game “Everyone someday dreams of becoming a bird”.

3. Plastic study "Birds". (Musical accompaniment).

4. Ending ritual classes.

Lesson 9

1. Beginning Ritual classes.

2. Conversation “How can you understand a person’s mood?”

3. Game "What's the mood like?"

Children take turns saying what time of year, natural phenomenon, weather their current mood is similar to. It’s better for the teacher to start with the memory “My mood is like a white fluffy

cloud in the calm blue sky, what about yours?” At the end, the teacher summarizes what the whole group is like today mood: sad, happy, funny, angry, etc.

It must be taken into account that bad weather, cold, rain, gloomy skies, aggressive elements testify about emotional distress.

4. Sketch “Draw your mood and tell us why it is like this today”.

5. Ending ritual classes.

Lesson 10

1. Beginning Ritual classes.

2. Transformation game "You are a little tree".

3. Plastic study "I am a little leaf".

4. Ending ritual classes.

Summary of a correctional and developmental lesson for children of senior preschool age "Visiting Alyonushka."

Subject (focus): summary of correctional and developmental classes.
Children's age: children of senior preschool age
Location: psychologist's office.

Target:
Creating conditions for the correction and development of the emotional-volitional sphere of children.
Tasks:
- continue to develop social emotions;
- develop arbitrary control over your actions;
- practice expressing opposite emotional states; develop the ability to act according to the rule;
- contribute to the unity of the children's team.

Material:
Alyonushka doll, house with a bell, mirror. Fairy-tale characters: grandmother, Baba Yaga, a wonderful bag of prickly balls, paper hearts.
Preliminary work:
games to distinguish between different emotional states, listening musical works with different characters, reading works of art, drawing different emotional states of people, conducting behavioral training.
Progress of the lesson
"Minute of Entry"
Psychologist. The day has come, I smile at you and you will smile at each other
and think: how good it is that we are here together today. We are calm and kind, friendly and affectionate.
Game "Magic Mirror".
Look who came to visit us today? Alyonushka.
Alyonushka. Hello guys! My name is Alyonushka. I didn’t come to you empty-handed - I brought a magic mirror. Whoever takes it in his hands, looks at it, and good sweet Nothing says about himself, he will slowly enter the fairy tale.
(children playing a game)
Game-discussion “Relationships”.
Alyonushka reads L. Kuzmin’s poem “The House with a Bell”:

Worth a small antique
House over a green hillock.
(Children approach the house with a bell)
There is a bell hanging at the entrance,
Decorated with silver.
And if you gently, quietly
If you call him, then believe him,
That an old lady will wake up in the house,
Gray-haired old lady,
And he will immediately open the door.
The old lady will say affably:
- Come in, don’t be shy, my friend.
He will put the samovar on the table,
A pie will be baked in the oven.
And he will be with you
Drink tea until dark
And a good old fairy tale
She'll tell you.
But if, but if, but if
You are in this cozy home
You start knocking with your fist,
You will raise the ringing and thunder,
Then Baba Yaga will come out,
And you won’t hear fairy tales,
And there is no pie in sight.
Psychologist. Alyonushka, why in the second part of the poem, not a kind old woman, but Baba Yaga, came out to the children from the same house?
Alyonushka. And the guys will try to answer this question
(children's answers)
Psychologist. Guys, why did the old woman give the children tea and pies and read a good fairy tale?
(children's answers)
(The psychologist invites the children to revive this fairy tale.)
Emotion training
(children show the kind old woman and the evil Baba Yaga).
Psychologist. What actions does Baba Yaga most often commit?
(children's answers).
Exercise "Prickly bag".
Game "Everything is the other way around."
Alyonushka. Guys, quickly stand in a circle. Baba Yaga did not just appear in our fairy tale. It turns out she put a spell on you. You have now turned from ordinary boys and girls into reverse boys and girls.
Psychologist. Guys, now we will play the game “Everything is the other way around.” I will demonstrate certain movements, and you will repeat these movements in reverse. For example: if I raise my hands, you lower them.
Okay, Alyonushka, how can we now get rid of the magic and turn into normal guys again?
Alyonushka. And for this you need not to name certain words, but replace them with gestures. Let's play the game "My cap is triangular."
Game “My triangular cap.”
Psychologist. I see that you have not yet completely gotten rid of Baba Yaga’s witchcraft, so I suggest playing another game that has a special word - this is a magic spell against bad mood, resentment, removal of witchcraft and disappointment.
Relaxation exercise “Tuh-tibi-duh.”
Alyonushka. Now you and I have turned into cheerful, kind, smart guys. What kind of character is Baba Yaga? (Children are evil). Look at the picture, it shows Baba Yaga in different moods. Which Baba Yaga mood did you like best? Paint over the scarf of the Baba Yaga that you liked the most.
At the end of the work, Alyonushka gives the children hearts as souvenirs.
It’s a pity, but I can’t stay with you any longer, I need to return to my fairy tale.
Psychologist. Children, let's stand in a circle, hold hands and take turns shaking them. Come visit us again, Alyonushka!
Alyonushka leaves.
Psychologist. Children, who came to visit us today?
What did you like most about the fairy tale?
In what mood do you return from a fairy tale?
Children answer questions and return to the group room.