Program of the psychological circle "world of emotions" methodological development on the topic. Program for the development of the emotional sphere Game "Guess Who's Talking"

State budgetary educational institution

"Bryansk regional boarding school named after Hero of Russia A.A. Titov"

Considered at the local meeting Agreed Approved by order

Meeting No. 1 Deputy Director of the School Director

according to UVR No. 298 dated September 1, 2015

____________________

Working programm

“Development of emotions in preschoolers”

Designed by:

educational psychologist

Rafalovich G.I

Zhukovka – 2015

Explanatory note

The work program “Development of emotions of preschool children” is compiled on the basis of clause 6 of Art. 28 of the Law Russian Federation“On education in the Russian Federation” dated December 29, 2012 No. 273-F3.

The regulatory framework for the development of work programs for basic and secondary general education are Order of the Ministry of Education of the Russian Federation dated March 5, 2004 No. 1089 “On approval of the federal component of state educational standards of primary general, basic general and secondary (complete) general education”, Order of the Ministry of Education of the Russian Federation dated March 9, 2004. No. 1312 “On approval of the federal basic curriculum and exemplary “curriculums” educational institutions implementing general education programs"; Letter of the Ministry of Education and Science of Russia dated July 7, 2005 No. 03-1263 “On model programs for academic subjects of the federal basic curriculum.” Uniform requirements for work programs are established by a local act of the educational organization.

The work program “Development of emotions of preschool children” is compiled on the basis of two programs “Development of emotions of preschool children.”; Minaeva V.P. and “Socialization of orphans”: developmental activities for preschool and junior school age; Nikushkina N.V.

The work program “Development of Emotions in Preschool Children” is a comprehensive document that includes the following sections: explanatory note, content of training course topics, thematic lesson planning, requirements for the level of training of students for each section of the program, educational and methodological support.

The program is built taking into account the principles of consistency, science, and accessibility.

The program is designed to conduct correctional and developmental activities for children preschool age.

IN last years active reform of the system is taking place preschool education: a growing network of alternative preschool institutions, new preschool education programs are appearing, original teaching materials are being developed.

Against the background of these progressive changes, the development of the child’s emotional sphere is not always given sufficient attention, unlike his intellectual development.

However, as rightly pointed out by L.S. Vygotsky, A.V. Zaporozhets, only the coordinated functioning of these two systems, their unity can ensure the successful implementation of any form of activity. K. Izard wrote about this: “Emotions energize and organize perception, thinking and action.”

The formation of “smart” emotions and the correction of deficiencies in the emotional sphere should be considered as one of the most important, priority tasks of education.

During the development process, changes occur in the emotional sphere of the child. His views on the world and relationships with others change. The child's ability to recognize and control his emotions increases. But the emotional sphere itself does not develop qualitatively. It needs to be developed.

What L.S. wrote Vygotsky about the phenomenon of “dried heart” (lack of feelings), observed among his contemporaries and associated with education aimed at logical and intellectualized behavior, has not lost its relevance in our time, when, in addition to the corresponding focus of education and training, technologization contributes to “desensitization” life in which the child participates.

Being confined to televisions and computers, children began to communicate less with adults and peers, but communication greatly enriches the sensory sphere. Modern children have become less responsive to the feelings of others. Therefore, work aimed at developing the emotional sphere is very relevant and important.

For purposeful, systematic work with children, it is necessary to decide what to take as a basis, what emotions to rely on. There are several classifications of emotions. One of them, the most convenient for practical purposes, is K. Izard’s classification, which is based on fundamental emotions: interest, joy, surprise, grief, anger, disgust, contempt, fear, shame, guilt. Other emotions, according to this theory, are derivative.

Features of the external manifestation of emotional states are determined by facial expressions (expressive movements of the facial muscles), pantomimics (expressive movements of the whole body) and “vocal facial expressions” (expression of emotions in intonation, timbre, rhythm, vibrato of the voice).

Expressive actions not only define, but also shape the sensory sphere. This is confirmed by the words of S.L. Rubinstein: “An expressive movement (or action) not only expresses an already formed experience, but also itself, when included, shapes it; in the same way, by forming our thought, we thereby form our feeling, expressing it.

It is known that every child has his own problems and difficulties, and if at any age level the normal conditions of development are violated, then special correctional work.

The hardships and losses experienced by orphans cause various types of psychological problems. It is known that a child’s self-esteem is formed under the influence of evaluation from significant adults from his immediate environment. A classic of world psychology, A. Adler, noted that if emotional contact with close adults is disrupted, the child lives, as it were, in “enemy” territory, circumstances suppress him, he feels weak and unloved. As a result, he develops very low self-esteem and a feeling of inferiority. The presence of an acute need for attention and kindness underlies the child’s communication with others. Observations show that children’s contacts with adults come down to seeking his attention and affection, and personal communication with peers is very often accompanied by aggressive symptoms.

These children are often deprived of the opportunity to enjoy their own success, which means that they will develop rivalry and envy towards the other child, and a desire to stand out by any means necessary.

Therefore, it is necessary to create conditions that will determine the nature of the child’s communication with others, his personal successes, and contribute to the formation of the child’s idea of ​​himself and his capabilities.

Thus, positive self-esteem, a sense of confidence, and the ability to better understand other people and oneself are formed.

Goals and objectives of studying the subject

Purpose of the program: development of the emotional sphere of preschool children, normalization of relationships between children in communication; teaching children the ability to see the manifestation of character traits behind their actions, the ability to adapt to changing social conditions, relieving mental and emotional stress.

The main objectives of the program are:

Introducing children to emotions: joy, grief, anger, fear, surprise.

Development and correction of the psycho-emotional sphere;

Developing an understanding of one’s own individuality and the individuality of other children.

Formation of a positive attitude towards oneself and others, positive self-esteem through reinforcement of any successful actions;

Expanding and enriching communication skills for conflict-free communication and interaction;

Formation of children's ideas about the world and themselves in it;

Nurturing social feelings, an evaluative attitude towards the world around us;

Formation of reflective thinking skills.

general characteristics

The program “Development of Emotions in Preschool Children” is designed to work throughout the school year.

The curriculum is designed for 30 hours in accordance with the educational calendar schedule and accounting holidays in 2015-2016 academic year. Software Requirements to the level of preparedness of students are carried out through compaction educational material.

Classes are held once a week, lasting 20-25 minutes. Number of group participants: 1-5 people.

The program of activities for preschoolers ensures, on the one hand, the formation of psychological health, and on the other hand, the fulfillment age goals development. During classes, children experience emotional states and verbalize their experiences. They get acquainted with the experience of their peers, as well as the cultural heritage of humanity (literature, painting, music).

In preschoolers, the range of understandable emotions expands;

Children begin to gain a deeper understanding of themselves and others;

Main directions of development work:

Axiological;

Instrumental;

Need-motivational;

Developmental

Axiological direction teaches the child to accept himself and other people, while adequately recognizing his own and others’ strengths and weaknesses.

Instrumental direction forms the ability to understand one’s feelings, the reasons for behavior, the consequences of actions, and make life plans, that is, it helps the child’s personal reflection.

Need-motivational direction presupposes, first of all, the development of the ability to make a choice, the willingness to bear responsibility for it, as well as the formation of the need for self-change and personal growth.

Developmental direction ensures the formation of personal self-determination and internal position.

Age characteristics students

It is known that in preschool age problems of communication and self-knowledge come to the fore. Play activity is the leader. During this age period, knowledge of the surrounding world occurs.

Children of preschool age have problems expressing emotions associated with adult prohibitions. This is a ban on loud laughter in an inappropriate situation (according to adults), a ban on tears (especially for boys), a ban on expressing fear and aggression. For many children, there are quite a lot of such prohibitions on certain types of behavior, followed by punishment.

According to A. Lowen, excessive prohibitions in the expression of feelings entail a limitation of vitality, spontaneity and charm, i.e. loss of that natural naturalness and grace that a child possesses from birth.

Games aimed at developing the emotional sphere will help partially cope with this problem.

This age is characterized by increased anxiety, uncertainty, fears, and aggressiveness.

Communication plays a vital role in the lives of preschool children. It is through communication that children learn a system of moral principles typical of society and the social environment. Children also need favorable, trusting communication with adults. Most children with learning and behavioral difficulties are characterized by frequent conflicts with others and aggressiveness. Such children do not want and do not know how to admit their guilt, defensive forms of behavior dominate in them, and they are not able to resolve conflicts constructively.

The lesson program “Development of Emotions in Preschool Children” is divided into three sections:

I. section (7 lessons) - includes activities where children are introduced to emotions;

II. section (8 lessons)- knowledge of familiarization with emotions is deepened;

III. section (19 lessons) - knowledge acquired in previous lessons is consolidated.

The classes use games and psycho-gymnastic exercises known to most psychologists, active motor warm-ups, energizers, and activators. The structure of the lessons is traditional and consists of an introduction, main part and conclusion. In the introduction, the psychologist can either simply state the topic of the lesson or ask students questions about the topic under discussion. The main part, as a rule, contains a discussion and playback of the situation on the proposed topic, and the final part is aimed at analyzing the lesson, self-testing and reflection.

Changes may be made to the original plan of the lesson during the course of the lesson or the day before in connection with a request (from students or teachers).

Classes are designed so that there is a constant change in them different types activities: game, conversation, drawing, elements of training (exercises), etc.

Each lesson contains the following steps:

Creating an emotional mood in the group;

Information, discussion methods, tasks using therapeutic metaphors.

Exercises and games to attract children's attention, aimed at developing imagination.

Games aimed at correcting the emotional and personal sphere;

Creating in each participant a sense of belonging to the group and consolidating positive emotions from work.

With a certain non-rigid structure of classes, each child has the opportunity to realize himself, show a certain level of skills, and an adult or peer to praise him for small successes.

“Development of emotions in preschoolers»

Educational and thematic lesson plan

Essential Student Skills

For the development of the emotional sphere in preschoolers, it is advisable to play activities conduct educational sessions in which, using a variety of methodological techniques, introduce children to emotions.

In classes, students not only gain knowledge about emotions and feelings, but also exercise in using various methods of behavior and master effective communication skills. Much attention in classes is paid to discussing various situations, role-playing, and creative self-expression. With the help of special exercises and role playing games Participants master effective communication skills. During the classes, children have the opportunity to gain specific knowledge, understand and solve their personal problems, as well as develop adequate self-esteem and adjust their behavior.

During classes, children experience emotional states, verbalize their experiences, get acquainted with the experiences of their peers, as well as with the cultural heritage of humanity (Literature, painting, music).

The value of such activities is as follows:

Pupils’ range of understanding of emotions expands;

They begin to gain a deeper understanding of themselves and others;

They are more likely to show empathy towards others.

Expected positive dynamics:

Adequate self-esteem;

Manifestation of individuality

Ability to introduce yourself;

Build conflict-free communication;

Ability to choose methods of effective behavior;

Overcome various barriers of mutual understanding.

Positive changes in the emotional and personal sphere give children the opportunity to participate in joint activities.

Productivity.

Special diagnostics that make it possible to record positive changes in the emotional and personal development of each student (initial diagnostics at the beginning of the year and control diagnostics at the end of the year).

List of educational and methodological support:

Development of emotions in preschool children. Classes. Games. / Minaeva V.M. – M. ARKTI, 2001.

Socialization of orphans: developmental activities for preschool and primary school age / Nikushkina N. - M.: Chistye Prudy, 2007.- (Library “First of September”, series “School Psychologist”).

Lessons of kindness: Correctional and developmental program for children %-7 years old / Semenaka S.I. – M. ARKTI, 2004.

Play therapy with anxious children / Kostina L.M. – St. Petersburg: Rech, 2003.

Comprehensive support and correction of the development of orphans: social and emotional problems. / Edited by Shipitsina L.M., Kazakova E.I., St. Petersburg, 2000.

Psycho-gymnastics / Chistyakova M.I. – M.: Education, 1990.

We are all different. Educational visual aid / Knyazeva O.L., Sterkina R.B. – M.: Bustard; DiK, 1998.

Psycho-gymnastic exercises for schoolchildren: warm-ups, energizers, activators / Pavlova M.A. –Volgograd: Teacher, 2011.

Calendar-thematic planning of correctional group classes

Tasks:

Cognitive and emotional development. Clarify children's knowledge about the emotions of joy, anger, fear.

Learn to recognize them and convey them using gestures and facial expressions. Provide insight into how and when these emotions manifest themselves. Develop imagination.

Speech development. To teach to understand the lexical meaning of the word “rainbow”, to speak poetic texts conveying emotional mood, expressiveness of movements, etc.

Artistic and aesthetic development. Convey the character of the depicted character (bear, fox) using gestures.

Creative development. In theatrical activities, be able to act out the plot in accordance with the content of the fairy tale, convey the character of the hero, depending on the situation and one’s own vision. The drawing conveys an emotional mood through facial expression.

Social and moral development. Give the idea that external features and words do not always correspond to the intentions of a certain person and be careful when dealing with strangers.

Physical development. Encourage children to actively express their thoughts in various exercises and sketches. Develop fine motor skills hands while finger painting.

Material: screen, according to the height of children; dolls on spoons; toy bear; contour images of animal faces (Wolf, Fox, Squirrel, Bunny, Cockerel), gouache paints, wet napkins.

Progress of classes in the 2nd junior group of kindergarten

Educator. - Children, look out the window, what is that looking at us? (Sun)

Children, what about the sun? (warm, affectionate, tender, yellow, dazzling, bright, shiny, pleasant, hot...)

Are we happy about the sun?

And when else do we rejoice, to whom or what are we happy?

(gifts, flowers, good friends, warm wind, mom, dad, etc. various pleasant surprises, miracles)

Now I will read you a poem about various miracles, which is called “Joy” (according to K. Chukovsky)

(when reading a poem, the teacher puts illustrations on the flannelgraph)

Glad, glad, glad

White birches.

And on them with joy

Braids grow.

Glad, glad, glad

Dark aspens.

And on them with joy

Oranges are growing.

It's not rain coming from a cloud

And not hail

So it fell from the cloud

Grape.

So come with me quickly

To green meadows,

There's a rainbow across the river

Connected the banks.

We'll climb the rainbow

And let's play in the clouds.

Let's go down the rainbow

We're on skis and sleds!

Why are kids happy? (they are having fun because miracles are happening around them and they are riding on the rainbow)

What do you think, is the word “rainbow” funny or sad?

Children, the rainbow in the sky is colorful, beautiful, when we see it, we rejoice, we have fun. Apparently that’s why it’s called RAINBOW, because it makes everyone happy and happy.

Oh, who is this sitting here and growling? (bear)

Exercise to develop emotions

The Bear got so angry (angry look)

Started to roar loudly: (furrowed eyebrows)

My bed is broken (lower lip protrudes)

And my book was torn (shakes his head)

What should I do? (shakes her hands)

Don’t cry, don’t be angry, bear, (“we’re petting” the bear)

Let's glue your book together (facial muscles are relaxed)

We'll repair your bed. (kind look, gentle smile)

Don't jump on the bed,

Calmly leaf through the book.

Now guess, Little Bear, who is coming to us?

Psychological study on expressiveness of movements

The fox walked along the path,

And she carried mushrooms in a basket:

5 honey mushrooms, 5 chanterelles,

For foxes, for sisters. Huh!

(slow gait, the body is tilted to the right - towards the “heavy” basket, the right hand “squeezes” the basket. For the last words, “put” the basket on the floor, wipe the forehead with the back of the palm).

Children, in what fairy tales does the Fox appear? (“Kolobok”, “Teremok”, “Goat-Dereza”, “Straw Bull”, “Cat and Cockerel”, etc.)

Educator. - Children, do you like to play in the theater?

Let's watch a fairy tale with the participation of Chanterelle.

Theatrical performance with children(puppeteers - children)

Presenter (teacher): The audience gathers, the fairy tale begins. Listen and watch the fairy tale “About the Cockerel, the Hen and the Sly Fox”

Presenter: Once upon a time there lived a Cockerel and a Chicken. They got tired of sitting at home, and they went to travel around the world.

Here they are walking through a green grove, around the breeze the bushes are shaking, and on the bushes there are fresh green leaves, and between them there are berries

So the Chicken says:

Child-Chicken: - Cockerel, break my twig,

Where the leaves are thickest, where there are more berries!

Presenter: Only the Cockerel wanted to break it, and from under the bush the Bunny from his house:

Child-Bunny: - Who walks through my grove here, who breaks my bushes?

Presenter: The Cockerel got scared:

Child-Chicken: -Cockerel, break me a twig, where the leaves are thicker, where there are more nuts!

Presenter: Only the Cockerel wanted to break it, and from under the bush the Squirrel from his house:

Squirrel Child: - Who walks through my grove here, who breaks my bushes?

Presenter: The Cockerel got scared:

Child-Chicken: - Cockerel, break me a twig, where the leaves are thicker, where there are more apples!

Presenter: The Cockerel took courage, began to break, and here is the Fox from her house:

Child-Fox: - Come, dear ones, to visit me. Here, relax in my hut - I have gifts for you!

Presenter: The Cockerel and the Hen were very happy:

Chicken and Cockerel (together): - Oh, what good and cute animals here are!

Host: And the cunning fox thinks to herself: “This will be a good lunch for me!”

And she quickly ran to the Wolf e -neighbor of e to invite him to dinner.

And the Cockerel and the Hen ate well and rested and were so happy b that the Cockerel even began to sing.

It was here that the Bunny ran past the house. And the Bunny was actually very good, and said:

Child-Bunny: - Run faster from this house, the Fox wants to eat you all!

Host: But the Cockerel and the Chicken don’t believe him.

Chicken and Cockerel (together): - There are such good animals here!

Host: Then Squirrel saw them through the window:

Squirrel Child: - Run faster from this house, the Fox wants to eat you all!

Presenter: Here the Cockerel looked into the yard, and in the yard there were chicken feathers.

Child-Cockerel: - Oh, oh, we really need to run quickly!

Presenter: And the Fox already goes into the house, and the Wolf, scary and predatory, follows her and rejoices that they will have dinner.

As soon as they stood on the threshold, the Hen and the cockerel jumped into the window. And hurry home! But they barely made it!

And the Wolf and the Fox ran and ran, and did not find a trace under the bushes. And we were left without lunch!

Discussion.

Educator. - Did you like the fairy tale?

Who did the Cockerel and the Hen meet first? (Bunny)

Who's the last one? (to the fox)

Name all the characters who participated in the play.

Which one of them do you think was good?

And who was cunning and predatory/evil?

What were the Cockerel and the Hen like? (timid)

Show how afraid the Cockerel and the Hen were?

Visual activities for children

Educator. - Let us draw different faces: good, evil and scared, whoever wants what. (children stand at the tables)

Finger gymnastics.

Let's do finger exercises: (imitation of movements according to the text)

The cockerel and the hen walked

They carried a handful of grains,

The beak collected grains,

Then they pecked a little.

The rest were taken to the mill,

Then the pies were baked.

All the children were treated to

The birds pecked the crumbs.

Finger painting: (children are given the outlines of animal faces, and they must depict their characters - cheerful, angry, scared)

Bottom line. Reflection.

What was the name of the show we saw?

Is it possible to go into strangers' houses?

Thank you children, you have worked hard today.

Work plan of the psychological circle

"World of Emotions"

Target: reduction of high levels of aggressiveness in children of senior preschool age.

Tasks:

1. Working with anger. Teaching aggressive children acceptable ways to express anger;

2. Establishing relationships between the child and peers and adults based on partnership and cooperation;

3.Unlocking the child’s creative potential, releasing his hidden energyreserves, as well as finding optimal ways for them to solve their problems using art therapy methods.

The selection of children into the group is carried out using determination criteria aggressiveness projective technique “Drawing of a non-existent animal”; questionnaire for identifying aggressiveness in a child (Lavrengpyeva EP., Timarenko TM 1992) for teachers.

Expected results:

1. Reducing the manifestation of signs of aggressiveness in the behavior of children;

2. The use of psychologist’s recommendations by teachers and parents when working with children who have signs of aggressive behavior.

Methods of working with children to correct aggression

1. Isotherapy: free drawing, dramatization of free drawings,

doodles, “country X” (collective drawing).

1. Fairytale therapy: fairy tales to actualize the problem.
2. Sand therapy: creating a sand world using

objects of various subjects (figurines of people, animals, houses,

plants, natural material, etc.) .

1. Muscle relaxation, facial gymnastics, breathing exercises.
2. Game therapy: games that promote the development of emotional self-regulation.
3. Music therapy: music that allows you to overcome a child’s psychological defense - to calm down or, conversely, to activate, tune in, interest.
4. Phototherapy: as a complementary discussion of slides and different

types of creative activities, including visual movement,

dance, etc.

Long-term plan

September

Diagnosis of aggressiveness(developed by American psychologists M. Alvord and

P. Beikke)

Target: to study children’s aggressiveness in relation to a number of typical life situations of communication with other people.

Tasks:

1) Reveal the child’s internal attitude to certain situations.

2) Give indirect information about the nature of the child’s relationships with peers

And adults in the family and kindergarten.

October

Group work:

"We are together"

Target:

Acquiring game interaction skills;

Revealing positive character traits;

Expanding the role range;

Developing a more positive self-concept.

November

Group work:

"Advice from the Sage"

Target:

Show children the unproductiveness of using aggression when communicating;

Develop positive relationships between children;

Reducing the level of emotional stress with the help of art therapy /isotherapy/

Strengthen the sense of unity.

December

Group work:

"Visiting a fairy tale"

/fairytale therapy/

Target:

Expanding the child’s consciousness;

Improving interaction with the outside world;

Teaching your child acceptable ways to relieve muscle and emotional pain.

Voltages.

January

Individual work:

"The Shaking Boat"

/play therapy/

Target:

Relief of psychological suffering of the child;

Development of the ability of emotional self-regulation;

Restoring trust in adults and peers, optimizing relationships in systems " child - adults", "child - other children".

February

Individual work:

"Magic Sand"

/sand therapy/

Target:

Working through traumatic situations at the symbolic level;

Reacting to negative emotional experience in the creative process

Self-expression;

Strengthening (or awakening) trust in the world, developing new, more productive

Relations with the world.

March

Group work:

In the world of music"

/music therapy/

Target:

Increasing self-esteem based on self-actualization;

Development of empathic abilities;

Establishment and development of interpersonal relationships.

April

Group work:

"Development of personal communication"

Target:

Removing non-verbal aggression, providing the child with the opportunity to “legally” express anger;

Relieve excessive emotional stress, direct children’s energy in the right direction;

Educate children effective ways communication.

May

Diagnosis of aggressiveness(developed by American psychologists M. Alvord and P.

Beikke)

Target: to study the aggressiveness of children in relation to a number of typical life situations of communication with other people, as well as to trace the dynamics of the level of manifestation of aggressive behavior in children.

Tasks:

3) Reveal the child’s internal attitude to certain situations.

4) provide indirect information about the nature of the child’s relationships with peers and adults in the family and kindergarten.

Direct educational activities in younger group"Joy"

“This whole area is such that
practice is far ahead here
both theory and research."

K. Rogers

The emotional sphere is an important component in the development of preschoolers and primary schoolchildren, since no communication or interaction will be effective if its participants are not able, firstly, to “read” the emotional state of another, and secondly, to manage their emotions. Understanding your emotions and feelings is also an important point in developing the personality of a growing person. Despite all its apparent simplicity, recognizing and transmitting emotions is a rather complex process that requires the child to have certain knowledge and a certain level of development.

Research by psychologists has shown that children of older preschool age are generally able to correctly perceive a person’s emotional state (95% of surveyed children aged 5–7 years generally correctly identify the emotions of other people). At the same time, children quite easily distinguish between joy, admiration, and fun and find it difficult to recognize sadness (half of the surveyed preschoolers correctly named this emotion), fear (only 7% of children gave correct answers), and surprise (only 6%).
Children primarily pay attention to facial expressions, without attaching importance to pantomime (posture, gestures). Thus, even older preschoolers have insufficient understanding of the emotional, internal states of a person and their manifestations, what can we say about younger children!

Experience working with preschoolers shows that you can begin to introduce children to emotions from the age of four (at middle group or in the younger group after the completion of the adaptation period): children learn the necessary concepts, their vocabulary is replenished with words denoting emotions, although the word “emotion” itself is not introduced, it is replaced by the concept “mood”, which is more accessible to a child of this age. And of course, they carry out practical tasks and play with great pleasure.

The goal of the program is to develop the emotional sphere of children aged 4–9 years. Program objectives:

Introduce children to the basic emotions: interest, joy, surprise, sadness, anger, fear, shame, disgust, contempt.

Contribute to the enrichment of the child’s emotional sphere.
Teach children to recognize the emotional manifestations of other people by various signs (facial expressions, pantomime, intonation, etc.).
Give children the concept of dividing emotions into positive and negative.

Teach to recognize the difference between feelings and actions (there are no bad feelings, there are bad actions).

Promote the open expression of emotions and feelings in various socially acceptable ways (verbal, physical, creative, etc.).

Help the child respond to existing negative emotions (fear, anger, etc.) that hinder his full personal development.

Enrich children's vocabulary with words denoting various emotions, feelings, and moods.

Organization of classes.

Classes are held with a group of 6–10 people, 1–2 times a week. The duration of one lesson is from 20 to 60 minutes, depending on the age of the children.

To conduct classes, you need a spacious room with carpeted (soft) flooring. After completing the program, you can stage a play with the children. In preparation for it, children can use the knowledge and skills they have acquired and demonstrate their achievements to the audience (and themselves!). It must be remembered that the performance must be emotional.

Rules for conducting classes.

The most important condition for the effectiveness of such activities is the voluntary participation of children in them.

Do not evaluate children, do not seek the only correct answer, in your opinion. Kids are easily infected by other people's emotions, so in order to interest them in activities, you need to get carried away yourself. If you are happy to prepare for these classes and conduct them with pleasure, then the children will definitely notice this!

The activities should not be boring, so if the children are tired, end the activity.

Each lesson should end with something joyful, cheerful, positive (especially if the lesson was about, for example, fear or greed).

Between classes, it is necessary to draw children’s attention to their actions and emotions and those of those around them, thereby reinforcing the material covered.

Methodological techniques.

Conversations aimed at getting to know different emotions and feelings. Verbal, board-printed and outdoor games.
Drawing emotions. Playing etudes.

Approximate planning.

This program is presented in a series of sequential steps. Each step is one or more lessons united by one topic. The number of classes in each step is determined by an adult (psychologist, teacher), focusing on the age of the children, the speed and depth of their mastery of new material. Steps or parts thereof marked “*” can be omitted, if desired, by the presenter without compromising the general logic of the classes, if they are conducted with children under 6–7 years old or if a short course is conducted with primary schoolchildren (see Appendix 4).

PSYCHOGYMNASTIC EXERCISES

The content of the sketches is not read to children; the situation is retold emotionally. This is just the basis for creating many options on a given topic. You can, for example, play out a situation that happened in a group (class) or a plot drawn from a fairy tale you read.
The characters (boy, girl) are designated in the sketches conditionally: depending on who loses the exercise, you can change the hero, even giving him the name of the child playing.

Do not strive for one, “correct” image of a particular mood (emotion). Give children the opportunity to express themselves and their individuality. Let everyone create their own version, discuss with them who conveys the mood most clearly, why, and by what means. Express yourself with your children!

New doll

(study on the expression of joy)

The girl was given a new doll. She is happy, jumps merrily, spins, plays with her doll.

(study on the expression of anger)

Baba Yaga caught Alyonushka, told her to light the stove so that she could eat the girl, and she fell asleep. I woke up, but Alyonushka was not there - she ran away. Baba Yaga was angry that she was left without dinner. He runs around the hut, stomping his feet, waving his fists.

(sketch for an expression of surprise)

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

(study on the expression of sadness)

Cinderella returns from the ball. She is very sad: the girl will never see the prince again, and besides, she has lost her shoe...

Alone at home

(study on the expression of fear)

The mother raccoon went to get food, the baby raccoon was left alone in the hole. It’s dark all around, and various rustling noises can be heard. The little raccoon is scared: what if someone attacks him, and his mother doesn’t have time to come to the rescue?

The fox eavesdrops

(sketch for expression of interest)

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

Vaska the cat

(study on the expression of shame)

The hostess baked a sour cream pie for the holiday and went to dress up. Vaska the cat sneaked into the kitchen and ate the pie. The hostess came running to the noise and began to scold Vaska. Vaska felt ashamed.

Salty tea

(study for expression of disgust)

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

New girl

(study for expression of contempt)

Came to the group new girl. She was wearing an elegant dress, holding a beautiful doll in her hands, and had a large bow tied on her head. She considered herself the most beautiful, and the rest of the children unworthy of her attention. She looked down on everyone, pursing her lips contemptuously...

Further sketches can become more complicated. Firstly, you can act out sketches with children in which emotions replace each other: surprise - fear, pain - joy, contempt - shame, etc. Secondly, play sketches in which several participants interact, experiencing different emotions: one is angry, the other is scared.

Below are examples of such sketches.

(sorrow - joy)

Our Tanya cries loudly:
Dropped a ball into the river (grief).
“Hush, Tanechka, don’t cry -
The ball won’t drown in the river!”

(joy).

(attention - fear - joy)

Friends went for a walk in the forest. One boy fell behind, looked around - there was no one. He began to listen: could he hear any voices (attention). He seems to hear some rustling, cracking of branches - what if it’s a wolf or a bear (fear)? But then the branches parted, and he saw his friends - they were also looking for him. The boy was happy: now he can return home (joy)!

ugly duck

(contempt and sadness)

A duck and ducklings appeared in the poultry yard. All the ducklings were ordinary, but one duckling was kind of clumsy, with a long neck. All the birds disliked the ugly duckling, they arrogantly said: “How ugly he is!” (contempt). Even his mother duck often repeated: “The eyes would not look at you!” The ducks plucked him, the chickens pecked him, and the girl who gave food to the birds pushed him with her foot. And the duckling was very worried about such an unfair attitude towards himself, he was very sad that he had no friends (sadness).

Duremar and Tortilla

(contempt and anger)

Duremar came to the pond and met Tortilla the turtle there. He wanted to catch her, but the turtle asked: “Let me go!” Duremar answers: “Oh, you floating suitcase, stupid Aunt Tortilla, how can you pay me off? Maybe with your bone cover, where you hide your paws and head. I would sell her for scallops” (contempt). The turtle got angry at such rude words and said: “I swear, neither you nor anyone else will receive the magic key! Only the one who makes the entire population of the pond ask me for it will receive it!” (anger).

Thumbelina and the Maybug

(disgust and anger)

The cockchafer carried Thumbelina from a water lily leaf to a tree branch. He really liked her and decided to marry her. But Thumbelina didn’t like the groom at all: he was so fat, shiny and very unpleasant (dislike, disgust). She didn't want to be his wife at all! The beetle got angry with her for this, stomped with all six paws and, flying from the tree, dropped her on the daisy (anger).

Who ate the jam?

(surprise and shame)

Mom went to work, and the boy and the cat stayed at home. The boy really wanted to try cherry jam. He didn't notice how he ate the whole jar. When mom returned, she asked: “Who ate the jam?”, to which the boy replied: “Cat.” Mom was very surprised: “Do cats eat jam?” (astonishment). The boy felt ashamed of his deception (shame).

GAMES GUESS THE EMOTION

Schematic images of emotions are laid out face down on the table. Children take turns taking any card without showing it to the others. The child’s task is to recognize an emotion and depict it using facial expressions, pantomimes, and vocal intonations.
At first, an adult can help the child.
The rest of the child spectators must guess what emotion the child is portraying and what is happening in his mini-scene.

LOTTO OF MOODS

To play this game, you need sets of pictures that depict animals with different facial expressions (for example, one set: happy fish, sad fish, angry fish, etc., the next set: happy squirrel, sad squirrel, angry squirrel, etc. .). The number of sets corresponds to the number of children or the number of microgroups.
The presenter shows the children a schematic representation of a particular emotion (or depicts it himself, describes it in words, describes the situation, etc.). The children’s task is to find an animal in their set with the same emotion.

NAME SOMETHING SIMILAR

The goal of this game is to activate your vocabulary using words that denote different emotions. The presenter names the main emotion (or shows a schematic representation of it, or acts it out himself), and the children remember the words that denote this emotion (see appendix). You can divide the children into two teams. Representatives of each team take turns naming synonyms. The last team to say the word wins.

DAMAGED TV

All participants in the game, except one, close their eyes and “sleep.” The presenter silently shows the “awake” participant some emotion using facial expressions and gestures. This participant, having “awakened” the second player, conveys the emotion he saw, as he understood it, also without words. Next, the second participant “wakes up” the third and conveys to him his version of what he saw. And so on until everyone “wake up”.
After this, the presenter asks the participants of the game, starting from the last to the first, about what emotion, in their opinion, was shown to them. This way you can find the link where the information was distorted, or make sure that the “TV” was completely working.

Possible questions for discussion:

By what signs did you identify this particular emotion?
What do you think prevented you from understanding it correctly?
Was it difficult for you to understand the other participant?
How did you feel when you faked the emotion?

A MOVIE IS BEING MADE (FILM TEST)

A Screenwriter and a Director are selected from among the children. They are looking for a leading man. All applicants are given a task: The screenwriter names some fairy-tale character, and the Director names any mood (emotion). The actor must pronounce the phrase on behalf of this character with a given intonation.

WHAT WOULD HAPPEN IF...

An adult shows the children story picture, the hero(s) of which has no face(s). Children are asked to name which emotion they consider appropriate for this case and why. After this, the adult invites the children to change the emotion on the hero’s face. What would happen if he became cheerful (sad, angry, etc.)?
You can divide children into microgroups according to the number of emotions and ask each group to role-play the situation (that is, one group thinks through and acts out the situation if the hero of the picture is angry, the other - if he is having fun, etc.).

DRAWING THE MOOD

Children may be offered the following assignment options.

1. Complete a drawing on the topic: “My mood now” (you can start every lesson with this task).

2. The child draws the emotion he wants. After completing the task, the children discuss what mood the author tried to convey.

3. Each child “pulls out” a card with one or another emotion that he must portray.

4. Children draw the emotion they met at this lesson(for example, fear, surprise, etc.). During the discussion, pictures are chosen that most clearly reflect this emotion.

Drawings can be either plot-based (“Draw Barmaley, from whom all the toys ran away”, “Draw an incident from your life when you were very surprised”), or abstract, that is, when the mood is conveyed through color, the nature of the lines (smooth or angular, wide or small, wide or thin), a composition of various elements.

Abstract drawings are more conducive to the response of negative emotions (fear, tension), the development of imagination, and personal self-expression. Here the restrictions imposed by the level of development of the child’s artistic skills and acquired drawing stereotypes are removed (girls draw the same type of “princesses”, and boys draw the same cars).

When discussing drawings, one should avoid judging the author’s “technical skill” (including “beautiful - ugly”), but should pay attention to techniques (color, character of lines, etc.) that allow one to convey mood and experiences. With the correct organization of the discussion of children's drawings, the children themselves usually come to understand the advantages of free (abstract) drawing.