Didactic games for the development of emotions in children. Card index of games for the development of the emotional sphere of children

Card index

"Emotional-game training"

"Guess the Emotion"

(for children 4 – 10 years old)

Here, almost the most important thing is to correctly motivate the need for the game. The fact is that the children in question are usually embarrassed about their faces. And even more so, they are ashamed to make faces in public. And this exercise will be perceived by them as antics. Therefore, you must take an active role and lead by example. Play with two people first. Then, when he can easily cope with tasks, involve his friends in the game. The rules of the game are very simple: the presenter shows some emotion with facial expressions, and the players name it and try to reproduce it. Whoever does this first gets a point. Start with easy-to-guess emotions: surprise, fear, joy, anger, sadness. They need to be shown in an exaggerated way, even caricatured. Gradually expand the range of feelings, introduce different shades of emotions (say, irritation, indignation, anger, rage). Older children can be given the task of not only guessing an emotion, but also acting out a small scene impromptu (either with dolls or “live”) with an appropriate plot.

"Draw an animal"

(for children 4 – 10 years old)

This game is used by many specialists. Children are asked to pantomime various animals and birds. It is important to consider two points here. Firstly, we must try to create an atmosphere of unbridled fun, so that each performance is greeted with a burst of laughter and applause, and secondly, do not give too difficult tasks. Try to imagine first every time: how would you yourself depict this or that animal? (For example, can you draw a similar image of an armadillo or a hippopotamus?) Try to choose animals with bright distinctive features and easily recognizable habits. Be sure to discuss with your children later what the character of the animal shown is. Shy children have difficulty communicating with others. And the inability to correctly express one’s feelings, stiffness and awkwardness play a significant role here. It is believed that children with unexpressive, “motionless” faces lose at least 10–15% of information when communicating. They do not fully grasp what is being communicated to them on a wordless level, and often incorrectly assess the attitude of others towards them.

“We won’t say where we were,

“We’ll show you what we did.”

(for children 5 – 10 years old)

The purpose of this common children's game is to show some action without words. If there are a lot of guys, you can split into two teams. Dna shows, the other guesses. Then they change places.

"Conversation with a deaf grandmother"

(variant of the game proposed by M.I. Chistyakova

for children 4 – 10 years old)

A child talks to a deaf grandmother. She speaks, and he explains to her with gestures, because the grandmother does not hear anything. Naturally, playing with school-age children should become more complex and tinged with humor. For example

For example, it is enough for a four-year-old child to simply say where his grandmother’s glasses are, and a third-grader is already able to use gestures to depict the glasses themselves and the fact that they broke because someone inadvertently sat on them. In this game, as in the previous one, there can be a great many options. It all depends on your collective imagination.

"CONSPIRATOR"

(game proposed by V. Petrusinsky,

Players stand in a circle, facing the center. The driver stands blindfolded inside the circle. The players dance around him until he says: “Stop!” Then the driver must recognize all the players by touch, starting from the head (they, naturally, remain silent). The recognized player leaves the circle. The best conspirator is the one who was discovered last.

"SCULPTURE"

(A.B. Dombrovich, for children 5 – 7 years old)

The game must involve at least three people. The two agree on what kind of figure they want to portray, and then the first player “sculpts” it from the second, gradually forcing him to take the desired poses. The third player must guess what kind of sculpture it is.

FEAR OF THE DARK

"BEAVERS"

(for children 3 – 6 years old)

The hunter is trying to catch a beaver (or beavers if several children are playing). The beaver hides from him under a table covered with a tablecloth that hangs to the floor, and sits there until he is sure that the hunter has left and he can get out. The time spent sitting in the dark should be increased little by little. (For example, a hunter can say that he will now search the neighboring grove - that is, he will go into the next room - and return). The beaver must be gradually encouraged to not just hide, but to figure out how to protect its home.

"WHO'S HIDDEN IN THE DARK?"

(game, I.Ya. Medvedeva for children 4 – 8 years old)

This game is much more lively if several children participate in it. The child (he is called by his real name, not his fictitious name) lies down on the bed or on two moved chairs and pretends to fall asleep. At first, the light turns off for fun, but over time it will be possible to do this for real. Suddenly, in the darkness, the child imagines some kind of shaggy monster. He trembles with horror, wants to scream, call his mother, but then he gathers his courage, gets up, turns on the light... and it turns out that the monster is a small, cute kitten (depicted either by a doll or another child).

For children 6 - 8 years old, this game can be complicated. Let the child try to depict with gestures what he saw in the dark, and other children try to guess. (Next time, when the pantomimic possibilities are exhausted, you can name the first and last letters of the hidden word). The one who guesses correctly is awarded points.

"IN A DARK HOLE"

(for children 4 – 5 years old, M. I. Chistyakova)

Two friends, Duckling and Little Hare, went for a walk. On the way they met Lisa. She lured her friends into the hole, promising them a treat. But when the kids came to the Fox, she opened the door to her hole and invited them to go in first. As soon as the Duckling and the Little Hare crossed the threshold, the Fox quickly closed the door on the hook and laughed: “Ha - ha - ha! I tricked you cleverly. Now I’ll run for wood, light a fire, boil water and throw you kids into it. I’ll have such a tasty treat!” The Duckling and the Little Hare, finding themselves in the dark and hearing the Fox’s mockery, realized that they were caught. The duckling began to cry and began to loudly call for its mother. But the Little Bunny didn’t cry, he thought. And finally he suggested that Duckling dig an underground passage. Soon light penetrated into the small crack, the crack grew larger, and now the friends were already free. The Duckling and the Little Hare hugged each other and ran home joyfully. The Fox came with firewood, opened the door, examined the hole and froze in surprise... There was no one in the hole.

The burrow should be a room in which there is no natural light (corridor, closet, etc.). Children dig an underground passage, scratching their fingers on the door. After a while, the adult leader begins to slowly open the door.

If the child does not have a partner to play the role of the second animal, let him either portray both characters (tell him that this is even more interesting, he can speak in different voices or take a soft toy “as a partner”), or end up in the fox hole alone.

"DOLL HIDE AND HIDE"

(for children 4 – 6 years old)

In this game, it is not children who are hiding, but toys. Moreover, some are hiding in a lighted room, and some are hiding in a dark room. (During the day - in a room with tightly drawn curtains, in the evening - with the night light on). For a toy, found-

lying in the dark, more points are given than for lying in the light. At first, play along with the child, leave toys in a darkened room in a visible place.

"BRAVE SCOUT"

(for children 5 – 8 years old)

You can play in a group, or you can play alone with an adult. It’s better to weave an episode about a brave scout into an expanded game of war, so that everything turns out more natural and interesting. At some point, the child (again called by his real name) receives the task of going on reconnaissance at night. B darkened

In this room, weapons belonging to the enemy are laid out. The child must count everything and report to the commander. The commander awards him a medal for bravery.

FEAR OF LONELINESS

"LOST"

(for children 4 – 8 years old)

You can use soft toys, or you can play by yourself. The number of participants is not limited.

A small puppy lived in one house. (Let the child figure out for himself whether he had a good time there or not, and show it with you in skits). He once went for a walk and... got lost. (Fix on the puppy’s state at the moment when he realized that the owners were not around. Ask the child to show with facial expressions and gestures how the puppy was confused, scared, and in despair. If he finds it difficult, show him how to portray these feelings. Definitely Discuss the reason why the puppy got lost. Maybe he ran too far forward or, on the contrary, he gaped and didn’t notice when the owners turned into the alley? Or he got too playful and didn’t pay attention to the team?) The further development of the plot will depend on the condition of the child. If he willingly participates in the game and is ready to prolong it, come up with the adventures of Waif with him. If the plot traumatizes him, quickly offer a happy ending, but after a few days return to this game and watch the child’s reaction. Show the PRI - adventures, and not the EVIL - adventures of the Waif, emphasizing the kindness of the characters that the Puppy will encounter during the course of the plot. If the child says that the Puppy was uncomfortable with the previous owners, let other people find him. For example, the child himself. The moment of finding a home should, of course, be played out as very joyful, but it must certainly be emphasized that the Puppy later recalled his adventures with pleasure.

"ACCOUNT IN THE STORE"

(for children 5 – 8 years old)

This game is half puppet, half dramatic: the child and his parents are depicted without the help of dolls - in artistic terminology, “in a living plan” - and the rest of the buyers and sellers are represented by dolls and soft toys. You need to create the impression of a crowded room, where vanity reigns and everyone is scurrying in different directions.

Your child went with you to a big store. There were a lot of people, so, not wanting the baby to be pushed, you put him down (let him suggest where exactly) and said that you would come now. (Repeating this game after a few days, you can try to go to another room). The baby was left alone. Let him show how he is waiting for you, how after a while he begins to worry, he even wants to rush in search of his mother, but then he remembers that he must stand where he was left, otherwise he will really get lost. (In this way, the child will once again learn the most important rules of behavior in crowded places in a playful way). Finally you appear. You are very pleased that your child has shown patience and endurance. Don't skimp on your praise and give your child a prize (and a real one!). If the prizes vary and are kept secret until the last minute, the child will have an additional incentive to start this game. The mother's waiting time should be gradually extended (but, of course, not indefinitely), encouraging the baby to fill the pauses with some kind of mental activity. Let him, depending on his inclinations and interests, either watch through the window what is happening on the street, and then tell you, or compose some kind of story, or do mental math, or read a book.

“HOW IMPORTANT IS IT TO KNOW YOUR ADDRESS”

(for children 4 – 5 years old)

A certain boy got lost. (Let the child give him a name and figure out how he got lost, and you carefully follow the development of the plot. Will the fear of being rejected creep in? After all, this is another reason why children are sometimes afraid of loneliness. Maybe you are with him too strict, demanding? Then you will need to change your attitude). He was lost, but did not become confused, but approached the policeman and smartly told him his address and telephone number. The policeman praised the boy for his intelligence and took him home, where his parents met him. (In this scene, ask your child to play mom and dad, and if he meets the lost boy with reproaches or, even worse, the threat of punishment, I advise you to also seriously think about your behavior).

"SURPRISES"

(for children 4 – 8 years old)

Children love surprises. Using this, you can gradually teach them to remain alone. Prepare surprises for each other. To do this, naturally, you will need to retire for some time. Try to make your surprise really special.

made the child happy and do not skimp on expressing delight when receiving a gift from him. Then positive emotions will overshadow fear, and if you then, in the presence of family or friends, praise the baby not only for his golden hands, but also for patience and courage, then it is possible that for quite a long time “surprises” will become his favorite game and soon you will start lack new ideas. I advise you to look for books on origami (the Japanese art of folding paper figures), and also master simple tricks. Both of these, as a rule, arouse keen interest in children.

"LET'S READY FOR BATTLE"

(for children 5 – 8 years old)

This game is naturally suitable for boys, and it is better to play it with dad. The son, left alone in the room, prepares for battle: he comes up with a battle plan, draws a map of the area, places soldiers, builds fortifications, and comes up with some military tricks. (The father should conduct preliminary preparations with him a few days in advance, suggest some ideas, show him what a simple map of the area is like). Finally, enemy troops appear on the horizon and the battle begins. The game should be fun, accompanied by playful threats and ridicule. But the father needs to carefully monitor that the child does not become overexcited and the playful fight does not turn into a real one. Well, of course, the son must emerge victorious from the battle.

FEAR OF FAIRY-TALE CHARACTERS,

MONSTERS, GHOSTS

"MASKS OF FEAR"

(for children 4 – 8 years old)

This technique is used by many psychologists and psychiatrists. Children are asked to make a mask of fear (or “someone scary”), which the kids then take turns scaring each other with. This game must be played with great emotional excitement, not skimping on jokes and laughter, in order to drown out the feeling of fear that may initially take hold of children. Adults should not be frightened. It is better to invite one or two neighboring children to visit and carefully dose the game. Don't let your kids get overexcited, otherwise a sudden outburst of fears can lead to manifestations of aggressiveness. Don’t set it up if your child refuses to play the role of the one who is afraid and only wants to scare (or vice versa). Start a game about once a week and after a while he, most likely, inspired by the example of his comrades, will agree to play both roles (this is important not only for overcoming shyness, but also an overly critical attitude towards oneself, which often constrains the behavior of an indecisive child).

After two or three sessions, introduce a new element into the game: let the one who is being scared drive away the scary mask. But only in pantomime. Make sure things don't come to blows again.

And under no circumstances should you allow “horror stories” like “The Black Hand” to be told in front of preschoolers. They are popular among children aged 9–12, and for them it is a kind of psychological strengthening, a kind of “psychotherapy with children's folklore,” and such stories make a terrible impression on kids.

"JOURNEY TO BABA YAGA"

(game suggested

A.I. Zakharov for children 3 – 5 years old)

Go with your child to Baba Yaga or Koshchei. Build their home from sofa cushions. Remember that a child loves to overcome an obstacle. Therefore, your path must lie through mountains and valleys, rivers and abysses (piled up stools, pillows, rugs, etc.). Go as boldly as possible! Let the child threaten Baba Yaga or Koshchei and attack them. Then switch roles. Now the baby will sit in the role of Koshchei on the pillows. By coming face to face with danger (even a fictional one) and even having been “in the shoes” of a villain, the child will no longer be afraid of him. But you must certainly praise him and emphasize his courage.

"FAIRYTALE CITY"

(for children 4 – 8 years old)

A child, under the guidance of an adult, sculpts fairy-tale characters from plasticine. Then various plots are played out with them. The choice of characters and plots depends primarily on the child (but if he finds it difficult, an adult rushes to his aid). We must strive to ensure that your son or daughter gradually replays all the roles. Try to involve your child’s friends in the game more often, as it is very useful for him to see different ways of reacting to the same circumstances. When sculpting, draw the child’s attention to reflecting the mood of the characters. For example, let there be several Ivanov-princes: one is frightened (his head pressed into his shoulders), another is dejected (his head is lowered), the third is formidable (swings his sword), and the fourth is proud of his victory (his head is raised, his shoulders are straightened). The Serpent Gorynych can have two forms: fierce and pitiful (this can be easily conveyed by reducing its size).

"LET'S PLAY GHOSTS"

(for children 6 – 8 years old)

As experts and many parents note, in recent years, young children have become more afraid of ghosts: the influence of relevant cartoons and films is having an effect. Of course, adults try to explain to the child that ghosts do not exist, that all this is fiction, but their explanations do not always achieve their goal.

The Lego constructor helps to play out the fear of ghosts very well: in one of its versions there is a tiny ghost that even glows in the dark, but at the same time it does not look at all frightening, but very cute. You can make your own ghost from paper or a piece of white cloth. It just needs to be small and funny, then the child won’t be afraid to pick it up. If you buy Lego, “appoint” the ghost as an assistant to the good knights, let it defeat the villains, set traps for them, and fool them. The positive hero must first be afraid of the ghost, but then make friends with him.

Or you can dramatize O. Wilde’s tale about the Conterville Ghost. It is not necessary for a child to read it, it is quite difficult to understand in preschool and primary school age, but the very fact that mischievous children literally terrorized the ghost with their pranks and ridicule, which hoped to scare them and survive from the castle, will most likely appeal to our child and he will enjoy playing it. Use Kinder Surprise toys; their size is optimal in this case. Switch roles. It is not necessary to strictly adhere to the author's plot, but you need to make sure that the game does not acquire a sinister overtone. In such cases, gently but decisively direct the child’s imagination in a more harmless direction, invite him to take pity on the poor ghost, whom the mischief-makers have already made fun of.

FEAR OF DEATH

"AMAZING MEETING"

(for children 6 – 7 years old)

This plot is best played out behind a homemade screen with dolls. One boy (or girl, let the child choose the gender of the character and give him a name) had no friends at all. And he was very upset. (Ask the child to show how he is languishing in boredom, leaning around the room, not knowing what to do. Fix on the dream of having a friend, it will be a distraction masking the true theme of the game. This is important so as not to “touch a nerve”, not to cause new mental trauma to the child). And then one day... (Think together about how you met your friend, show in more detail what the children played, how much fun they had, etc.). Since then, the boy, falling asleep, every evening dreamed that morning would come quickly and he could run to the playground, where his friend was waiting for him. But somehow he came running, but his friend was not there... (Do not demand that the child depict the boy’s experiences in detail and expressively. The main thing is to indicate the moment of loss). Since then, the boy came to the site more than once in the hope of meeting his friend again, but he was not there.

And after some time, the boy’s family moved to another city. But when he went to school on the first of September, he suddenly... saw his missing friend there! (Think together with your child how such an amazing coincidence happened, and show in detail the joyful meeting. In the future, the situation can be varied: the meeting can take place not at school, but in the theater, cinema, club; moving to another city is not necessary; reasons for whose friend stopped going to the playground may change, etc. However, always emphasize how important it is to hope for the best, instill in the child confidence that hopes will eventually come true).

“LOOKING FOR THE GOOD IN BAD”

(for children 6 – 8 years old)

We offer this game to children who tend to give in to despondency and easily fall into despair (namely, among such children, the fear of death is especially common).

The presenter indicates some unpleasant situation. For example, a child and his father went to the cinema, but were late and were not allowed in. Unpleasant situation? - Undoubtedly. The question is: what positive things can you find in it, how can you console yourself? (For example, you can use the money saved to go on rides or eat ice cream). For each correct answer, a point is awarded. Whoever has more points will naturally win. You can play with two players, setting situations one by one (but, of course, avoiding tragic ones associated with death).

GAMES RELATED TO TRANSFORMATION

(for children 5 – 8 years old)

They are mainly played by girls with natural artistry and developed imagination. By fantasizing about who they were in their “former life” (let’s play that I was once a princess...), they also latently get rid of the obsessive fear of death. The task of parents in this case is not so much to participate in this game, but to feed the child’s imagination, telling him about the lives of people in different eras, about bright historical events, reading fascinating books, so that today their daughter wants to imagine herself as a princess, tomorrow - a little circus performer like Suok , and the day after tomorrow - “a guest from the future.”

"SPOTS"

(For children from 3 years old,

suggested by A.I. Zakharov).

The spotter can threaten: “I’ll show you!”, “Catch him!”, and then, quietly playing along with the child, say with praise: “Look, how clever!”, “Wow, I just can’t catch up!”, “I’m tired.” I give up!” Outdoor games always cause a lot of joy, so threats are perceived as comic, but the child’s fear of them in real relationships imperceptibly decreases. A touch or a light blow in the game to some extent imitates physical punishment. Over time, you can make this situation worse by chasing each other with plastic pins. This dramatizes the situation, and, finding himself in the role of driver, the child, albeit playfully, can for the first time in his life threaten an adult and find himself on an equal footing with him.

Then, for greater dramatization, it is useful to invite several more children to the game and make scary and comic masks. By wearing a mask, it will be more difficult for the child to follow the driver, so the game will require even greater dexterity and resourcefulness.

"Blind Man's Bluff"

(for children from 3 years old, suggested

A.I. Zakharov)

The difference between this version and the well-known game is that the adult in the role of the driver sets the tone, jokingly threatening to find its participants at all costs and deal with them, i.e. acts as a sort of grotesque villain Barmaley. The children are given the condition that they must remain completely silent, restraining themselves even when “Barmaley” comes almost close to them. As a last resort, you can only make the sound “u-u-u-u!” If someone reveals himself ahead of time, he either receives penalty points or is eliminated from the game. When the driver catches someone, he, as it should be in “blind man’s buff,” identifies him by touch. They all take turns driving. The game lasts on average 20 - 30 minutes, so that everyone plays the role of driver more than once. In addition to the fear of punishment, blind man's buff helps overcome the fear of darkness and confined spaces.

"ANGRY DUCKING"

(for children 4 – 5 years old)

Timid, “stuck up” children are often afraid to even show anger in a joke. Especially in the presence of adults who make them afraid. Therefore, it is very useful to gradually remove emotional inhibition by acting out pantomime scenes with the child in which he will play the role of an angry character. For example, a duckling (it’s not difficult to transform into one; if you stretch your lips forward, you’ll get a funny duck’s beak). Let him show how angry the duckling is, and then figure out who he is angry with. Naturally, the show should be accompanied by cheers and applause from adults. This could even be a house concert number. For example, a duckling wants to catch a worm (represented by a cord being pulled by one of his relatives), but the worm crawls away. The duckling is angry. (The child frowns, stamps his foot, clenches his fists, etc.).

GAMES WITH BALLS AND BALLS

(M. Segal, D. Adcock, 1996)

Goal: Development of the ability to catch a ball, ball, reaction speed.

All children love to play with balls and balls, but it is not always possible to allow such games at home. It's better to move them outside. M. Segal, D. Adcock (1996) suggest that in order to make playing with a ball and a ball possible at home, use a wide frying pan or bowl for this purpose. Having placed a tennis ball in a bowl, the adult tilts it, making the ball run either fast or slow. The kid is trying to catch a “naughty ball.”

If your child prefers throwing a ball rather than catching it, you can replace the ball with safer objects: a ball of yarn, rolled up baby socks, a wad of paper.

PUZZLE GAME

(M. Segal, D. Adcock, 1996)

Goal: Development of perception of shape and size.

Method of production and use:

In an instant coffee lid or in a cardboard box

cut a hole to the size of some cube, pencil, etc. Children from one to 2 years old will be happy to put an object into this hole. When this operation is mastered, you can complicate the conditions: make a box with two or three holes of the same shape, but of different sizes (for example, circles, squares, triangles).

Homemade puzzles are created by parents who know the capabilities of their child, so, most likely, the child will play with them with pleasure, which cannot be said about purchased toys.

"MULTI-COLORED BALLS"

Goal:: To develop the child’s color perception and fine motor skills of the fingers.

Method of production and use:

Paint cardboard nets from under eggs: several cells - in

red, a few in green, a few in blue, etc. Place multi-colored plastic balls in a small box (you can use balls from broken rattles). Practice with your child the skill of recognizing one color first (the color of the cells is the color of the ball), let him put, for example, all the red balls into red cells, etc. If the child has already mastered this operation, the adult can fill in the cells by deliberately making a mistake: put yellow balls in the red cells, etc.

FOAM CONSTRUCTION

(M.V. Lebedev)

Goal: Development of perception of color, size, shape, sensory education.

Method of production and use:

Having purchased a set of colored foam sponges in the store,

Parents and children can make a wonderful soft construction set.

Rectangular blocks can be used as

“bricks” to build a house for a doll, a garage for your favorite car. The sponges are perfectly attached to each other, since on one side each of them has a rough surface (like Velcro). Since the set consists of multi-colored blocks, during the game parents can practice with their child the skill of identifying an object by color. If you bought sponges of different sizes, your child will be able to practice comparing two or three objects by size.

For older children, you can draw a diagram of the future building, depicting colored cubes - sponges. Or, following the advice of the Nikitins, you can glue a sheet with a diagram to the bottom of the box in which the construction set is stored, which will indicate the order of laying the bricks.

If the child has already mastered the game, you can cut several blocks into triangles. From these triangles he will put together a “whole” brick, make a roof for a house, put together an asterisk or any other pattern.

Note: Such a construction set will be useful for activities and games with an anxious child: the soft foam rubber is pleasant to the touch, the baby, touching it with his hands, will be able to calm down and relieve tension.

For aggressive guys, such a construction set is a godsend.

After all, blocks can be thrown, crushed, even trampled. Moreover, in the process of such “noisy” use, the child does not harm either himself or other children. The constructor itself will not be damaged.

"WOOD CUTTING"

(Fopel K.)

Goal: to help children switch to active activity after long sedentary work, feel their accumulated aggressive energy and “spend” it during play.

Say the following: “How many of you have ever chopped wood or seen adults do it? Show how to hold an axe. What position should your arms and legs be in? Stand so that there is some free space around. We'll chop wood. Place a piece of log on a stump, lift the ax above your head and bring it down with force. You might even shout “Ha!”

To play this game, you can break into pairs and, falling into a certain rhythm, hit one lump in turn.

"GOLOVOBALL"

(Fopel K.)

Goal: to develop cooperation skills in pairs and trios, to teach children to trust each other.

Say the following: “Get into pairs and lie on the floor opposite each other. You need to lie on your stomach so that your head is next to your partner's head. Place the ball directly between your heads. Now you need to pick it up and stand up yourself. You can only touch the ball with your heads. Rise up gradually, first on your knees and then on your feet. Walk around the room."

For children 4–5 years old, the rules are simplified: for example, in the starting position you can not lie down, but squat or kneel.

"AIRBUS"

(Fopel K.)

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

“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? Do any of you want to become 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 stand up and lift the Airbus off the field...

So, now slowly wear the Airbus around the premises. 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, paying special attention to accuracy and respect for it. You can ask for an Airbus by yourself choosing those who will carry it. When you see that the children are doing well, you can “launch” two Airbuses at the same time.

"PAPER BALLS"

(Fopel K.)

Goal: to give children the opportunity to regain vigor and activity after they have been doing something for a long time while sitting, reduce anxiety and tension, and enter a new rhythm of life.

Before starting the game, each child must crumple up a large sheet of paper (newspaper) to form a tight ball.

“Please divide into two teams and have each of them line up so that the distance between the teams is approximately 4 meters. At the leader’s command, you begin to throw balls towards the opponent’s side. The command will be like: “Get ready! Attention! Let's start!

The players of each team try to throw the balls that are on their side to the opponent’s side as quickly as possible. When you hear the command “Stop!”, you will need to stop throwing balls. The team with the fewest balls on the floor wins. Please do not run across the dividing line.” Paper balls can be used more than once.

"THE DRAGON"

(Kryazheva N.L.)

Goal: to help children with communication difficulties gain confidence and feel like part of a team.

The players stand in a line, holding each other's shoulders. The first participant is the “head”, the last one is the “tail”. The “head” should reach the “tail” and touch

get to him. 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.

"EYES TO EYES"

(Kryazheva N.L.)

Goal: to develop a sense of empathy in children, to set them in a calm mood.

“Guys, join hands with your desk neighbor. Look only into each other’s eyes and, feeling your hands, try to silently convey different states: “I’m sad,” “I’m having fun, let’s play,” “I’m angry,” “I don’t want to talk to anyone,” etc.

After the game, discuss with the children which states were transmitted, which of them were easy to guess and which were difficult.

"LITTLE GHOST"

(Lyutova E.K., Monina G.B.)

Goal: to teach children to throw out accumulated anger in an acceptable form.

"Guys! Now you and I will play the role of good little ghosts. We wanted to misbehave a little and scare each other a little. When I clap, you will make the following movement with your hands: (the teacher raises his arms bent at the elbows, fingers spread out) and pronounce the sound “U” in a scary voice. If I clap quietly, you will say “U” quietly, if I clap loudly, you will frighten loudly.

But remember that we are kind ghosts and only want to joke a little." Then the teacher claps his hands: “Well done! We joked enough. Let's be kids again!"

"FIGHT"

Goal: relax the muscles of the lower face and hands.

“You and your friend had a fight. This is where the fight starts. Take a deep breath and clench your jaw tightly. Fix your fingers in your fists, press your fingers into your palms until it hurts. Hold your breath for a few seconds. Think about it: maybe it’s not worth fighting? Exhale and relax. Hooray! The troubles are over!

This exercise is useful to carry out not only with anxious, but also with aggressive children.

"BALLOON"

Goal: relieve tension, calm children.

All players stand or sit in a circle. The presenter gives instructions: “Imagine that now you and I will inflate balloons. Inhale the air, bring an imaginary balloon to your lips and, puffing out your cheeks, slowly inflate it through parted lips. Follow with your eyes how your ball becomes bigger and bigger, how the patterns on it increase and grow. Introduced? I also imagined your huge balls. Blow carefully so that the balloon does not burst. Now show them to each other.”

"SHIP AND WIND"

Goal: to set the group up for work, especially if the children are tired.

“Imagine that our sailboat is sailing on the waves, but suddenly it stops. Let's help him and invite the wind to help. Inhale the air, draw in your cheeks strongly... Now exhale noisily through your mouth, and let the wind that has broken free catch up with the boat. Let's try again. I want to hear the wind roar!”

The exercise can be repeated 3 times.

"GIFT UNDER THE TREE"

Goal: relaxation of facial muscles, especially around the eyes.

“Imagine that the New Year holiday is coming soon. You've been dreaming about a wonderful gift for a whole year. So you approach the tree, close your eyes tightly and take a deep breath. Hold your breath. What lies under the tree? Now exhale and open your eyes. Oh, miracle! The long-awaited toy is in front of you! You are happy! Smile"

After completing the exercise, you can discuss (if the children want) who dreams of what.

"FIPE"

Goal: relaxation of facial muscles, especially around the lips.

“Let's play the pipe. Take a shallow breath of air and bring the pipe to your lips. Start exhaling slowly, and as you exhale, try to stretch your lips into a tube. Then start over. Play! What a wonderful orchestra!”

All of the exercises listed can be done in the classroom, sitting or standing at a desk.

"BARBELL"

Option 1

Goal: relax your back muscles.

“Now you and I will be athletes – weightlifters. Imagine that there is a heavy barbell lying on the floor. After inhaling, lift the barbell off the floor with your arms outstretched and lift it. Very hard. Exhale, drop the barbell to the floor, and rest. Let's try again".

Option 2

Goal: to relax the muscles of the arms and back, to enable the child to feel successful.

“Now let’s take a lighter barbell and lift it above our heads. You took a breath, raised the barbell, and fixed this position so that the judges counted your victory. It’s hard to stand like that, drop the barbell, exhale. Relax. Hooray! You are all champions. You can bow to the audience. Everyone is clapping for you, bow again like champions.”

The exercise can be performed several times.

"ICICLE"

Goal: relax the arm muscles.

“Guys, I want to ask you a riddle:

Under our roof

A white nail hangs

The sun will rise,

The nail will fall. (V. Seliverstov)

That's right, it's an icicle. Let's imagine that we are artists and are staging a play for kids. The announcer (that's me) reads this riddle to them, and you pretend to be icicles. When I read the first two lines, you will inhale and raise your arms above your head, and on the third and fourth lines, drop your relaxed arms down. So, we rehearse... And now we perform. It turned out great!”

"HUMPTY DUMPTY"

Goal: relax the muscles of the arms, back and chest.

“Let's put on another little performance. It's called "Humpty Dumpty".

Humpty Dumpty

Sat on the wall.

Humpty Dumpty

Fell in his sleep. (S. Marshak)

First, we will turn the body to the right - to the left, while the arms dangle freely, like a rag doll. To the words “fell in my sleep,” we sharply tilt the body down.”

"SCREW"

Goal: remove muscle tension in the shoulder girdle area.

“Guys, let's try to turn into a screw. To do this, place your heels and toes together. At my command “Start” we will turn the body first to the left, then to the right. At the same time, your arms will freely follow your body in the same direction. Let's start! … Stop!"

The etude can be accompanied by the music of N. Rimsky - Korsakov “Dance of the Buffoons” from the opera “The Snow Maiden”.

"PUMP AND BALL"

Goal: relax as many muscles in your body as possible.

“Guys, break into pairs. One of you is a large inflatable ball, the other one inflates this ball with a pump. The ball stands with the whole body limp, on half-bent legs, arms and neck relaxed. The body is tilted slightly forward, the head is lowered (the ball is not filled with air). The friend begins to inflate the ball, accompanying the movement of his hands (they pump the air) with the sound “s”. With each supply of air, the ball inflates more and more. Hearing the first sound “s”, he inhales a portion of air, simultaneously straightening his legs at the knees; after the second “s”, his torso straightens; after the third, the ball’s head rises; after the fourth, his cheeks puff out and even his arms move away from his sides. The ball is inflated. The pump stopped pumping. A friend pulls the pump hose out of the ball... Air comes out of the ball with force with the sound “sh”. The body went limp again and returned to its original position.” Then the players change roles.

"WATERFALL"

Purpose: This imagination game will help children relax.

“Sit back and close your eyes. Inhale and exhale deeply 2–3 times. Imagine that you are standing near a waterfall. But this is no ordinary waterfall. Instead of water, soft white light falls down. Now imagine yourself under this waterfall and feel how this beautiful white light flows over your head... You feel how your forehead relaxes, then your mouth, how your neck muscles relax...

White light flows over your shoulders and the back of your head and helps them become soft and relaxed.

White light flows from your back, and you notice how the tension in your back disappears, and it also becomes soft and relaxed.

And the light flows through your chest, through your stomach. You feel how they relax and you yourself, without any effort, can inhale and exhale deeper. This makes you feel very relaxed and pleasant.

Let the light also flow through your hands, through your palms, through your fingers. You notice how your arms and hands become softer and more relaxed. The light also flows through your legs, down to your feet. You feel that they too relax and become soft.

This amazing waterfall of white light flows around your entire body. You feel completely calm and serene, and with each inhalation and exhalation you relax more deeply and are filled with fresh strength... (30 seconds).

Now thank this waterfall of light for relaxing you so wonderfully... Stretch a little, straighten up and open your eyes.”

After this game, you should do something calm.

"DANCING HANDS"

Purpose: If children are not calm or upset, this game will give children (especially upset, restless) the opportunity to clarify their feelings and relax internally.

“Lay out large sheets of wrapping paper (or old wallpaper) on the floor. Take 2 crayons each. Choose a crayon color you like for each hand. Now lie with your back on the laid out paper so that your arms, from hand to elbow, are above the paper. (In other words, so that children have viewing to draw on). Close your eyes and when the music starts, you can use both hands to draw on the paper.

Move your hands to the beat of the music. Then you can see what happened” (2 – 3 minutes).

The game is played to music.

"BLIND DANCE"

Goal: developing trust in each other, relieving excess muscle tension.

“Get into pairs. One of you gets a blindfold, he will be “blind”. The other remains “sighted” and will be able to drive the “blind”. Now hold hands and dance with each other to light music (1 - 2 minutes). Now switch roles. Help your partner tie the headband.”

As a preparatory stage, you can sit the children in pairs and ask them to hold hands. The one who sees moves his hands to the music, and the blindfolded child tries to repeat these movements without letting go of his hands for 1 - 2 minutes. Then the children change roles.

If an anxious child refuses to close his eyes, reassure him and do not insist. Let him dance with his eyes open.

As the child gets rid of anxiety, you can start playing the game not while sitting, but moving around the room.

"CATERPILLAR"

(Korotaeva E.V.)

Purpose: the game teaches trust. Almost always the partners are not visible, although they can be heard. The success of everyone’s promotion depends on everyone’s ability to coordinate their efforts with the actions of other participants.

“Guys, now you and I will be one big caterpillar and we will all move around this room together. Form a line, place your hands on the shoulders of the person in front. Place a balloon or ball between the stomach of one player and the back of the other. Touching the balloon (ball) with your hands is strictly prohibited! The first participant in the chain holds his ball at outstretched arms.

Thus, in a single chain, but without the help of hands, you must follow a certain route.”

For those watching: pay attention to where the leaders are located and who regulates the movement of the “living caterpillar.”

"CHANGE OF RHYTHMS"

Goal: to help anxious children join the general rhythm of work and relieve excessive muscle tension.

If the teacher wants to attract the attention of the children, he begins to clap his hands and count loudly, in time with the clapping: one, two, three, four... The children join in, too, all clapping their hands together, counting in unison: one, two, three, four ... Gradually, the teacher, and after him the children, clap less and less, count more quietly and more slowly.

Training games contribute to the development of an understanding of a person’s emotional state in all its manifestations and children’s ability to express their emotions.

"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 in children the ability to distinguish the individual characteristics of their 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, etc.

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 could be a dialogue on a given topic: about the past weekend, about a circus performance or puppet theater performance seen, a 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. A telephone conversation with a character from a 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.

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 traffic rules. 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, an “Ideas Fair” was held, where teachers.

Game "Guess who?" Goal: development of children's creative abilities. 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.

Most parents, paying a lot of attention to the development of thinking and speech in children, forget about the importance of developing the emotional aspect of a young personality. Exercises and games on emotions already in preschool age make it possible to identify and promptly correct possible problems in a child’s ability to express his feelings, as well as to adequately respond to the feelings of others.

Why is it important?

A person begins to experience emotions much earlier than to speak and think. If the baby is dissatisfied with something, he screams, sometimes reaching hysterics, and when he is happy, he laughs and waves his arms. This behavior can also be observed in adults, provided that the emotions are too strong - so much so that the person, like a child, is unable to control them. But this does not mean that the main task of teachers and parents is to teach children external restraint worthy of a Soviet intelligence officer.

It is necessary to engage in the development of the emotional sphere of preschoolers in order to:

• teach to better understand oneself and others, cultivate social sensitivity and empathy;
• give the right direction to the emerging system of generally accepted values ​​(kindness, responsiveness and compassion must harmoniously coexist with the development of such qualities that are in demand today as leadership, perseverance, stress resistance);
• make the process of mastering any other skills more productive by adapting to the learning conditions.

In addition, scientists have identified a direct connection between a person’s level of emotional intelligence, that is, the ability to correctly understand the feelings, desires, intentions of other people and one’s own, with his success and even income level.

If possible, avoid restrictions on the child’s natural behavior: do not forbid him to laugh loudly, scream or cry if external conditions allow it. The habit of suppressing emotions leads to mental disorders.

Examples of games for learning basic emotions

The world is colored by emotions for a person from birth, and the older a child becomes, the more vivid and varied feelings he is able to experience. When talking about the need to develop the emotional sphere, we usually mean working with the expression of negative feelings:

• anger,
• resentment,
• disappointment,
• envy,
• fear.

Being able to cope with them is really important not only for preschoolers, but also for adults, and the sooner a person learns this, the more stable his psyche will be. At the same time, we must not forget about positive, bright emotions - joy for oneself and for others, gratitude, sympathy. They must be in balance with the negative ones or even prevail over them; it depends on whether the personality will be whole and the person happy.

Kaleidoscope of moods

It’s best to start getting acquainted with psychological games with an overview of basic emotions. The presenter invites preschoolers to look at several cards with photographs of children: smiling, laughing, crying, angry, surprised, puzzled, and so on. Let the kids try to figure it out, discuss how the hero feels in each photo, and guess what might be causing his mood.

Try it on yourself

The game continues the previous one. The adult asks the children which of the presented emotions they themselves experienced and in what situations, which card best conveys their mood now. Preschoolers are given the opportunity to speak one by one, first at will, then at the request of the leader. The example of more active children has an infectious effect on others, so the exercise not only teaches you to recognize emotions, but also helps to overcome timidity.

If one of the children is silent and does not want to answer, there is no need to insist. Most likely, he mentally participates in the game and tries on different emotions for himself, but is embarrassed to speak out loud.

Boxer

Expressing anger is sometimes more important for a child than for an adult. For a person tired of pent-up discontent, psychologists recommend hitting a punching bag. A similar exercise is also useful for children starting from the younger or middle group. A newspaper acts as a pear: two children stretch the wide sheet and hold it tightly, and the third hits the center with all his might. At the same time, it is allowed to shout out phrases, for example: “Anger, go away!” or “Here, get it!” If a child just wants to scream, without words, this is also allowed. All children take turns playing the role of holding the newspaper and boxers.

If the newspaper tears too easily, increase the number of layers. Most likely, this will be needed when the children play in the second round.

Chest with lock

This is a peaceful alternative to the violent manifestation of negative energy accumulated within, described in the previous game. The children sit in a circle, and the leader, in turn, approaches each of them with a chest (a small box, preferably decorated accordingly), so that the kids whisper into the slightly open lid all their possible troubles and grievances. To prevent participants from being disturbed by silence, they need to turn on calm music. When all the experiences have been collected, the presenter announces that the magic circle has closed, the lock has closed, and all the bad things remain inside. The chest has spent all its energy and is sent to recharge, after which it will be ready for use again.

TV

A creative game that is suitable for children in preparatory or even senior groups. For it you will need a cardboard frame, which will represent the TV. One of the participants stands in front of the others and points the screen at his face, while depicting any emotion: fear, joy, sadness, surprise, delight. The rest must determine what is shown on TV today. Depending on the number of children, you need to set a certain mood limit. For example, if there are many participants, let each one show only one emotion, trying not to repeat themselves. If an adult plays with one child, he first shows several moods himself, and then provides this opportunity to the baby.

Older preschoolers, if they wish, can turn the TV into a theater stage and act out small scenes, and the audience will discuss what emotions the characters had and why.

Robot

The game is similar to the previous one, but the task here is more complex: now the intended feelings can be conveyed only with the help of the hands and body, without the participation of the face. The leading participant is announced as a humanoid robot whose facial muscles have turned off, and now his mood can only be determined by his posture and movements. The exercise will help children learn to better understand body language.

It is interesting to try two versions of the game: with a box on the head representing a robot and covering the face, and without it. In the first case, participants will be able to frown or smile imperceptibly, and then it will be easier for them to synchronize the desired emotion with their movements. Without the box, the child will have to maintain a neutral facial expression, this will make the task more difficult for both the presenter and the guessers.

Invite viewers not just to name the emotion they see, but to “sign the picture” - that is, as if to come up with a title for the photo: “Hurray, they bought me a bike!” or “My car was broken, I’m so angry!”

Masks for little people

The exercise develops empathy. You need to schematically draw a funny man with an empty circle instead of a face and prepare several masks for him in size with a variety of expressions. The presenter tells what is happening to the hero, and the children change his masks depending on what emotions, in their opinion, he is experiencing.

For example: “The little man looked out the window and saw that the sun was shining! (mask-smile). Suddenly he heard someone crying (surprise, confusion). It turned out that it was a girl crying, she had lost her doll (sadness). The little man jumped out of the house and helped her find the doll (joy). It is important that children realize that people feel sad when someone is sad, and joy when their help leads to a positive result.

But!..

The ability to endure disappointments for the psyche is the same as hardening for a person’s physical health. This game teaches you to find positive moments even in unpleasant situations and is suitable for preschoolers of different ages.

The presenter shows the kids a card with a picture of a sad character (for example, a bunny) and says that the bunny is sad because all his brothers and sisters went for a walk and left him at home. The children’s task is to “comfort” the hero, to find several reasons for joy, starting with the word “but”: “But now no one bothers you to watch TV” or “But now you will eat all the candy alone.” When the presenter considers that there are enough reasons for a good mood, instead of a card with a sad bunny, an image of a cheerful one appears.

With older children, it is convenient to use the drawn little man described above with a set of prepared emotions. If there are not enough masks, the children can complete them themselves and change them at their discretion.

Musical mood

Even babies who cannot speak enjoy happy music and are capable of crying from sad music. These are unconscious emotions that cannot be controlled. How do preschoolers understand the mood of music? Have them listen to a short passage and share what feelings it evokes: fun, sadness, fear, a sense of celebration, playfulness, solemnity, tension, coldness. Exercise helps not only to enrich emotional experience, but also to develop imaginative thinking.

The magic of intonation

The presenter says a word or short phrase in a neutral tone, for example: “Aha,” “Well, that’s all,” “The little gray top will come,” or any other. Children take turns repeating the phrase, using different intonations indicating joy, sadness, fear, surprise, threat, and the like. The rest must understand exactly what emotion the speaker had in mind and evaluate how correctly he portrayed it. The game develops the ability to convey and recognize emotions, and also teaches how to use expressive means of voice.

Will you go to the ball?

The increased emotionality of preschoolers is explained by the fact that they are childishly impulsive and do not yet know how to restrain the external expression of their feelings. This ancient game teaches you to control impulsive actions, keeping maximum attention on the task at hand.

The host announces the rules: “Don’t wear black or white, don’t say “yes” or “no,” after which he asks the first question: “Will you go to the ball?” The participant must answer: “I will go.” Next, the host asks various questions, trying to provoke the players to utter forbidden words: “Will you wear a white dress or a black one?”, “Will you eat ice cream at the ball?”, “What pieces will you play chess with?” The guys have to get out of it, quickly finding substitute words or avoiding the answer. Gradually their vigilance is weakened, and the player who made a mistake becomes the leader.

Several decades ago, children easily managed without special games - their rich experience of live communication helped them understand the emotions of other people and their own. Modern preschoolers, teenagers and, importantly, their parents are increasingly moving into the virtual world; the whole range of their moods fits into a standard set of emoticons. That is why it is necessary to pay attention to the development of the emotional sphere in preschool age, otherwise problems will begin when children turn into teenagers. Moreover, the key role here should be played not by teachers and educators, but by parents and family.

Exercise “Magic bag”

Target: teach children to understand the mood of another person; introduce methods of managing and regulating mood; diagnose the emotional mood of children; enrichment of vocabulary.

Material: bag, pictures depicting different shades of moods.

Progress of the exercise: The wizard is asked to put all negative emotions into a bag: anger, resentment, anger. The teacher invites the children to discuss their own mood.

Exercise “Tell me about your mood”

Target: introduce children to the concept of “mood” and its manifestation in good and evil people; learn to understand the mood of another person.

Material: pictures depicting different shades of moods.

Progress of the game: Children are offered pictures depicting various shades of mood. First, the teacher finds out whether the children know the main characteristics of a person’s mood, and then asks them to choose the picture that is most similar to the child’s mood. (The concepts are introduced: cheerful (joyful), sad (I want to be silent, think about something, I want to cry).

What words can you use to describe your mood?

What's your mood now?

What color are you in the mood?

What smell can you compare your mood to?

What is your mood like?

(Bad weather, cold, rain, gloomy sky are aggressive elements that indicate emotional well-being.) If during the conversation it turns out that one of the children is in a bad mood, the teacher offers them to put all negative emotions in a magic bag.

As an example, the teacher can remember situations from his life associated with a bad mood, and also place these memories in a bag.

At the end of the conversation, the teacher summarizes the children’s answers and draws their attention to the fact that the mood can be different:

We express a good mood using words such as cheerful, joyful, bright, festive, fabulous.

A bad mood can be expressed in the following words: angry, gloomy, gloomy, sad.

What does your mood depend on?

Can your mood change?

Game "Blind Man's Bluff"

Target: show mood variability in an accessible form.

Material: pictures depicting an “evil wizard” and a “sullen wizard.”

Progress of the game: first, the teacher shows the children a picture depicting an “evil” wizard, then the teacher replaces the picture depicting an “evil” wizard with a “sullen wizard.”

Look, children, the face of the evil wizard has changed - now it is gloomy. Let's try to cheer him up! According to the rhyme, children choose a “blind man’s buff”, then spin it in a circle, blindfolded, to the words of the dialogue:

What are you standing on?

On Bridge.

What do you sell?

Look for the kids, not us!

The game has been played, the “blind man’s buff” has changed, and the children are offered another turntable: the players spin the “blind man’s buff” blindfolded and say:

The cat inflated the balloon

And the kitten bothered her:

He came up and pawed - top!

And the cat has a ball - pop!

They stomped together, saying “top!”; They clapped their hands together, saying “bang!” - ran away! Catch it, blind man's buff! The game is repeated two or three times. At the end of it, the teacher first addresses those children who, for example, had a sad, sad mood at the beginning of the lesson:

Are you feeling a little happier?

The teacher determines the verbal general mood of the children.

Game "Flower - Seven Flowers"

Target: continue acquaintance with the polar concepts of “good - evil”.

Material: flower - seven flowers, such that the petals open

(taken out of the flower), red and yellow chips.

Progress of the game: everyone, having picked a petal, can think of one cherished wish. You can tell others about it only when the petal “flies around the whole world.” One by one, the children with the petals spin around with the others:

Fly, fly, petal

Through the West - to the East,

Through the north, through the south,

Come back after making a circle.

As soon as you touch the ground,

To be according to your wishes!

If the wish made is related to the satisfaction of his personal needs, the child receives a yellow chip, if it has social significance, a red chip. By collecting all the chips at the end of the game, you can determine the level of moral development of the group (but children are not told about this). At the end of the game, the teacher suggests discussing which wishes the children liked and why.

Exercise “Making up stories”

Target: consolidate the ability to determine the emotional state of people and encourage them to provide help.

Progress of the exercise: The teacher invites the children to choose and describe the hero who, in their opinion, can help solve the problem (help the hyena become kind). A child can choose any character from a cartoon, movie, or book. The teacher can recall the plot of a film or book in which his favorite character found himself in a difficult situation. For example, in the fairy tale “The Sleeping Beauty,” three good fairies came to the aid of the princess who was bewitched by an evil fairy.

It's good to have someone in life who can help.

Think about which of your favorite heroes could help the evil hyena and the angry bear become good.

Come up with an interesting, magical story.

At the end of the conversation, the teacher leads the children to a generalization: what can you call adults, children, heroes of fairy tales, films, cartoons who come to the rescue? (Kind, cordial).

Game "Zhuzha"

Target: practice regulating your emotional state.

Material: towel.

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

Note: the teacher monitors the form of expression of “teases”: they should not be offensive or cause pain.

Conversation with children (Diagnostics of 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, the teacher can judge the children’s ability to constructively solve difficult situations and consciously manage their emotions and behavior.)

Exercise “Inflate a balloon with anger.”

Target: continue to teach children to distinguish between the emotions of anger and joy; practice regulating your emotional state.

Progress of the exercise: The teacher should explain to the children: to get rid of anger, physical exercise is necessary. This gives a release of energy to those bad feelings and thoughts that have gripped the person. All the resentment and anger can be placed in a balloon. Having tied it, imagine how this ball disappears into the blue sky.

Game “Guess the mood from the drawing”

Target:

Material: pictures of a girl who found her bow and a boy who was angry with his friend.

Progress of the game: Children display their pictures. Questions:

What is the boy's mood?

Does he look angry?

How did you guess that he was angry?

What is the girl's mood?

Why is the girl in a good mood?

How did you determine that the girl was in a cheerful mood?

How do you feel?

Exercise “Help the Wizard”

Target: to generalize children’s idea of ​​kindness and the emotional states that correspond to this concept, to arouse the desire to do good deeds.

Material: three pictures depicting girls with different facial expressions: angry, indifferent, kind.

Progress of the game: The teacher draws the children’s attention to the fact that the evil wizard is in a difficult situation and needs help. Today the wizard read two poems that are well known to children - about the toys that he sometimes liked to play with.

1. 1. The owner abandoned the bunny - 2. They dropped the bear on the floor.

Bunny was left in the rain, Mishka's paw was torn off -

I couldn't get off the bench. I still won't leave him.

I was completely wet. Because he's good. (A. Barto)

The wizard has three photographs of girls. He wanted to figure out which of the girls abandoned Bunny, which one tore off Mishka’s paw, and which one was very sorry for both Mishka and Bunny:

How can I find out, because there is no picture of what they are doing!

The teacher offers to look at photographs of girls and help the wizard. (Demonstration of three portraits of girls with different facial expressions: angry, indifferent and kind.)

Look what this girl is like? (Indifferent, indifferent.)

What is her face like? What did this girl do?

Children compare the girls’ facial expressions with their actions:

She started playing with the Bunny in the garden, but quickly forgot about him and left him in the rain.

And this girl loves to fight, to offend others, she tore off Mishka’s paw and threw him right there on the floor.

And this girl is kind - she feels sorry for everyone.

Exercise “Get Out of Trouble”

Target: to generalize children’s idea of ​​kindness and emotional states that correspond to this concept, to arouse the desire to do good deeds.

Material: toys: Bunny and Teddy Bear, pictures depicting “evil” and “good” wizards.

Progress of the game: The teacher invites the children to think about how they would help Mishka and Bunny out of trouble. Children make up stories that are played out with the help of toys. The teacher draws their attention to the expression on the face of the evil wizard: it has changed and become kind. (The image of the evil wizard is replaced by the corresponding one) The wizard thanks the children for rescuing his favorite toys from trouble, and says that he also wants to do something nice for them and tells them a fairy tale.

Exercise “Drawing Music”

Children are invited to listen to calm, soft music and “draw” it (waltz by D. Kabalevsky).

Exercise “Friendship begins with a smile...”

Children sitting in a circle hold hands, look their neighbor in the eyes and silently give the kindest smile (one at a time).

Game "Reverse Fairy Tale"

Target: introduce children to the rules of friendly behavior.

Material: Uzbek folk tale "Stubborn goats". Once upon a time there lived two stubborn goats. And then one day they met on a narrow road across a deep ditch. It's impossible for two people to separate on the board; someone has to give in.

Hey you, move out of the way! - one goat screamed.

Here's another thing, I just made it up! So it turns out I have to back away because of you? – the other one shouted in response.

Why don't you back away? - the first one insisted.

The stubborn goats argued for a long time. And then they each stepped back three steps, bowed their heads and... Fuck! They hit their foreheads and both fell into the water.

Progress of the game: children come up with a new title for the fairy tale (for example, “Polite, cheerful, kind goats”). They solve a problem situation on their own: two goats meet on a narrow board. What should I do? Who will give in? What words should goats say? What facial expression will they have? Together with the teacher, the children choose the most successful version of the fairy tale, after which they are again divided into pairs and “polite goats” training is conducted.

Game "Two Rams"

Target: develop skills in self-regulation of behavior and control of emotions.

Progress of the game: early - early two rams met on the bridge. The players are divided into pairs. With your legs spread wide apart, your torso bent forward, your palms and foreheads rest against each other. The task is to confront each other without budging. Whoever moves is the loser. You can make sounds “be-be-be...”. Note: make sure that the “rams” do not break their foreheads.

Children, how did you feel when you were the “rams” in the game?

Did you want to be like them? Why?

Game "Shadow"

Target: consolidate knowledge of the rules of friendly behavior.

Progress of the game: I suggest you play the game “Shadow”, but not in order to learn to be friends with it, but in order to be attentive to other people. Children are divided into pairs: one plays the role of a person, the other plays the role of his shadow. A person makes any movements, the shadows repeat them, acting in the same rhythm as the person.

Game "Finish the sentence"

Target: learn to analyze your emotional state.

Progress of the game:

I get offended when...

I get angry when...

I'm happy when...

I'm sad when...

Exercise “Unexpected joy”.

Target: teach children to understand the feelings experienced by others; develop social behavior skills.

Progress of the game: Mom entered the room, looked at her boys with a smile and said:

Finish your game guys. In an hour we are going to the circus.

Mom raised her hand and showed the tickets. The boys first froze, and then started dancing around their mother. Expressive movements: raise eyebrows, smile; laugh, rub your hands one against the other, and one can be clenched into a fist; You can clap your hands, jump, dance.

Game "Magic Flowers"

Target: teach children to understand the feelings experienced by others.

Material: contour images of roses, burdock, lilies, mignonette.

Progress of the game: Children are invited to become wizards and bring flowers to life. On the outline drawing of flowers, children must draw faces and color the flower.

ROSE BURROM

My name is rose, I am a prickly burdock,

Accept me. I pester everyone.

I am very fragrant, I grow along the road,

And the color is delicate. I'm standing against the wall.

By color and name Touch me with a dress

This is what they gave me. The passerby is afraid...

And even the queen. Is it possible to at least with you

They called it for its pomp. Turnip to make friends?

RESEDA LILY

I am a lily; with you as a barely visible bush

I will be friendly; I'm always growing

I am meek and modest and a white flower

And very slim; Mignonette looks.

I love, bending over, I just smell pleasant,

Look into the stream... Even though the color is pale.

Let me be with you, but I'm everywhere

Spin around in a circle! Acquaintance and affection.

Children draw to the music of P.I. Tchaikovsky “The Lilac Fairy”. (The nature of the music is gentle, bright, kind, soothing)

Game "Mouse and Mousetrap"

Target: develop in children a sense of kindness, empathy, desire to support others; develop a friendly attitude towards animals.

Progress of the game: required number of players -5-6. Everyone forms a circle, presses tightly against each other with their legs, hips, shoulders and hugs their neighbor around the waist - this is a “mousetrap” (or net). The driver is in a circle. His task is to get out of the “mousetrap” in every possible way: to find a “hole”, to persuade someone to move the players apart, to find other ways of action. At the same time, the teacher makes sure that the legs of the “mousetrap” do not kick the mouse or hurt it. If the teacher notices that the mouse is sad and can’t get out, he regulates the situation, for example: “Let’s all help the mouse together, relax his legs and arms, take pity on him.

Game "Guess the Mood"

Target: teach children to analyze conflict situations; develop communication skills.

Material: pictures with types of moods (cheerful, sad, angry, kind, happy).

Progress of the game: Children are given a set of pictures with different types of moods. After determining the “mood” of each picture, the children are divided into pairs. One child takes a picture and, without showing it to the other, names the mood that is depicted in it. The second must find the picture conceived by the partner. After this, the children compare the pictures. If there is a discrepancy, you can ask the children to explain why they chose one or another picture to determine their mood.

Game "Leaning Tower"

Target: teach children to manage their emotions in conflict situations.

Material: pillows.

Progress of the game: The teacher invites everyone to play a game together that will help get rid of anger, resentment and provide an opportunity to have fun. A tall tower is built from pillows. The task of each participant is to storm the tower and jump on it, emitting victorious cries like: “A-a-a”, “Hurray!” etc. The winner is the one who jumps onto the tower without destroying its walls. Each participant can build himself a tower of such a height that, in his opinion, he is able to conquer. After each assault, the “fans” emit loud cries of approval and admiration: “Well done!”, “Great!”, “Victory!” etc.

Game "On the bumps"

Target: continue to teach children to manage their emotions.

Material: pillows.

Progress of the game: The pillows are laid out on the floor at a distance that can be overcome with some effort in a jump. The players are frogs living in the swamp. The capricious frogs are cramped together on one hummock. They jump on their neighbors’ pillows and croak: “Kwa-kwa, move over!” If two frogs are cramped on one pillow, then one of them jumps further or pushes its neighbor into the swamp, and she looks for a new hummock. The teacher also “jumps over bumps.” If it comes to a serious conflict between the “frogs,” he “jumps up” and helps find a way out.

Before starting the game, the teacher can practice with the children the intonation pronunciation of the phrase: “Kwa-kwa, move over!”

Game "Good - Bad".

Target: teach children to analyze their behavior and the actions of others.

Material: red and black chips.

Progress of the game: children are asked to evaluate actions and actions from two positions: good or bad? The teacher gives the children chips of two colors - red and black, with which they will evaluate accordingly: good deeds - red chips; bad deeds are black chips. The teacher names an action or action, and the children must raise a chip that corresponds to his moral assessment. An approximate list of children's actions for the game:

BAD GOOD

1) tore my blouse 1) protected the weak

2) offended a friend 2) visited a sick friend

3) quarreled with mom 3) warmed and fed

4) kicked the puppy 4) helped his little sister get dressed

5) hit the kitten

6) destroyed a bird's nest