Emotions in the life of a small child are a kind of code, a message in which others can find information about the child’s condition and explain the motives for one or another of his behavior. However, during childhood, children's feelings and emotions go through a certain developmental path, which requires some organization on the part of adults. In various preschool age these will be different in content games for emotional (emotional-volitional) development.
The essence of games for emotional development
Children who cannot speak express sadness, anger, and dissatisfaction by screaming, sobbing, and stamping their feet, thereby throwing out the physical tension that has arisen in the body due to negative emotions. IN preschool period thanks to childhood speech development children master the so-called social forms of expressing emotions, which become a clear indicator of mental and physical health. Games on emotional development- is organized play activity, designed to show children ways to channel their experiences in the right direction, read the feelings of others, which subsequently shapes their emotional attitude to the world.
Raising a harmonious personality is impossible without development emotional sphere in childhood
Goals of games for emotional development
Preschool teachers educational institutions(DOW), developing a system of games, create a kind of emotional primer, the purpose of which is:
- teach children to use the language of emotions to convey their experiences and feelings;
- help children master techniques for understanding the emotional states of people around them;
- develop the ability to understand the reasons for certain moods;
- show kids ways to deal with negative states and experiences (resentment, fear);
- cultivate respect for the experiences of other people and a sense of emotional unity.
Fundamental tasks of emotion development
Among the tasks aimed at achieving the set goals, five can be identified. Like goals, they are universal when working with children of any age, but have some nuances in determining the emphasis of the work.
Demonstrate to children the mechanisms of self-regulation
In early preschool age, marked by crisis three years, when children perceive the world around them through the prism of “I myself,” “Mine,” these will be games that allow them to escape from emotions (anger, anger).
For example, to suppress anger in my practice, I invite kids to play the game “Tender Paws.” The kids close their eyes, bare their arm up to the elbow, and the teacher moves objects of various textures along the arm: a piece of fur, beads, cotton wool, etc., while asking which animal is touching (cat, snail, butterfly, etc.).
IN junior groups Games for emotional development allow you to teach kids to control manifestations of anger caused by the age crisis
IN middle group Mechanisms of self-regulation will be relevant for children in the context of conflict resolution, which partly arise against the background of the distribution of roles in games. One of the options for overcoming negative emotions that arise on this basis may be the game “ Good word" Children sit in a circle, the teacher invites them to turn to their neighbor and, looking into their eyes, say a kind word.
In older preschool age, children fantasize a lot and often cannot come to a consensus on the rules of the game. Everyone pulls the blanket over themselves. To overcome this situation, to teach children to harmoniously feel part of a team in different situations-rules, I offer my students the game “Centipede”. Preschool children stand in a column, put their hands on each other’s shoulders and sit down. The task is to not become disengaged when moving around the perimeter of the room or site.
Teach socially acceptable behavior
In other words, the teacher teaches children the correct reaction to situations that arise. In primary and middle preschool age, focusing on the coordinate system of children 1.5–4 years old, only those reactions that fit into the formula “I want - I don’t want” are acceptable.
So, for example, to show that it is bad to be greedy and evil, I invite my children to act out a scene from the fairy tale “The Greedy Bear.” According to the plot of the story with a little bear who did not share candy and toys with his friends, no one wanted to be friends. We play excerpts, changing roles, and then come to the conclusion that it is bad to be greedy and evil.
In the senior and preparatory groups, “I want it or I don’t want it” is added to “it’s necessary because the adult said.”
To deal with this orientation, to understand and accept (or not to accept) its expediency, the game “Evaluate the Action,” aimed at eradicating snitching, helps us and our children. The teacher informs the children of a conflict situation: the boy Vova loved to gossip and constantly told the teacher about all the boys’ pranks. One day, once again, he approached Maria Anatolyevna - that was the name of the teacher - and said that during a walk, Misha and Andrey poured sand from the sandbox onto the path leading to the main building of the kindergarten, which the janitor had just swept. And when Maria Anatolyevna asked why Vova didn’t tell the boys that they couldn’t do that, he replied that he was in a hurry to tell the teacher about their action. Then the teacher explained to the boy that while he was walking to her and telling her, Misha and Andrey poured out even more sand, which means that in the chaos that was created, it was Vova’s fault, who, instead of distracting the hooligans, explaining the wrongness of their behavior, lost time for sneaking. Therefore, Maria Anatolyevna said that all three would sweep the sand from the path: Misha and Andrey, and Vova, who did not stop them. During the discussion, the children agree that the teacher’s reaction was correct and that it is bad to be like Vova.
Teaching children to share toys is one of the tasks of games for the development of the emotional-volitional sphere
Learn to express your positive emotions without hesitation
This task is especially relevant for middle and older groups, when children, copying adult behavior patterns, can get angry, scream, and suppress manifestations of joy, even feel embarrassed about them.
To stimulate positive feelings, I offer my students a theatrical sketch game “Good Mood”, which is preceded by the following story: mother sent her son Seryozha to the store, instructing him to buy sweets. “Please buy some cookies and some sweets for our tea. And after tea we’ll go look at the hippopotamus at the zoo.” The boy was very happy about this idea and skipped off to do the shopping. Children show Seryozha’s emotions and movements: a smile, a quick step, sometimes turning into a run.
Learn to deal with your fears
Like the previous task, this one is especially relevant for children in the middle and older groups, since speaking out certain “scary” situations is important for games.
So, in senior group I propose to the pupils of my group to hold a “Boyusek Competition”: the children sit in a circle, passing the ball to each other, and continue the phrase “Children are afraid...”. The one who could not name the fear is eliminated. At the same time, you cannot repeat the fears already mentioned. At the end we determine the winner of the competition.
Foster emotional unity with the team
To solve this problem, children need to be shown that people experience all emotions in their own way, but at the same time, there is still something similar in these manifestations.
For example, surprise. In order to reveal the essence of this experience with children preparatory group We are playing the game "Mirror". We take turns looking in the mirror, imagining that something fabulous is reflected there, being surprised, and then analyzing: all people are surprised in different ways, but there is still something in common, for example, rounded eyes, raised eyebrows, etc.
"Mirror".
Target: teach children to recognize different emotional states, imitate them, and develop empathy.
Progress of the game
The participants of the game are divided into pairs (optional), stand or sit facing each other. One child, with the help of facial expressions and pantomimes (slow movements of the head, arms, torso, legs) conveys different moods. The task of the other child of the “mirror” is to be his reflection, to accurately copy his state and mood. Then the children change roles.
"Fashion Theater"
Target: develop children's ability to distinguish individual characteristics peers, the features of their appearance, to develop the skills of free, natural, relaxed behavior while being the center of attention of others.
Equipment: tape recorder, microphone for commentator, “podium”.
Progress of the game
Option 1. Participants in the game are divided into fashion models, male models, commentators and spectators.
Children's everyday outfits can be decorated with beads made from reels and balls, handbags, original hats and caps, etc. Fashion models walk along the catwalk to the music, demonstrating models and grace. The demonstration is accompanied by a friendly comment. First, the commentator can be the teacher, and then the children. Spectators applaud their favorite models. Then the players change roles.
Option 2. At the request of children, you can introduce into the game the role of fashion designers demonstrating their new collections (in this case, decorations made of paper, fabric and other materials are prepared in advance). The audience determines the winner.
Option 3. You can enter various “nominations” and award awards:
- for the most charming and charming smile;
- for the most cheerful eyes;
- for the most graceful gait,
- for the highest growth;
- for the lightest (darkest), long (short) hair;
- for the bluest, redst color of clothing;
- for the most original costume and so on.
At the same time, everyone should receive awards, and the audience decides who will receive what.
"Guess the emotion."
Target: teach children to recognize their emotional state according to the scheme and depict it using facial expressions, pantomimes, and vocal intonations.
Equipment: pictures with schematic depictions of emotions.
Progress of the game
Option 1. Lay out schematic images of emotions on the table, picture side down. Invite the children to take turns taking any card without showing it to the others. The child’s task is to recognize the emotional state according to the scheme, to depict it using facial expressions, pantomimes and vocal intonations. The rest of the children - the audience - must guess what emotions the child is portraying and what is happening in his mini-scene.
Option 2. To study the intensity of emotions, the task can be complicated by asking one child to depict, for example, joy, and the other - delight (irritation - rage, sadness - grief). The audience's task is to identify these emotions as accurately as possible.
"Dialogue on the phone."
Target: teach children the rules of conducting a telephone conversation; teaches how to invite the right interlocutor to the phone, greet, introduce yourself, thank, say goodbye.
Equipment: two phones.
Progress of the game
Option 1. Children are divided into pairs. Each couple must come up with a dialogue on the phone, using as many polite words as possible. The couples take turns talking on the phone, the other children listen carefully.
The couple that uses the most polite forms in their dialogue wins.
Option 2. This can be a dialogue on a given topic: about the past day off, about what you saw circus performance or a play puppet theater, favorite cartoon or TV show, inviting a friend to visit, for a birthday, calling a sick friend.
Option 3. Business conversation on the phone: request, offer, reminder, finding out the time of a TV show, etc.
Option 4. Telephone conversation with a character famous fairy tale or cartoon.
"Chunga-Changa."
Target: develop the ability to share your joy with other people.
Equipment: beads, bracelets, earrings, colorful feathers, tape recorder.
Progress of the game
The travelers landed their ship on the island. They were surrounded by the inhabitants of the wonderful island - small dark-skinned children. They wear colorful skirts, bracelets on their arms and legs, round earrings in their ears, beads on their necks, and beautiful feathers in their hair.
They dance merrily to the music of V. Shainsky “Chunga-Changa” and sing:
Miracle island, miracle island,
Living there is easy and simple,
Living there is easy and simple,
Chunga-Changa!
They invite travelers to share their joy and take part in the general fun.
"Little Raccoon".
Target: develop the ability to recognize and express various emotions.
Equipment: tape recorder.
Progress of the game
One child is Little Raccoon, the rest are his reflection (“The One Who Lives in the River”). They sit freely on the carpet or stand in a line. The raccoon approaches the “river” and depicts different feelings (fear, surprise, joy), and the children accurately reflect them with the help of facial expressions and gestures. Then other children are chosen one by one to play the role of Raccoon. The game ends with the song: “A smile will make everyone brighter.”
"Summer of Moods"
Target: develop the ability to recognize an emotion according to a diagram, depict it, and find the corresponding one in your set of pictures.
Equipment: sets of pictures depicting animals with different facial expressions (for example, a happy, sad, angry fish) according to the number of children; schematic representations of various emotions and moods.
Progress of the game
Animals have feelings
In fish, birds and people.
No doubt it influences
We're all in the mood.
Who's having fun?
Who's sad?
Who was scared?
Who's angry?
Dispels all doubts
Lotto mood.
The teacher shows the children a schematic representation of a particular emotion and invites the children to find an animal with the same emotion in their set. Children raise the card with the answer upward and depict the corresponding mood.
Card index of games for the development of the emotional-volitional sphere of children 5-7 years old.
No. 1 “LET’S SAY HELLO”
Target: The exercise continues familiarity and creates a psychologically relaxed atmosphere.
At the beginning of the exercise it talks about in different ways greetings, real and comic. Children are invited to greet with their shoulder, back, hand, nose, cheek, come up with their own unusual way of greeting for today's lesson and say hello to them. (For each subsequent lesson, a new, previously unused way of greeting is invented!
No. 2 “STAND UP, ALL THOSE WHO...»
Target: The exercise is aimed at developing attention, observation, as well as continuing group acquaintance.
The presenter gives the task: “Stand up, all those who...
Loves to run, enjoys good weather,
It has younger sister,- likes to give flowers, etc.
If desired, children can play the role of leader.
After completing the exercise, children are asked questions summarizing the game:
Now we will see who was the most attentive in our group. Which of the guys remember who in our group loves sweets? Who has a younger sister? etc.
Then the questions become more complex (involving two variables):
Who in our group loves sweets and has a younger sister? Each question is addressed to a specific child; if he cannot answer himself, the group helps him.”
No. 3 “DESCRIBE A FRIEND”
Goal: development of attentiveness and the ability to describe what you saw, continuation of acquaintance.
The exercise is performed in pairs (all participants at the same time). Children stand with their backs to each other and take turns describing the hairstyle, clothes and face of their partner.
Then the description is compared with the original and a conclusion is drawn that
how accurate the child was.
No. 4 “WHAT HAS CHANGED”
Target: development of attention and observation necessary for effective communication.
Each child takes turns becoming a driver. The driver leaves the room. During this time, the group makes several changes in the children’s clothing and hairstyle; you can move to another place (but no more than two or three changes; all changes made must be visible). The driver’s task is to correctly notice the changes that have occurred.
No. 5 “HOW DO YOU FEEL?”
Target: development of attentiveness, empathy, the ability to feel the mood of another.
The exercise is performed in a circle.
Each child carefully looks at his neighbor on the left and tries to guess how he feels and talks about it.
The child, whose condition is described, listens and then agrees with what was said or disagrees, complements.
No. 6 “MY MOOD”
Target: developing the ability to describe one’s mood, recognize the moods of others, and developing empathy.
Children are invited to tell others about their mood: you can draw it, you can compare it with some color, animal, state, you can show it in motion - it all depends on the child’s imagination and desire.
No. 7 “GIFT FOR EVERYONE” “FLOWER – SEVEN FLOWER”»
Target: development of a sense of team, the ability to make friends, to do the right thing
choice, collaborate with peers.
The children are given the task: “If you were a wizard and could work miracles, what would you give us all now?” Or: “If we had a seven-flowered flower, what wish would you make?” Each child makes one wish by tearing one petal from a common flower.
Fly, fly, petal, from west to east,
Through the north, through the south, come back, making a circle,
As soon as you touch the ground, be it in my opinion.
Order that... At the end, you can hold a competition for the best wish for everyone.
No. 8 “PORTRAIT OF YOUR BEST FRIEND”
Target: development of analysis and self-analysis.
Children are given the task of drawing a portrait of their best friend. Then the conversation takes place:
Who do you consider your best, best friend? What qualities does this person have? Do you want to be considered good friend? What should you do for this, how should you behave?
During the general discussion, rules for joyful communication are formulated, which are drawn in a schematic form accessible to children or written down on a piece of Whatman paper. in block letters(if children already know how to read). For example:
Help your friends.
Share with them, learn to play and practice together.
Stop your friend if he is doing something bad. Tell him if he's wrong about something.
Don't quarrel, don't argue over trifles; play together with everyone.
Do not envy.
If you did something bad, don’t be afraid to admit it, apologize.
Calmly accept advice and help from other guys.
Don't be happy when someone loses. If you can, help him.
If you lose yourself, don’t take your anger out on others, maybe you’ll win next time.
No. 9 “STUDY ON DIFFERENT POSITIONS IN COMMUNICATION”
Target: experience different positions in communication.
Children are given the task to split into pairs. Communication in pairs takes place
in interactive mode. For communication we offer interesting and
Topics relevant for children: “My favorite animal”, “My most
a joyful day last month," etc.
First, the communication situation is organized when both children are sitting
facing each other, then one child sits on a chair and the other stands
near their chair (children change places), then children sitting on a chair
with their backs to each other, they continue the conversation.
Afterwards, the children are asked about the impression, the mood that arose in
process of communication. How did you like to communicate? Why?
No. 10 “HANDS GET TO KNOW. HANDS ARE FIGHTING. HANDS MAKE PEACE"
Target: correlation of a person and his tactile image, removal of bodily barriers; developing the ability to express one’s feelings and understand the feelings of another through touch.
The exercise is performed in pairs with eyes closed, children sit opposite each other at arm's length.Adult gives tasks (each task is completed in 2-3 minutes): - Close your eyes, stretch out your hands towards each other, introduce yourself with just your hands. Try to get to know your neighbor better. Put your hands down"
Stretch your arms forward again, find your neighbor's hands. Your hands are fighting. Put your hands down.
Your hands search for each other again. They want to make peace. Your hands make peace, they ask for forgiveness, you part as friends.
Discuss how the exercise went, what feelings arose during the exercise, what did you like more?
No. 11 " MAGICAL TOOLS OF UNDERSTANDING"
Introductory conversation.
Target: the realization that it is possible to help a person who is sad or ill, that everyone has the power to provide help to everyone who needs it, an understanding of what exactly can be done for this.
What helps you when it’s difficult, bad, when you’ve done something wrong, when you’ve been offended?
What special things can people do with whom we enjoy communicating, what sets them apart? (smile, ability to listen, eye contact, kind gentle voice, soft unsharp gestures, pleasant touches, polite words, ability to understand a person).
Why can we call these means of understanding “magical”?
Can you and I use these “magic” remedies when?
No. 12 "FACES"
Target: Helps develop understanding of facial expressions and facial expressions.
The leader hangs various pictures and masks on the board:
Joy, surprise, interest,
Anger, rage, fear, shame,
Contempt, disgust,
The children's task is to determine what feeling the mask expresses.
No. 13 “MASKS”
Target: the ability to distinguish between facial expressions and to consciously use facial expressions to express one’s emotions.
Each of the participants is given a task - to express grief, joy, pain, fear, surprise with the help of facial expressions... The remaining participants must determine what the participant was trying to portray.
No. 14 " ROLE PLAYING SITUATIONS"
Target: The exercise is performed in pairs, it is aimed at specific elaboration, the use of “magic” means of understanding, the development of empathy, and the use of already familiar means of understanding.
Using the “magic” means of understanding, children should help:
1) crying child, he lost the ball;
2) mom came home from work, she was very tired;
3) a friend in class is sitting sad, his mother is sick;
4) your friend is crying, he received a bad grade;
5) the girl next door asked you to make an applique for her... It is necessary to select so many situations so that each child can complete the task.
No. 15 “DRAWING”
Target: development of empathy, creativityimagination .
The children are given the task: “Draw a kind animal and name it
affectionate name, reward him with some magical remedy
understanding."
Drawing is carried out accompanied by quiet calm music, paints or
bright crayons, felt-tip pens on unlined white sheets.
Then a competition is held for the kindest animal. To the winner
a certificate is awarded.
No. 16 “WORD ARTIST”
Target: development of the ability to describe what is observed, the ability to highlight details essential for the description, the use of acceptable, non-offensive words, expansion of the active and passive vocabulary of children.
Each child takes turns thinking of someone from the group and begins to draw his verbal portrait - his external features(and, if possible, internal, psychological), without specifically naming the name of this person.
Taking into account the level of development of children, you can offer them exercises on associative perception. (What animal does it look like? What flower? What piece of furniture? etc.)
No. 17 “LET’S MAKE A GIFT TO EACH OTHER IN A CIRCLE”
Target: development in children of feeling each other, understanding mood
another, developing empathy.
The presenter instructs everyone to give their neighbor on the right a gift, but not a specific gift, but a fictitious one: “What would you like to give to this particular person? Give the gift that you think he especially needs right now.” A gift can be described in words or shown with gestures.
No. 18 “TOY”
Target: role-playing situations, practicing skills effective interaction, empathy, ability to collaborate.
The exercise is performed in pairs. One child from a couple is the owner
a beautiful and very beloved toy with which he loves very much
play. Another child really wants to play with this toy. His
The task is to persuade the owner of the toy to let him play with it.
Important: when performing this exercise, the child who owns the toy
any toy is given into his hands, which he must imagine as
your favorite one.
As soon as the owner of the toy gives it to the asking child, exercise
is interrupted and the child is asked why he gave the toy away.
No. 19 “ROLE PLAYING SITUATIONS”
Target: The task is aimed at the specific development and use of “magic” means of communication, the development of empathy, and the use of already familiar means of understanding.
Children are given game situations that they stage. The exercise is performed collectively (participants role-playing the situation and observers are selected from the group). The task of the actors is to play out the given situation as naturally as possible, while the observers analyze what they see. After a collective discussion, you can play the situation again with the same actors (if they did it unsuccessfully before) or with new ones (to consolidate the magical means of understanding in practice).
Examples of playable situations:
You went out into the yard and saw two unfamiliar boys fighting there.
You really want to play with the same toy as one of the guys in your class. Ask her.
You really offended your friend. Apologize and try to make peace.
No. 20 “MOOD”
Target: the ability to describe one’s mood, development of understanding the mood of others, development of empathy, associative thinking.
A color painting of the group's mood is created. For example, on a common sheet of Whatman paper, using paints, each child draws his or her mood in the form of a stripe, or a cloud, or simply as a spot. Another option is possible: from a basket with multi-colored petals made of colored paper, each child chooses for himself a petal, the color of which most matches the color of his mood. Then all the petals are collected into a common chamomile. You can invite children to create a spontaneous mood dance.
No. 21 “SCHOOL OF SMILES”
Target: development of empathy and cultural communication skills.
Introductory conversation:
When do people smile?
What types of smiles are there?
Try to show them.
Children try to smile restrainedly, slyly, sincerely...
Draw a smiling person.
Smiling man, what is he like?
No. 22 “GENERAL HARNESS”
Target: developing understanding and feeling the mood of the interlocutor.
Stage 1: A competition is announced for the best image of joy, fear, anger, grief (the set of emotions can be expanded in the future). The mood is depicted using facial expressions and gestures. Then, when the expression of emotion is found, the presenter asks to come up with and make a sound that each child associates with this state. If the task is difficult to complete, then you can associate it with a situation from the children’s specific life experience: “Remember yourself, when you were happy, when you had some unpleasant event happened, etc."
If children begin to copy each other’s movements, then the task can be done with their eyes closed and open them only when the expression of the desired state is found.
Stage 2 : Work in pairs. Several basic emotions are selected, for example, fear, surprise, joy, grief. Children stand with their backs to each other, and on the count of one, two, three, show the same state without saying a word. It is important to learn to feel each other as best as possible. It is successful when the choice of state in a pair coincides 2-3 times in a row.
Stage 3 : A single one is being developed; a universal sign for depicting basic emotions, for example, fear, grief, joy...
At this stage, it is important to work on discussing visible signs that express a certain state.
No. 23 “I AM GOOD - I AM BAD”
Target: development of reflection and self-analysis.
Children are asked to draw a picture, a self-portrait, in which both their good and bad qualities should be drawn. If children find it difficult, then you can talk to them about which qualities they consider bad and which are good and why. How can you draw a bad quality, and how can you draw a good one? What color and shape can they be?
No. 24 “The wind blows on...”
With the words “The wind blows on...” the leader begins the game. In order for the participants in the game to learn more about each other, questions could be as follows: “The wind blows on the one who has blonde hair- all the fair-haired people gather in one group. “The wind blows on the one who... has a sister”, “who loves animals”, “who cries a lot”, “who does not
friends”, etc.
The leader needs to be changed, giving the opportunity
ask each participant.
No. 25 “Find a friend”
The exercise is performed among children or between parents and children. One half is blindfolded, given the opportunity to walk around the room and asked to find and recognize a friend (or their parent). You can find out with your hands, feeling your hair, clothes, hands. Then, when a friend is found, the players switch roles.
No. 26 “Mittens”
To play, you need mittens cut out of paper; the number of pairs is equal to the number of pairs of participants in the game. The presenter scatters mittens with the same pattern, but not painted, around the room. The children scatter around the hall. They look for their “pair”, go to a corner and use three pencils different color They try, as quickly as possible, to color the mittens exactly the same. Note: The presenter observes how they organize working together couples, how they share pencils, how they negotiate. The winners are congratulated.
No. 27 “Let’s make a story”
The presenter begins the story: “Once upon a time...”, the next participant continues, and so on in a circle. When it’s the host’s turn again, he directs the plot of the story, sharpens it, makes it more meaningful, and the exercise continues.
No. 28 "Dragon"
The players stand in a line, holding their shoulders. The first participant is the * head”, the last one is the “tail” of the dragon. The “head” should reach out and touch the tail. The dragon's "body" is inseparable. Once the "head" grabs the "tail", it becomes the "tail". The game continues until each participant plays two roles.
No. 29 “Roar, lion, roar; knock, train, knock"
The presenter says: “We are all lions; 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 roar be heard.”
“Who can growl even louder? Roar well, lions." You need to ask the children to roar as loudly as possible, while pretending to be a lion.
Then everyone stands one after another, placing their hands on the shoulders of the person in front. This is a steam locomotive. It puffs, whistles, the wheels work clearly, in time, everyone listens and adapts to their neighbors. The locomotive travels around the room in different directions, now quickly, now slowly, now turning, now bending, making loud sounds and whistle. The driver at the stations changes. At the end of the game there may be a "crash" and everyone falls to the floor.
No. 30 “Yes or not?”
The players stand in a circle and join hands, the leader is in the center. He explains the task: they agree with the statement, then they raise their hands up and shout “Yes”; if they do not agree, they lower their hands and shout “No!”
Is there a field of fireflies? Are there any fish in the sea? Does a calf have wings?
Does a piglet have a beak? Does the mountain have a ridge? Does a rooster have a tail?
Does the violin have a key? Does the verse rhyme? Does it have errors?
No. 31 "Shadow"
One player walks around the room and makes different movements, unexpected turns, squats, bends to the sides, nods his head, waves his arms, etc. Everyone else stands in a line behind him at a short distance. They are his shadow and must quickly and clearly repeat his movements. Then the leader changes.
#32 “What’s the mood like?”
Participants in the game take turns saying what time of year, natural phenomenon, or weather their current mood is similar to. It’s better for an adult to start making comparisons: “My mood is like a white fluffy cloud in a calm blue sky, what about yours?” The exercise is carried out in a circle.Adult generalizes what the mood of the whole group is today: sad, cheerful, funny, angry, etc. When interpreting children’s answers, keep in mind that bad weather, cold, rain, gloomy skies, aggressive elements indicate emotional distress.
No. 33 “Psychological modeling”
In this matter, much depends on the adult’s imagination. He asks the children to mold one common figure from their bodies: a “starfish” (you can lie on the carpet) - and show how it moves. A shell, a cat, a bird, a flower, a car, etc. Children not only “sculpt” the figure, but also “revive” it, moving smoothly and synchronously, without violating its integrity.
No. 34 “Walk Along the Stream”
A stream is drawn on the floor with chalk, winding, sometimes wide, sometimes narrow, sometimes shallow, sometimes deep. Tourists line up one after another in one “chain”, put their hands on the shoulders of the person in front, spread their legs the width of the stream in the place where their path begins, slowly move all together, changing the width of their spread legs, stepping along the banks of the stream. The person who stumbles gets his foot into the stream and stands at the end of the chain
No. 35 "Mirror"
Children are asked to imagine that they entered a mirror store. One half of the group is mirrors, the other is various animals.
The animals walk past the mirrors, jump, make faces - the mirrors must accurately reflect the movements and facial expressions of the animals.
Elena Bobrova
Goals: introduce children to the basic emotions: joy, sadness, anger, fear; teach to recognize emotional manifestations of other people according to various signs (facial expressions, pantomimes); enrich and activate children's vocabulary through words denoting different emotions, feelings, moods.
Option 1
There are flower petals on the table, which depict kids with various expressions. emotions: fun, fear, sadness and anger. For those playing children are given flower centers - emoticons - with the same emotions. Exercise: collect a flower so that the petals contain babies with the same emotions.
Option 2
The teacher shows a smiley face - the children pick up the petals with the corresponding emotion.
Option 3
We hand out petals to the children from some emotion and ask, why is the baby in the picture upset, sad, laughing or angry. Children come up with appropriate situations.
Publications on the topic:
A game for developing thinking for 3-5 years old. "Remember and guess." Purpose of the game: to teach the child to remember objects and list them. Progress of the game. Game.
Motherland, Fatherland. The roots of these words contain images close to everyone: mother and father, parents, those who give life to a new being. Nurturing feelings.
Purpose of the game: To teach children to distinguish road signs. Strengthen children's knowledge of the rules traffic. Develop skills independently.
The game allows you to consolidate knowledge about animals, their appearance and habitat. I cut out the silhouette (shadow) of an animal from black paper. I pasted it on.
Good day, fellow Maamites! In our kindergarten, at one of the pedagogical councils a “Fair of Ideas” was held, where teachers.
Game "Guess who?" Goal: development creativity children. Tasks: Removing emotional clamps; Development of children's coherent speech;
Didactic game “Guess the object” for children 5–7 years old Purpose of the game: To develop the ability to classify objects according to characteristics (by shape, by size, by classification group: clothing, furniture, clothing, etc.
Target: development of emotive vocabulary.
Tasks:
- consolidate knowledge about basic emotions;
- develop differentiation of emotions;
- enrich children's speech with emotive vocabulary.
In the development of speech of preschool children, vocabulary work is of great importance, namely work on emotional-evaluative vocabulary, which denotes emotions and feelings, a person’s internal experiences, his moral qualities. Verbalizing emotions helps you understand your own emotional experiences and manage your emotions. A child with an insufficiently developed emotional-evaluative vocabulary finds it difficult to understand the emotional state of other people, which leads to disruption of relationships with others.
At preschool age, an attitude towards the moral and ethical standards of society is formed, and the development of emotional and evaluative vocabulary is of great importance in this. The presented manual can be used accompanied by educational field"Social and communicative development."
There are 3 possible game options using this manual:
- Game “Place in order”;
Game "Place in order"
Didactic task: to form an idea of the degree of intensity of expression of emotions, the ability to explain its distinctive features; enrich speech with synonyms denoting emotions.
The game is preferably played individually.
Game rules: arrange in order, answer questions.
Progress of the game: the teacher shows the child randomly arranged cards (without observing the sequence) with the image of a face with varying degrees of intensity of manifestation of any emotion (for example, joy). He asks: “What kind of person can you say is calm, smiles, laughs, laughs? Why? Who among the people depicted is more fun? Why?". Offers to arrange the cards in order of increasing emotions and vice versa. Similarly: sad - crying - sobbing, dissatisfied - angry - furious, etc.
Didactic task: to develop and consolidate knowledge about emotions and their differentiation, enriching the vocabulary with the names of basic emotions and feelings. The game is played in a subgroup or individual form.
Game rules: whoever covers all the icons on his playing field faster wins. Progress of the game: players receive a card - a playing field with pictograms of emotions. The teacher shows an image of a character or person with a pronounced emotional state (or a card with a situation in a more complicated version). Players recognize the depicted emotion, name it, look for the corresponding icon on their playing field and cover it with a checkmark.
Game "Guess the Emotion"
Didactic task: to develop the ability to use emotional and evaluative vocabulary in speech ( grammatical structure- different parts of speech).
The game is played in a subgroup or individual form.
Game rules: a chip is given for the correct answer.
Progress of the game: players take turns being presented with a card with text and an image describing the situation. The player needs to either continue the phrase or answer with a complete answer (name the emotion)
Materials used
Internet resources:
- liveinternet.ru
- snob.ru
- minecraftnavideo.ru
- http://i-sonnik.ru
- http://native-english.com.ua
- http://otvetprost.com
- uaua.info/
- kurer-sreda.ru
- http://i.artfile.ru
- http://crazymama.ru
- http://womenshik.ru
- http://kyselivka.church.ua
- https://www.syl.ru/misc/i/ai/98389/199034.jpg
- http://getwallpapers.ru/img/picture/Apr/08/008f4d2256d2067906cbc732b1efa4b5/2.jpg
Literature:
- Gippenreiter Yu.B. Psychological games and activities with children.
- Mastering emotional and evaluative vocabulary by older preschoolers / V. I. Yashina - “Prometheus”, 2016.
