Emotional development in dow. Experience in developing the “Emotional-volitional sphere of children in preschool settings. Among the motives we can highlight, for example, the following:

MUNICIPAL BUDGETARY PRESCHOOL EDUCATIONAL INSTITUTION

KINDERGARTEN No. 68 "CAMOMILE"

STAROOSKOLSKY CITY DISTRICT

BELGOROD REGION

CONSULTATION FOR TEACHERS

"SOCIAL - EMOTIONAL DEVELOPMENT OF CHILDREN IN A PRECEDURE CONDITION"

Compiled by:

teacher - psychologist

Vopelnik O.M.

Stary Oskol

2016

Preschool childhood - a very short period in a person’s life, only the first six to seven years. But they are very important. During this period, development is more rapid and rapid than ever. From a completely helpless being who can do nothing, the baby turns into a relatively independent, active person. All aspects of the child’s psyche receive a certain development, thereby laying the foundation for further growth.

In recent years, in the system of preschool education and training, a trend towards the intellectual development of the child has begun to be observed. WhereinInsufficient attention is often paid to the development of the emotional sphere . As L. S. Vygotsky and A. V. Zaporozhets rightly pointed out, only the coordinated functioning of these two systems - the emotional sphere and the intellect, and their unity can ensure the successful implementation of any form of activity.

If perception, sensations, and cognitive processes reflect diverse objects and phenomena, their various qualities and properties, all kinds of connections and dependencies, then in emotions and feelings a person shows his attitude to the content of what is being cognized.Emotions and feelings are a unique personal attitude of a person not only to the surrounding reality, but also to himself.Thus, objective relationships develop between a person and the surrounding world, which become the subject of feelings and emotions.

One of the tasks of all specialists and educators in kindergarten is the moral development and education of preschoolers, instilling in him basic moral qualities and principles that will later help him communicate with other people and adequately relate to their behavior and actions.

The moral development and upbringing of a child must begin with the development of the emotional sphere , since no communication or interaction will be effective if its participants are not able, firstly, to “read” the emotional state of another, and secondly, to manage their own emotions. Understanding your own emotions and feelings is also an important point in developing the personality of a growing person.

The modern parent, unfortunately, pays little attention to this problem. , it is more important for him to teach the child to read, write, count, since it seems to him that this is sufficient for the further development of the child. That's why it's soit is important to explain to parents that one of the most important places in personality development is occupied by social-emotional development, and it is necessary to begin it in preschool age, since it is at this time that we lay down the first and most important character traits of a person.

Despite its apparent simplicity, recognizing and transmitting emotions is a rather complex process that requires the child to have certain knowledge and a certain level of development. After allThe more a child knows what emotions are, the more accurately he will understand the state of another person .

The uniqueness of emotions and feelings is determined by the needs (satisfaction or dissatisfaction), motives, aspirations, intentions of a person, the characteristics of his will and character. With the measurement of any of these components, a person’s personal attitude towards the subject of need changes. The world of feelings and emotions is complex and diverse. The wealth of emotional experiences helps a person to better understand what is happening, to penetrate more subtly into the experiences of other people, their interpersonal relationships, and contributes to a person’s knowledge of himself, his capabilities, abilities, advantages and disadvantages, the world of objects and phenomena around him. Emotions and feelings give words and actions, and all behavior a unique flavor. Positive experiences inspire a person in his creative searches and bold aspirations.

Emotions play an important role in children's lives , helping to perceive reality and respond to it. From the first days of life, a child is faced with the diversity of the surrounding world: people, objects, events. Parents not only introduce the baby to everything that surrounds him, but always in one form or another express their attitude towards things and phenomena with the help of intonations, facial expressions, gestures, and speech. Getting acquainted with the various properties and qualities of things, a small child also receives some standards of relationships and human values: some objects, actions, and actions acquire the sign of being desirable, pleasant, while others, on the contrary, are rejected. While learning about the world around us, a child already in early childhood exhibits a pronounced, subjective, selective attitude towards objects. First of all, the baby clearly distinguishes people close to him from his environment.

Feelings dominate all aspects of a preschooler’s life , giving them a special coloring and expressiveness, so the emotions that he experiences are easily read on his face, in posture, gestures, and in all behavior.

Several factors play an important role in the formation of emotionality in preschool age. : heredity and individual experience of communicating with close adults, as well as factors of learning and development of the emotional sphere (skills in expressing emotions and forms of behavior associated with emotions). A child's emotional traits are largely determined by his social experiences, especially those acquired in infancy and early childhood. The success of his interaction with the people around him, and therefore the success of his social behavior, depends on the emotions that a child most often experiences and displays.

The strongest emotional experiences are caused by his relationships with other people - adults and children..

As already noted, emotions and feelings are formed in the process of communication between a child and adults. In preschool age, as in early childhood, children’s emotional dependence on adults remains.The behavior of an adult constantly determines the activity of the child’s behavior and activities. It has been established that if an adult is friendly to the child, rejoices with him in his success and empathizes with his failure, then the child maintains good emotional well-being, a readiness to act and overcome obstacles even in the event of failure. An affectionate attitude towards a child, recognition of his rights, and attention are the basis of emotional well-being and give him a feeling of confidence and security, which contributes to the normal development of the child’s personality, the development of positive qualities, and a friendly attitude towards other people. Having established a positive relationship with an adult, the child trusts him and easily comes into contact with others.The sociability and friendliness of an adult acts as a condition for the development of positive social qualities in a child.

An adult’s inattentive attitude towards a child significantly reduces his social activity : the child withdraws into himself, becomes constrained, insecure, ready to cry or take out his aggression on his peers. A negative attitude from an adult causes a typical reaction in a child: he either strives to establish contact with an adult, or he withdraws himself and tries to avoid communication. In relationships with a child, an adult must subtly select emotional forms of influence. Gradually, a unique communication technique should be formed, where the main background consists of positive emotions, and alienation is used as a form of censure of the child for a serious act.

That is why in working with parents Joint classes between parents and children, workshops and consultations for parents should be conducted, aimed at creating an emotionally favorable environment in the family, introducing parents to an effective style of communication with children, and bringing children and parents closer together.

Emotions and feelings are formed in the process of communication with peers. The skill of communicating with other children in early childhood is just beginning to develop. In the second year of life, when a peer approaches, the child feels anxious and may interrupt his studies and rush to the protection of his mother. In the third year, he already plays calmly next to other children, but the moments of common play are short-lived. If a small child attends a nursery, he is forced to communicate more closely with his peers and receives more experience in this regard than those who are raised at home. But children attending nurseries are not spared from age-related difficulties in communication. They may show aggressiveness - push or hit another child, especially if he somehow infringed on their interests, say, tried to take possession of an attractive toy. A young child, when communicating with other children, always proceeds from his own desires, without taking into account the aspirations of others. The emotional mechanism of empathy will appear later, in preschool childhood. Nevertheless, communication with peers is useful and also contributes to the child’s emotional development, although not to the same extent as communication with adults.

The need to communicate with peers develops on the basis of joint activities of children - in games, when performing work assignments, and so on. The first and most important feature of communication is the great variety of communicative actions and the extremely wide range. When communicating with peers, the child performs many actions and interactions that are practically not encountered in contacts with adults. He argues with peers, imposes his will, calms, demands, orders, deceives, regrets, and so on. It is in such communication that such forms of behavior appear as pretense, the desire to express resentment, deliberately not respond to a partner, coquetry, fantasizing, and the like. In his ECD classes, the teacher should always try to take this into account, including in each lesson games aimed at developing communication and social skills (“Pantomimic sketches”, “Echo”, “Pack a suitcase” and so on).

As the child's personality developsabilities for self-control and voluntary mental self-regulation increase . Behind these concepts isthe ability to control your emotions and actions , the ability to model and harmonize one’s feelings, thoughts, desires and capabilities, to maintain the harmony of spiritual and material life.

At meetings with parents educators should explain that adults (parents) should strive to establish close emotional contacts with the child, since relationships with other people and their actions are the most important source of the formation of a preschooler’s feelings. To understand children's emotions, adults need to know their origin, and also strive to help the child better understand certain facts of reality and form the correct attitude towards them.

At this age stageThe child's reaction is quite impulsive , the expression of emotions is spontaneous. Thus, early childhood is characterized by vivid emotional reactions associated with the child’s desires. The child reacts emotionally to what he directly perceives. A small child who does not know how to control his experiences almost always finds himself at the mercy of the feeling that has captured him. The external expression of feelings in a child is more violent and involuntary than in an adult. A child’s feelings flare up quickly and brightly and fade away just as quickly. Therefore, at this age, special attention in play activities with children should be paid todevelopment of self-regulation in children . To do this, you can use special games and exercises (“Keep the word a secret”, “Forbidden movement”, “Don’t say yes” and “no” and so on).

Getting to kindergarten, the child finds himself in new, unusual conditions, surrounded by unfamiliar adults and children, with whom he has to establish relationships. In this situation, adultsmust combine conditions to ensure the child’s emotional comfort , developing the ability to communicate with peers, creating all the conditions for creating a favorable climate in kindergarten and in the group for each child.

The main goal of developing the emotional sphere of preschoolers – teach children to understand the emotional states of themselves and the people around them; give ideas about ways to express one’s own emotions (facial expressions, gestures, posture, words, as well as improve the ability to manage one’s feelings and emotions.

Not only psychologists, but also teachers, educators, and parents should develop the emotional sphere of a child, teach him to be aware of his emotions, recognize and voluntarily express them.Children are introduced to fundamental emotions both during the entire educational process and in special classes, where children experience emotional states, verbalize their experiences, get acquainted with the experiences of their peers, as well as with literature, painting, and music. The value of such activities is that children’s range of conscious emotions expands, they begin to understand themselves and others more deeply, and they more often develop empathy towards adults and children. With the help of role-playing games and play exercises, elements of psycho-gymnastics, techniques of expressive movements, etudes, trainings, psycho-muscular training, facial expressions and pantomimes, literary works and fairy tales (dramatization games), we contribute to the development of the child’s social-emotional sphere.

Our main goal is to introduce the child into the complex world of human relationships, forming a motive for communication, communicative intention and the need for communication, and thereby help him adapt to a group of children, increase the child’s awareness of his emotional manifestations and relationships and thereby ensure the comprehensive harmonious development of his personality , emotional comfort.

Of course, as with every job, there will be both positive and negative results. This can be explained by the emergence of an increasing number of “difficult” children who require more attention. Many children do not always succeed in expressing a given emotional state using pantomime and voice. Perhaps due to the fact that nowadays the number of anxious, withdrawn children who find it very difficult to relax their body to take the desired position has increased. It is also very difficult for such children to control their intonations. Problems also arise when making compromise decisions and resolving conflict situations. Children cannot always control their emotional reactions. Also, children are very good at identifying the good and bad actions of fairy-tale characters, but problems arise when assessing their own behavior and controlling it.

But we must be in constant creative search, try to learn as much as possible about new literature that can help us in this difficult work, and use innovative technologies when working aimed at developing the social-emotional sphere. After all, if you are interested in children, and they are interested in you, if you show patience and love for children, results will definitely appear.

Sources :

Istratova O.N. Handbook of group psychocorrection / O.N. Istratova, T.V. Exacousto. - Ed. 3rd - Rostov n/d: Phoenix, 2011. – 443 p. – (Directory);

Knyazeva O.L., Sterkina R.B. Me, you, we. Educational and methodological manual on the social and emotional development of preschool children. – M.: Bustard, DiK, 1999. – 128 p. – (Little man and big world);

Klyueva N.V., Kasatkina Yu.V. We teach children to communicate. Character, communication skills. A popular guide for parents and teachers. – Yaroslavl: “Academy of Development”, 1997. - 240 p. – (Series “We study and play together”);

Korepanova M.V., Kharlamova E.V. I'm getting to know myself. Methodological recommendations for the program of social and personal development of preschool children. – M.: Balass, Publishing house. House of RAO, 2004. – 160 p.;

Shirokova G.A. Handbook of a preschool psychologist/Series “Reference Books”. - Rostov n/d: “Phoenix”, 2004. - 384 p.

Municipal state-owned preschool educational institution, a general developmental kindergarten with priority implementation of activities in the artistic and aesthetic direction of children's development No. 5, Arzgir village, Arzgir district, Stavropol Territory

Teacher-psychologist MKDOU d/s No. 5: Kryukova I.D. Arzgir village 2014

Target. Show the importance of children’s emotional readiness to communicate with the outside world.

Tasks:

1. Establish emotional contact between all participants;
2. Define the concept of emotion;
3. Teach to understand the emotional state of children;
4. Introduce master class participants to experience in the use of gaming technologies.

Life is not often a fairy tale

Unfortunately, everything happens wrong.

We put a mask on our face,

Hiding yourself from the eyes of onlookers.

And no one ever knows

What everyone has in their soul:

Friendship covers hatred

Anger kills with a smile.

But in reality, what happens

Remains only with you.

All people, without exception, when they find themselves in any life situations, experience a variety of emotions - fun, sadness, anger, surprise, disgust, sympathy, delight, etc. But are these emotions always sincere, truthful and real? Adults have good control over their emotions, hiding their feelings under a mask. What about children? They are natural and spontaneous in their behavior. They cannot hide their feelings and emotions the way an adult can. The child sincerely experiences the successes and failures that occur in his life. So what do we, adults, need to do in order to evoke authenticity and openness of feelings and their emotional manifestations in our children?

If a lot of attention is paid to the cognitive activity of children, then insufficient attention is paid to the development of the emotional sphere. Considering that the emotional sphere does not develop on its own, it needs to be developed. Modern children have less contact with adults and peers, and increasingly prefer television and computers. But it is far from a secret that it is communication that, for the most part, enriches the emotional component. Children have forgotten how to understand the emotions and feelings of other people; their behavior exhibits childish cruelty, hostility, and aggression.

What does the concept of “modern child” include? A modern child grows up much earlier than his parents, understands everything perfectly, grasps everything on the fly, is active from morning to evening...

A child is a child of his time, the norms of his development are carried out (or not implemented) in certain developmental conditions, which are determined by attitudes associated with the attitudes and beliefs of the adults around him.

Do educators and parents need to restructure aspects of their upbringing? What to do with ordinary traditional methods, how to combine them with innovation?

The difficulty of studying the developmental characteristics of children is that traditional diagnostic methods and techniques have become obsolete and cannot convey “current level of development” children. The consciousness of children has changed, as society itself has changed.

Every child has an energetic, proactive, tireless active nature, but how it will manifest itself in the future - everything will depend on the conditions of upbringing and education. The child's first question: "For what?" - replaced another question "Why?" . Previously, the imitative reflex dominated in children, and they tried to repeat the actions of adults, but in modern children the freedom reflex dominates - they themselves build a strategy for their behavior. If a child understands and accepts the meaning of an act or action that he must perform, then he will perform it. If not, he will refuse, expressing protest - even to the point of aggression.

The development of positive emotions must be considered one of the most important tasks in raising children. This is especially true during preschool childhood, which is one of the most important stages in the life of a little person.

The defining task in the upbringing and development of children seems to be the creation of conditions that guarantee the formation and strengthening of their health.

One of the components of human health in general is psychological health.

The general image of a psychologically healthy person is basically a happy, constructive, creative, cheerful, optimistic, cheerful, open person who knows himself and the surrounding reality not only with his mind, but also with feelings, emotions, and intuition. The life of such a person is filled with meaning, he is open to the world, and is in constant development and self-improvement.

Ensuring psychological health in preschool age is possible through the implementation of psychological support for children.

Working with children to develop psychological health includes:

1. Children mastering the language of emotions

Pantomime.

Consolidation of positive emotions in the emotional sphere

Teaching children to adequately express emotions (according to the situation).

2. Correction of aggressiveness

Correction of pugnacity in preschool children.

Removing conflict in children's communication.

Removing verbal aggression.

Overcoming impulsiveness.

3. Building self-confidence in preschoolers.

Relieving anxiety.

Correction of fears.

Formation of adequate positive self-esteem.

Building self-confidence in children.

4. Formation of social skills in a child

Developing the ability to understand and accept the position of another person.

Mastering communication skills. Tasks:

Developing empathy.

Development of friendly relationships.

5. Formation of moral consciousness and behavior in preschool children

Formation of moral consciousness.

Formation in children of a value-based attitude towards the moral side of actions.

Developing children's skills to communicate constructively with peers. Developing mutual understanding and caring attitude towards loved ones.

Practical part:

My work experience has shown that the behavior of a child, the process of development of his emotional world is a serious sign in the understanding of the world of a little man and speaks about his mental state, well-being, and possible development prospects. Therefore, teachers, educators, and parents must always establish close emotional relationships with children.

Let's imagine, dear teachers, that we will briefly become children and are in our favorite garden.

Greetings (Goal: activation of positive emotions, mood for teamwork):

In order to distract yourself and cheer up, I want to invite you to play one very interesting game with me. In this game you need to follow my commands very quickly. So let's begin. Within three seconds, find a partner and shake his hand. Now I will tell you how you will touch your partner very quickly:

Foot to foot!

Nose to nose!

Cheek to cheek!

Now very quickly choose a new partner and squeeze your hand tightly. Greet each other with the following body parts:

Left knee to left knee!

Right palm to right palm!

Left shoulder to right shoulder!

Analysis: Tell me, how did you think of our game?

What feelings did you experience while playing? (answers).

Fun, excitement, delight, in other words, what do you call these states?

(Emotions).

The question immediately arises: What is it - emotions? (answers).

Emotions are an extraordinary pattern of feelings, sensations, experiences and worries, thanks to which a child interacts with the surrounding reality, at the same time understanding and being aware of it. Emotions are the most important part of the mental life of a person, and above all a child.”

All emotions are divided into two types.

Which ones? (positive and negative).

All people are emotional beings. But children, due to their limited life experience, can display their emotional manifestations much more clearly. As a result, we can observe the child’s attitude to the surrounding reality, events, and people. Children are not able to hide their feelings and emotions. Psychologists have found that children undergo serious transformations in the emotional sphere, their views on the world and relationships with people around them change. The child responds vividly and naturally to everything that happens around him.

Over time, older preschoolers begin to realize and control their feelings, which are a kind of indicator of the most significant needs.

Our children learn about the world through vivid images, concretely and visually. And many properties of things that seem ordinary to an adult, which have long become familiar and understandable to him, can make the most unexpected impression on a little person.

So how can we influence the development of emotions in children? (answers). The most effective technique is games. Therefore, I suggest you pay attention to gaming technologies. But first I would like to remember what emotions we know. We all know the game well “Guess what!” and I want to play with you a little now.

1. My eyes are slightly squinted.

The corners of the mouth are slightly raised.

I am laughing.

(Joy)

2. The eyes are slightly narrowed.

The corners of the mouth are downturned.

(Sadness)

3. My eyebrows are furrowed and knitted together.

Teeth clenched.

Lips tightly compressed.

The nostrils are widened and quivering.

I clench my fists.

I want to hit.

(Anger)

4. My eyebrows are raised.

The mouth is slightly open and rounded.

Eyes wide open.

I exclaim: "Ooo!" or "Oh!"

(Astonishment)

5. My eyebrows are raised and slightly drawn towards the bridge of my nose.

The eyes are very wide open.

I want to protect myself, hide, run away.

(Fear)

6. When I'm interested, I focus.

I look closely at the object.

My eyebrows are slightly drawn together.

(Interest)

7. I lower and turn my head to the side.

I hide my eyes.

My face and ears are red.

I feel …

(Shame)

I would like to introduce you to the guide "Funny traffic light" . This traffic light is located at the beginning of our office. When children come to class, they approach the manual and immediately note their mood. I make sure to record for myself the mood in which the child came to class.

A red circle means that the child is in a bad mood, he is sad or sad. A yellow circle means that the child who came to class has a calm, neutral mood, without emotions. A green circle means, of course, fun, joy, and a wonderful mood.

If I see that one of the children needs help or affection, I do everything to make the child feel good and comfortable in class. Mostly guys prefer yellow and green circles.

I want to wish you today that you, dear colleagues, have only good things left from our meeting "green" mood!

In order to create a positive microclimate in the group, I use games in my work. "Role gymnastics" . With the help of this game, children relax, acting skills and communicative competence develop. The game helps to understand the feelings of another being and develops empathy.

1. At a fast pace "like a machine gun" .
2. Quiet.
3. At a slow pace, barely.

Walk in a circle like: bad wolf, baby, bear, fox...

Jump like a sparrow, dragonfly, rabbit...

A game "Creating a drawing in a circle"

Goal: creating a favorable microclimate in the group.

Contents of the game: Each participant has a sheet of paper and a pencil or pen. In one minute, everyone draws something on their sheets. Next, they pass the sheet to the neighbor on the right, and receive the sheet from the neighbor on the left. They finish drawing something in one minute and again pass the sheet to the neighbor on the right. The game continues until the sheet returns to the owner. Then everything is reviewed and discussed. We can arrange an exhibition.

Positive emotions reliably protect children from mental overload and bring only benefits for both physical and mental development.

Teachers of preschool educational institutions need to be able to prevent the emergence and formation of negative emotions in children. I would like to invite you on a tour of the Photo Gallery, where together we will try to find various techniques that will help a little person overcome his negative emotions.

1st series of photographic portraits: – What emotional state do the children experience in these portraits? (fear, horror).

One of the very first emotions that a newly born baby feels. At first, the child is frightened by strong and loud tones, noises, sounds, the child is frightened by new surroundings, unfamiliar people. As a child grows, his fears often grow. The boundaries between ordinary, healthy, protective fear and painful, unhealthy fear are very often vague and foggy. But be that as it may, fear ruins the baby’s life. This bothers the child and causes disorders such as tics, obsessive movements, enuresis, stuttering, poor sleep, irritability, aggression, poor contact with others, attention deficit, etc. Unconquered childhood fear can lead to such consequences.

Name the most common childhood fears.

Sample answers: fear of the dark, nightmares, loneliness, fairy-tale characters, monsters, ghosts, death, fear of hooligans, bandits, war, disasters, injections, pain, doctors, etc.

Impressionable, susceptible, vulnerable children with great self-esteem are mostly prone to fears and phobias. To help a child cope with the fears that bother him, he needs the help of an adult. First of all, we need to determine the factor due to which the child developed this fear. What do you think is the reason why children's fear may appear?

Sample answers: overprotection; isolation of parents; conflicts in the family; absence of one of the parents; severe punishments and prohibitions; harsh treatment and physical violence; computer games; uncontrolled viewing of television programs and films; great fear (especially in a sudden situation); being in an emergency situation (fires, floods, explosions, earthquakes, terrorist attacks, etc.).

For corrective individual and subgroup work, a variety of methods, technologies, and game exercises are used.

I want to offer you several options to help your child overcome their fears. All these exercises are based on artistic expression techniques using a variety of isomaterials, with the help of which the child is able to overcome his fear and various emotional disorders.

1. Exercise "Nurture Your Fear" .

I invite the child to draw his fear, after talking with him. After the drawing is ready, I propose to re-educate the horror story (to do this you need to make him kind). Together we figure out how to do this: we draw balls, candies in the hands of the horror story; we correct the evil facial expression to a kind, smiling one; We dress the horror story in an elegant, cheerful costume - and other cheerful attributes.

Thanks to this exercise, the child is convinced that fear is relative, it can be dealt with by changing it or his attitude towards this fear.

2. Exercise "Alien Drawings" .

I hang pictures drawn by other children on the board. "fears" . Looking at these drawings, children should tell what, in their opinion, the authors of these drawings were afraid of and how they can be helped.

This exercise provides children with the opportunity to discuss their own and other people’s fears, and try together to find ways and means to cope with these fears.

3. Exercise "House of Horror" (as an option: "Labyrinth of Fears" ) .

I invite the children to populate the House of Horrors drawn on the board with scary characters. Then the children take turns drawing their own horror stories, "building" thus the House of Horrors. The rest play the roles of its inhabitants and, according to the instructions of the author of the drawing, perform certain actions.

With the help of this exercise, the teacher gives children the opportunity to actualize their fear, the opportunity to talk about it, to understand the groundlessness of their fears.

4. Exercise "Dress the Scarecrow" .

This exercise also gives children the opportunity to work with the subject of their fear, and the teacher - to correct it.

To carry it out, I hang up black and white drawings of some scary character on the board in advance: Baba Yaga, ghosts, etc. The child should "dress him" using plasticine. Choosing plasticine of the desired color, tearing off small pieces and smearing them inside the outline, the child "dresses" his horror story, tells the group about it. During the story, I stimulate him with my questions. For example: what does this character like and dislike, who is he afraid of, who is afraid of him, etc.

There can be many such exercise options. The main thing in them is to help children express conscious feelings in relation to the subject of fear, to teach them to cope with it.

One of the advantages of this manual is that to correct children’s fears, several gaming psychotherapeutic techniques and exercises can be used in combination:

1. techniques of artistic expression based on the use

various visual materials and helping children

cope with emotional disturbances;

2. fantasy, which involves directed visualization and

active imagination;

3. writing stories that contribute, thanks to a variety of

techniques, development of verbal skills.

2 series of photographic portraits:

– Let’s move on to the second series of photographic portraits. What emotional state do the children in these portraits experience? (sadness, sadness).

Sadness and melancholy are special emotions, they have their own unique expression and their own exceptional, extraordinary features; these emotions are considered negative manifestations. They are based on various difficult situations that people encounter every day. – Why can a child be sad?

Sample answers:

1. Disappointment caused by the collapse of hopes and expectations.
2. Failure to achieve a set goal.
3. Individual predisposition to sad experiences (can be both biological and social in nature).
4. The child's perception of his social role (perception and assessment of oneself, vision of the world and one’s future in it).
5. Loss or breakage of a significant, favorite thing or object, etc.

In preschool age, children often have mood swings. Although negative experiences are short-lived, they completely capture the child, which can be difficult to cope with alone. A teacher can help you get out of this state.

In order to relieve tension, get rid of negative emotions, strengthen friendly relationships, I use in my work such a guide as "Mood" . First, the children and I draw our mood with gouache or paints on a large sheet of whatman paper. (in the form of a lawn). Then the children take out petals of various colors from the basket. Each color corresponds to a mood and we all form one big flower on our lawn. After finishing the work, we analyze what we have done and find out what kind of mood prevails in our group.

You can invite children to collect a flower for a child who is in a bad mood, using colors that will cheer him up, and say kind words to him.

In order to stimulate positive emotions, eliminate or remove negative experiences, you can use a game such as "Magic Chair" . A child who is in a bad mood is asked to sit on a chair, while other children perform various tasks for him. For example, tell a sad child all the kind words they know, or decorate his chair with something original. When the children come up to the baby sitting on the magic chair, say tender words to him, decorate the chair with something unusual, and play with him, then not a trace remains of their friend’s sad mood.

3 series of photographic portraits. - What feeling unites the children in these photographs? (anger, rage, malice).

Anger, rage, indignation, rage are one of the main human emotions, but at the same time they are also unpleasant.

Word "anger" in Rus' they began to use it in the 11th century. It comes from the word "pus" . This is how they spoke about the condition of a sick person whose body was covered with purulent cancers. Later this word acquired a synonym - "rage" .

- As Virginia Quinn stated: “Anger has 4 main ways of expression.” :

1. State your feelings directly, while giving vent to negative emotions.
2. Express anger indirectly, taking it out on a person or object that seems harmless to the angry person.
3. Contain your anger "driving" him inside. In this case, gradually accumulating negative feelings will contribute to stress.
4. Delay a negative emotion until it occurs, not giving it the opportunity to develop, while the person tries to find out the cause of anger and eliminate it as soon as possible.

Today I want to tell you about those that I use to help children get rid of the negative feelings and moods they experience, learn to manage emotions, control their behavior, and be able to communicate with each other.

Young children are not always able to express their emotional state. In order to help a child get rid of anger, it is good to use gaming techniques.

In this case I use the following guide: "Scream Bag" . This bag is made of red, opaque fabric, decorated with various appliqués, and has a cord sewn on top. Showing the bag.

So, if a child is aggressive, fights, screams, I give him a bag and ask him to step aside and shout loudly into the bag. Then the magic bag is tied and put away. The child is given instructions that while he has the bag, he can scream as much as he wants, but if he lets go of the bag, then he must communicate with others calmly, discussing what happened.

We also have such a guide as "Whipping Cushion" .

There is a pillow for sleeping,

There is a sewing pillow,

And in our group, guys

There is a pillow for whipping.

Your fists will itch

Or you want to fight

Come to that pillow

And hit her with your hand...

You can beat for everything in the world,

After all, the pillow will not answer.

Next tutorial – "Rug of Anger" . With its help you can also get rid of anger. If a child comes to class in a bad mood and is aggressive towards others, then he is offered a mat that relieves anger. This is an ordinary rug with a bright, heterogeneous top layer. You can make a rug yourself: from fabric, wool yarn, tights, bows, etc. (Showing the rug). The child is asked to take off his shoes, step on the mat and wipe his feet on it until he wants to smile.

I also often use the following interesting guide, this is - "Bin" . The guys and I throw into this bucket all the unnecessary, useless, negative manifestations that bother us and we want to get rid of them.

Dear colleagues, I invite you to imagine that for a short time we became children. Now we will do this exercise. (The bucket is placed in the center of the circle).

Why do you think people use a trash can and why do they need to empty it of trash all the time?

That's right, if we don't get rid of garbage, it will gradually take up all the space, it will be difficult to breathe, it will be difficult to move, and in the end we can get sick. The same thing happens with feelings - we all accumulate different feelings and thoughts, which are often unnecessary and useless. When we accumulate negative emotions, feelings, experiences, for example, resentment, sadness or sadness, anger or hatred. This is unnecessary for humans, useless, and can even be dangerous to health.

I brought you paper of different colors. Choose any color for yourself. Holding a piece of paper in your hands, close your eyes for a minute and imagine that these are your old grievances, sadness, sadness, maybe anger or fears... You can crush them into lumps or tear them into small pieces. Now throw into the bucket all the unpleasant feelings and experiences that have accumulated in you, and you would like to free yourself from them. For example, I throw away all my fears, complexes and insecurities, and I feel better. What will you throw away?

How did you feel when you threw out your grievances, sadness, anger? How are you feeling now? Who feels lighter, happier, calmer now? You can now make a firework from the paper you like and throw it high up. (Music sounds.)

With this fireworks, you passed on your piece of goodness, a spark of joy to each other.

With the help of this exercise, children learn to get rid of negative emotions, not to leave them in themselves, which is often very difficult for us adults to do, but something that simply needs to be learned.

Game “Magic Balls”.

At the end of our excursion, I want to give all of you balloons, on which each of you will draw with a felt-tip pen the emotion that you received from our lesson.

A smile on your face means so much

When everyone laughs, when no one cries.

It is impossible to imagine our life without emotions. They accompany us in all areas of activity and sensory experiences, often dictating our behavior and determining our actions. But if an adult is able to correctly not only express, but also control emotions, then children are just learning this, gradually increasing the volume of a wide variety of feelings. Therefore, it is important for parents to know how a child’s emotional development occurs in preschool age.

Since birth

The development of the emotional sphere begins at a very early age with the expression of the simplest feelings. What is an emotion? This is the state of a person’s psyche, which expresses his attitude towards himself and the world around him, its processes. It follows that emotional development is a process in which a person gradually learns to respond to various phenomena of the surrounding reality, as well as to be the master of his emotions and manage them.

Already from birth, the baby is endowed with the simplest emotions. This is crying, and a little later - smiling and laughter. Crying is a way to signal to parents about your needs, illness, discomfort, and lack of attention. A smile is the first expression of joy and well-being. Gradually, surprise and interest are added to them - natural companions of the cognitive development of a young child.

From 1 to 3 years of age, a child learns to use crying to ask for help and for psychological protection. He begins to have his first tantrums (as a rule, observed from other children) as a way to achieve what he wants or to protest against what he does not want.

The sources of emotions at an early stage are, firstly, communication with others (primarily parents). In addition, everything that surrounds him evokes different feelings in a child: toys, melodies, cartoons, books, animals, etc.

Starting from the age of 3, the baby actively develops verbally, intellectually and emotionally. We can say that during this period the foundation of his future character and abilities to understand the emotions, desires and motives of other people are laid.

Why is it necessary to develop a child’s emotions?

As you know, kids need to be taught everything: to walk, talk, take care of themselves, think. Express, recognize and control emotions – including. Why?

If you do not pay enough attention to the emotional education of a preschooler, he will not learn to correctly express joy or resentment, or share his feelings with others. And this is already a serious communication barrier. Accordingly, the baby will grow up insecure and not as happy as other children.

Emotions are reflected in the child’s character and behavior. They help (or hinder) him from correctly perceiving what is happening around him and reacting to the events of reality.

In early childhood, emotions are quite impulsive. They need to be “grow” into stable likes or dislikes, which over time will develop into feelings such as friendship, mutual understanding, love, hatred. Nowadays, when violence and cruelty pour in on us from television screens, newspapers and books, the correct emotional development of a child becomes of paramount importance. The ability to express and control emotions helps him adapt to various situations, form social interaction, and develop socially and morally.

In addition, we cannot discount the fact that children learn by example (often from the example of dysfunctional behavior of other children). Therefore, if adults do not manage the process of developing their child’s emotions, most often he develops negative emotions in himself - as a way of self-defense and ensuring his own well-being in the child’s understanding (so as not to be deprived, not forbidden, to buy what he wants, etc.). Such a child’s arsenal will be dominated by resentment, fear, shyness, boredom, fatigue, anger, and despair.

Features of children's emotions

Emotions develop progressively, in connection with the general development of the child, the emergence of new skills, needs, motives, and social experience.

In a general understanding, the following features of emotional development are distinguished in preschool age.

• The child learns social ways of expressing his feelings, which is facilitated by the expansion of his sphere of communication (parents - relatives - neighbor's children - kindergarten staff).
• Emotional anticipation appears: the child learns to understand what feelings his actions will cause in others, and what result this will lead to.
• Feelings develop: gradually they become more conscious, voluntary, reasonable, and non-situational.
• Intellectual, moral, and aesthetic feelings begin to form.

In more detail, the emotional development of a baby can be divided into 2 stages.

1. Up to 3 years Most emotions are determined by the needs of the child, the ways of expressing them are quite primitive (mainly facial expressions, laughter or tears). Such emotions are aimed at satisfying basic instincts (nutrition, self-preservation). During this period, the first unstable ideas about the surrounding reality appear, and attitudes towards loved ones are formed. The first social form of anger appears - jealousy (or envy) of the child, shown towards other children if his mother pays attention to them. Including the youngest children in the family. If a child at this stage is deprived of the opportunity to fully express his emotions, his emotional sphere does not develop.
2. From 4 to 6 years biological needs remain, but the child gradually learns to control his emotional state (for example, be patient a little if he is hungry). Under the direct influence of the environment, higher moral emotions begin to form. The child learns to evaluate the actions of others (good or bad). Emotions become less impulsive. The child develops stable feelings for family and others (love, affection, friendship).

Do not scold your child for whining, asking to feed him or quench his thirst, when, for example, you are still traveling on public transport. Children generally have difficulty controlling their biological processes. Even at the age of 4–5 years, the baby will not be able to restrain himself for long. It’s better to distract him with something interesting, tell him that there is very little left to go home - show understanding.

What influences the development of children's emotions?

The emotional development of a preschooler depends on his personal development, in particular on the emergence of new motives, needs, interests, and the development of cognitive activity.

Among the motives we can highlight, for example, the following:

• interest in the surrounding world;
• interest in the game;
• maintaining good relationships with family, other significant adults, and peers;
• self-affirmation, pride, etc.

That is why social emotions are first formed in preschool age.

In cognitive development, changes in emotions are influenced, first of all, by the inclusion of speech in the emotional processes of a preschooler, which makes his feelings more generalized and conscious.

A child’s emotions develop in a society – small (family) or wider (yard, kindergarten). The baby learns emotions that will allow him to control his parents, at the same time they teach him the emotions that they consider correct. Communicating with others, the child gradually learns the norms of behavior and expression of emotions accepted in a particular society. A preschooler learns friendship, gratitude, patriotism, love.

Boys master their role (man, protector, future father), girls - the role of a woman, housewife, mother.

What helps develop the emotional sphere?

Play activities, in particular role-playing games, perfectly help develop the humane feelings of a preschooler. By playing with other children, the baby learns to understand others, sympathize with them, understand their desires, state, and mood. By older preschool age, the child gradually moves from simply recreating, playing out situations or feelings to conveying the emotions that the game contains. The child learns to empathize with others and share their feelings.

Introducing a preschooler to work that is aimed at achieving a result that is useful to others gives the child new emotions: sympathy for the efforts of other children, joy from achieving a common goal, satisfaction from his work or dissatisfaction if he did it poorly.

Playing sports also brings a lot of emotional discoveries to the child. He learns to be patient, strive for goals, experience first failures and enjoy achievements. In group sports, children learn cohesion, responsibility for their actions to others, and learn to work together for sports results.

Any cognitive activity will certainly enrich the emotional baggage of a preschooler. This is the joy of a new discovery (even if not so global), doubts, surprise, the desire to make another discovery for yourself.

Aesthetic feelings develop in preschool children in the process of their own creative activity and communication with art. Beautiful sculptures, paintings, and literary works help the child learn such concepts as “beautiful,” “harmony,” “taste,” “terrible,” “true,” “false,” “truth,” “good,” “evil.” A preschooler learns not only to express his emotions through artistic means, but also to defend the truth, protest against lies and evil, and appreciate the good and beautiful in people.

Useful games

So, one of the main types of developmental activity for a preschooler is play. Here are some examples of games that promote children's emotional development.

• Artist.

You can play as a group, or as a couple. Participants in the game are offered several cards with images of children expressing different emotions. You need to choose a card for yourself, and then come up with and draw a story in which this emotional state will be the basis of the plot. In the group version, at the end of the game, an exhibition is organized where you can guess the hero and the author of the picture, and the author can tell the drawn story.

• Who's going where?

Similarly, the baby (or babies) are presented with several images of children with different emotions. The child’s task is to select from all the pictures images of children who, for example, can be invited to the holiday table, taken to the doctor, calmed down, those who are offended by adults, do not want to obey, etc. It is necessary to explain on what grounds the decision was made that's exactly the choice.

• Little Raccoon.

Group game. One kid portrays a little Raccoon from the famous cartoon. The rest become the “river” in which he will see his reflection. The raccoon stands in front of the river and depicts various emotions (joy, anger, fear, interest), and the children must accurately repeat its facial expressions and gestures. Everyone can become a Raccoon in turn.

So, the program for the development of a child’s emotions should, in addition to active socialization, include play activities, introducing the preschooler to sports, work, art, reading books, and his own creativity. And one of the important points here is the example of parents.

Experience in development

“Emotional-volitional sphere of children in preschool educational institutions”

educational psychologist

MBDOU d/s No. 7 “Fairy Tale”

Isaeva E.V.

Tsimlyansk

2015

Content

1. Explanatory note. Relevance…………………....

2. Algorithm for the development of the emotional sphere of children of senior preschool age……………………………………………………………

3. Goals and objectives for the development of the emotional and volitional sphere in preschoolers aged 4-5 years………………………......
4. Methodological support……………………………...…

5. Expected result………………………………...

6.Structure of classes……………………………………….…

7. Stages of work according to the program……………………………....

8. Diagnosis of disorders of the emotional-volitional sphere of preschool children………………………………………………………………...

Class notes

Explanatory note

The relevance of this problem is determined by the need for a deeper study of the characteristics of the emotional sphere of children, because In modern life, in any preschool institution, you can find many children whose emotional manifestations are very poor. Such children smile little and do not show care and empathy towards others. At matinees and holidays, no bright action evokes emotions in them. When playing roles, these children cannot convey the emotional state of the character; they only pronounce words they have learned by heart. Therefore, it is important to teach them to look at the situation from the position of their interlocutor, to correctly express their emotions in a wide variety of life situations.

Emotions relentlessly accompany us all our lives, from birth - there is no escape from them. But one cannot act solely under the influence of emotions: a person must be able to consciously manage them. Therefore, in addition to emotions, he is characterized by will. Together they make up the emotional-volitional sphere of a person.

Development of the emotional-volitional sphere- one of the important aspects of raising a child.

A small child does not yet know how to control his emotions and expresses them openly, absolutely not embarrassed by others. But often parents forget that none of us are born with already formed skills of behavior in society, and instead of calmly explaining to the child that he cannot behave this way, they reprimand him, shout, and punish him. But this has no effect: the child does not understand why he cannot scream, but parents can.

The emotional sphere of preschool children is characterized by immaturity, therefore in various situations they may experience inadequate emotional reactions and behavioral disorders that are a consequence of decreased self-esteem, feelings of resentment, and anxiety. Although feelings of anger and irritation are normal human reactions, children have difficulty learning to express negative emotions appropriately. Being in a state of resentment, anger, and depression for a long time, the child experiences emotional discomfort and tension, and this is very harmful to mental and physical health. You can reduce and remove the negative state of children through positive movement (pushing, knocking, building and destroying towers from cubes, “chopping wood”), drawing, playing with sand and water, psycho-gymnastic sketches that play out basic emotions: joy, surprise, anger, grief , sadness, fear.

In the course of studying various emotions, children learn to manage them, overcome barriers in communication, begin to better understand others and themselves, and are freed from psycho-emotional stress. As part of the study of the emotional sphere in children, a number of diagnostic studies were carried out, as a result of which a step-by-step algorithm for the development of the emotional sphere of children of senior preschool age was developed and presented as follows:

Algorithm for the development of the emotional sphere of children of senior preschool age

1 step: Getting to know emotions (from photographs, story pictures, pictograms, colors).

Step 2: Psychological sketches, exercises, outdoor games aimed at developing various feelings and emotions, developing the ability to understand the feelings of other people, developing ways to raise the mood: “Affectionate kitten”, “Let’s run”, “Old Hog Man”, “Paper Balls”, “Living Hat”, “The Sea Is Troubled”.

Step 3: Minutes of visual activity, when children draw all familiar emotions, draw their mood, the mood of their neighbor, the mood of the teacher, etc.

Step 4: Reading, conversations, questions about what you read, creating problem situations, reading the emotional states of literary characters using pictograms. For each hero, choose the appropriate pictogram yourself.

Step 5: “Training” our emotions. With the help of a mirror, children learn to express and control emotions.

Step 6: Creative tasks, miniature games, participation in theatrical performances.

After prolonged work, positive dynamics were noted in the emotional sphere of those children with whom correction was carried out.

Goals , tasks of development of the emotional-volitional sphere in preschoolers aged 4-5 years .

1. introduce children to basic emotions,
2. promote awareness of one’s own emotions,
3. develop the ability to understand the emotions of other people,
4. develop the ability to express your emotions verbally and non-verbally,
5. develop the ability to express negative emotions in socially acceptable ways,
6. development of reflection,
7. formation of adequate self-esteem in children,
8. teaching children ways to relieve muscle and emotional tension,
9. creating conditions for creativity and self-expression of preschool children,

Methodological support

As methodological basis programs taken S.V. Kryukova, N.P. Slobodyanik, O.L. Knyazeva.
Classes in this program can be recommended children with immature emotional and volitional spheres.Contraindicated autistic, hyperactive children with pronounced traits of aggressiveness and hostility. With such children it is first necessary to carry out individual work.
The program includes 16 classes, held once a week, lasting 15-25 minutes. The optimal number of children in a group is 6-8 people.

Expected result

The effectiveness and efficiency of the work carried out is determined through a survey conducted 2 times: before the start of classes and after the end of the course..

Psychological classes in this program increase the communicative competence of children, changes occur in the child’s emotional sphere, their views on the world and relationships with others change, and the ability to recognize and control their emotions develops.

As a result of the work carried out, a child of a kindergarten graduate:

feelings acquire significantly greater depth and stability;

permanent friendships with peers appear;

the ability to restrain one’s violent, harsh expressions of feelings develops;

the child learns the “language” of feelings to express the subtlest shades of experiences and voice intonations;

social feelings are actively formed;

the child’s emotional reaction is as adequate as possible to the situation;

change in the nature of children's drawings (predominance of bright, light colors, confident outline of the drawing, expression of positive emotions through the drawing);

the predominance of positive emotions.

Structure of classes

The structure was developed taking into account the age characteristics of preschool children. Based on this simple diagram, each teacher will be able to create any educational activity for children of this age. The lesson consists of several parts, each of which can be used independently.

Part 1. Introductory. The goal is to set up the group to work together, to establish emotional contact between all participants. Basic work procedures - greetings, games with names.

Part 2. Working. This part accounts for the main semantic load of the entire lesson. It includes sketches, exercises, games aimed at the development and partial correction of the emotional, personal and cognitive spheres of the child. Basic procedures: elements of fairy tale therapy, elements of psychodrama, games to develop communication skills, games to develop perception, memory, attention, imagination; drawing, blotography.

Part 3. Final. Its goal is to create in each participant a sense of belonging to the group and to consolidate positive emotions from working in class. This involves carrying out some kind of general fun game or other collective activity, for example, creating a common drawing.

Structure of classes.
I. Ritual of greeting.
II. Warm-up (activation of mental processes, emotional and physical state of children).
III. The main content of the classes (a set of psychotechnical exercises and games aimed at solving the problems of this program).
- games with rules, verbal, role-playing, active, educational,
- acting out sketches,
- free and thematic drawing,
- games with a mirror,
- games with ribbons,
- relaxation exercises,
IV. Reflection of the lesson (emotional and semantic assessment of the lesson): conversation.
V. Ritual of farewell.

Stages of work according to the program

Indicative stage

Target: establishing emotionally positive contact with the child. Acquaintance of children with each other, with the rules of behavior in the group.

Lesson 1. Introduction

Stage of objectifying developmental difficulties

Target: diagnostics of the development of the child’s emotional sphere; objectification of negative tendencies of personal development in communication with adults; observation of the child's emotional experiences.

Lesson 2. The wonderful world of emotions and feelings

Lesson 3. Emotional state

Constructive-formative stage

Target: formation of adequate ways of behavior in conflict situations, development of emotional and volitional competence; formation of the ability to voluntarily regulate emotions.

Lesson 4. I give you joy

Lesson 5. Joy

Lesson 6. Fear

Lesson 7. Little brave man

Lesson 8. Bee in the dark

Lesson 9. Anger

Lesson 10. How to overcome anger

Lesson 11. Introducing the emotion of sadness

Lesson 12. Surprise

Lesson 13. Happy, sad or...

Generalizing and consolidating stage

Target: generalization of formed adequate ways of emotional self-expression; practical application of knowledge and skills.

Lesson 14. The world of emotions

Lesson 15. The Adventures of Pinocchio

Interaction with parents

Target: receiving feedback from parents about children’s capabilities, characteristics and difficulties in the emotional sphere; introducing parents to exercises and games that promote the development of the emotional sphere; joint activities with parents.

Lesson 16. Fun activity Adventure

Lesson 17. Parent meeting

Diagnosis of disorders

emotional-volitional sphere of preschool children

The following methods were used during the survey:

To identify the level of anxiety - the projective anxiety test by R. Tamml, M. Dorki, V. Amen, which helps to determine the general level of anxiety of the child;

To diagnose aggressiveness, the “Cactus” drawing technique;

Using a survey of parents, behavioral disorders were identified - the child’s aggressiveness and anxiety

(questionnaire developed by G.P. Lavrentieva and T.M. Titarenko).

Used to diagnose anxiety in children "Anxiety Test" R. Temmla, M. Dorki, V. Amena. This technique allows us to identify anxiety in relation to a number of typical life situations for a child of interaction with other people, where the corresponding personality quality is manifested to the greatest extent.

Lesson topic

Dates

Goals, objectives

Acquaintance

2nd week of October

introducing children to the basic rules, goals, objectives

The amazing world of emotions and feelings

3rd week of October

.

Emotional condition

October 4th week

to form children’s ideas about the various emotional states of children and adults, the ability to communicate with adults and peers; cultivate the desire to give joy and good mood to loved ones

I give you joy

November -1

Joy

November-2

developing the ability to correctly express one’s emotions and feelings through facial expressions and pantomimes; relieving psychomuscular tension

Fear

November-3

Little brave man

November-4

Bee in the dark

December-1,2

correction of fear of the dark, closed spaces, heights

Anger

December-3

introduce the emotion of anger; learn to distinguish emotions from a schematic image; understand your feelings and the feelings of other people and talk about them; continue to learn to convey a given emotional state using various expressive means; relieving psychomuscular tension.

How to overcome anger

January-3

Getting to Know the Emotion of Sadness

January-4

continue to develop the ability to understand the emotions of other people; introduce the emotion of sadness; develop the ability to express emotions verbally and non-verbally; teach self-regulation techniques

Astonishment

February-1,2

introduce children to the emotion of surprise; continue to learn how to determine the emotional state of other people; develop the ability to express emotions verbally and non-verbally; train your ability to control your emotions .

Happy, sad or

February-3

develop in children the ability to distinguish different emotional states (joy, grief, surprise) by facial expressions and gestures; to teach children to listen attentively to the intonation of speech, its content and on this basis to draw conclusions about the mood and feelings of the children; to instill in children a sense of mutual assistance, how and how to please another in case of distress

World of emotions

February-4

consolidating children's knowledge about emotions; consolidating the ability to determine the emotional state of others, training the ability to control one’s emotions.

The Adventures of Pinocchio

March-2,3

consolidate knowledge about emotions; deepen the ability to feel the mood in music; develop reflection.

Activities Entertainment Adventures

March-4

Class notes

Lesson 1.

Subject: Acquaintance.

Target: introducing children to basic rules, goals, objectives

Acquaintance

Teacher: Hello children! We are a group, we have to study together, so it is very important to get to know each other, to know each other’s names.

It's nice to be called by name. It means you are valued, respected, loved. I have my heart in my hands. The human heart contains warmth, love, and friendship. I offer it to you. My name is..., the teacher gives a soft heart to a close child, who says his name and passes the heart to another. Try to remember the names of the children in the group. (The teacher loudly, clearly and emotionally! repeats the name of each child.)

My heart came back to me. Now let’s check if I remember the name of each of you correctly. If I can’t remember, help me (the psychologist calls the children). I hope you remember each other's names too.

Welcome ritual.

Children stand in a circle, they are asked to learn a greeting that needs to be sung: - Good morning, Sasha! (Smile and nod howl.)

Good morning, Masha! (Names are called, walks in a circle.)

Good morning, Elena Viktorovna!

Good morning, sun! (Everyone raises their hands and lowers them.)

Good morning, sky! (Similar movements)

Good morning to all of us! (Everyone spreads their arms to the sides, then lowers them.)

Acceptance of rules.

A soft toy (or doll) appears, greets the children, gets to know each child personally, asks the child’s name, strokes it, and offers to get to know each other. Next, the guest offers the guys his rules.

Don't offend anyone, don't humiliate anyone!

Listen carefully!

If you want to say, raise your hand!

Be in your place!

The toy (doll) offers practice in following the rules: play the game “Broken Phone”. Children are divided into two teams. The teacher explains that the chain needs to whisper a word so that it does not change or get lost. The last child signals the end of the chain with his hand raised high and voices the word.

Each transmitter must “wake up” the child to whom the word is to be conveyed, doing this carefully and carefully. Thus, we train ourselves to follow two rules: “don’t offend anyone, don’t humiliate anyone” and “listen carefully.” At the end of the game, the children who woke up the other quietly by stroking the head and shoulder are celebrated. The teacher thanks all the children for their participation and offers to learn the farewell ritual.

Farewell ritual.

Children stand in a circle and pass their name to their neighbor in the palm of their hand, smiling with the kindest smile. A teacher-psychologist asks children to give him something as a farewell gift!

You have nothing with you, but you have the warmth of your hearts, which you can feel is the warmth of your palms. Handshake in a circle.

Lesson 2.

Subject: " THE AMAZING WORLD OF EMOTIONS AND FEELINGS."

Target: familiarizing children with emotions; developing the ability to correctly express one’s emotions and feelings through facial expressions; development of expressive gestures; relieving psychomuscular tension .

Welcome Ritual

A game " Stand up, everyone."

Educator. Stand up, everyone

loves to run

enjoys the good weather,

has a sister

loves to give flowers etc.

Reflection on a past lesson

Has anything interesting happened since the last lesson?

Main part

Fairy tale "Brownies"

Educator. Do you know that brownies live in our kindergarten? During the day they quietly doze off in secluded corners, and in the evening, when we all go home, they crawl out, light a candle and sit around it.

And then the brownies begin to talk. They love to talk. They are especially interested in telling different stories that happen to us during the day. But since the brownies themselves sleep during the day, they really love to listen to our stories. They just dream that someone will tell them something about themselves.

Moreover, all our brownies are completely different, just like ourselves. One loves funny stories, loves to jump on the palm of your hand and waits, eyes sparkling, for the joy to be shared with him! But his friend loves sad stories more. He snuggles up with his fluffy side, listens and sympathizes with the storyteller very, very much. The third brownie likes angry stories. He frowns, clenches his fists and listens, with bated breath, to a story in which there is some villain or offender. Angry, empathetic) The fourth brownie prefers scary stories. Don't feed me gingerbread - let me listen and be scared! Only the ears tremble slightly and the fur stands on end.

The tale continues, the image of each brownie appears on the board in due time. The psychologist clearly demonstrates, when approaching someone from the group, exactly how each brownie listens to his favorite story.

Who can tell this brownie something about today? What about this? Does anyone have anything to tell this brownie?

One of the children tells the corresponding story, and the rest of the group demonstrates exactly how the brownie listens.

Next, the psychologist conducts a conversation about what a mood is, how a person expresses his mood, what feelings are, how a person expresses his feelings, what emotions are, how a person expresses them. Talks about expressing feelings, moods and emotions in music, drawing, and dance.

Educator. In a person’s life, it is very important to understand the feelings of others - this is the source of good relationships. Therefore, you and I will get acquainted with different emotions, feelings, we will learn to understand the emotions, feelings and mood of people.

The psychologist invites the children to tell them what their mood is now. Monitors whether the child chooses the right words to express his mood. After this, the psychologist invites the children to draw their mood.

Discussion of drawings.

Relaxation exercise

"Balloon"

Educator. Imagine that there is a balloon in your chest. Inhaling through your nose, fill your lungs to capacity with air. As you exhale through your mouth, feel it leave your lungs.

Slowly repeat. Breathe and imagine how the ball fills with air and becomes bigger and bigger.

Exhale slowly through your mouth, as if the air is quietly coming out of a balloon.

Pause and count to five.

Inhale again and fill your lungs with air. Hold it for a count of three, imagining that each lung is an inflated balloon.

Exhale. Feel the warm air passing through your lungs, throat, mouth.

Repeat three times, inhaling and exhaling air, imagining that each lung is an inflated balloon from which air comes out when you exhale. Stop and feel that you are full of energy and all tension has disappeared

Lesson 3.

The emotional state of children and adults (joy, sadness, anger...

Tasks: to form children’s ideas about the various emotional states of children and adults, the ability to communicate with adults and peers; cultivating a desire gives joy and good mood to loved ones.

Progress of the lesson

1. Listening to a poem (read by the teacher).

I had a sad dream

But I forgot it.

I only remember that in a dream

I was without my mother.

I don't feel like playing

And watch a cartoon

Even draw a battle,

Even sing songs.

I'm not happy about anything

Maybe the rain is to blame?

2. Talking with children about sadness and bad mood.

What is the mood of the hero of the poem?

How did you feel while listening to this poem?

Remember if you were in a bad mood, why?

What's your mood now?

3. Creative work.

The teacher invites the children to draw rain outside the window so that the boy from the poem does not feel so sad and lonely.

4. Listening to a poem.

I do not know what happened to me,

Is it better to be alone?

I offended all my friends,

I saw bad things in them.

Look, over there at Irka's

Not eyes, just holes!

Vovka is greedy! Sasha is stupid!

Lenka loves to slurp soup!

We played together in the morning -

There is no one to play with now.

No, guys, I'm not angry, -

A piece of gold got into my eye.

5. Conversation on issues.

Did the girl do well? Why?

What does a person look like when he is angry?

The teacher invites the children to portray an angry or angry face and look at themselves in the mirror.

Did you like the expression on your face?

Why doesn't anyone like evil people?

6. Game "What's your mood?"

Exercise. Select pictograms of various emotional states for the plot pictures-situations.

7. Game "Good and evil heroes of fairy tales."

Children are offered pictures of various fairy-tale characters and mugs in red and black colors. It is necessary to put red circles on the good heroes, and black circles on the evil ones, and explain why they decided so.

Educator. What does it mean to share joy?

8. Drawing or applique "Postcard".

Educator. Make a beautiful card and give it to someone you want to give joy and good mood.

Lesson 4.

Subject: " I GIVE YOU JOY."

Target: developing the ability to correctly express one’s emotions and feelings through facial expressions; development of expressive gestures; relieving psychomuscular tension.

Welcome Ritual

Game "Be careful".

Main part

Educator. This morning a sunbeam knocked on my window, smiled broadly at me and handed you a letter. Let's read it.

“Hi, guys! I heard about your classes, and I really wanted to play with you. Do you agree? I know that you learn to guess the mood from your friends, adults. Can you guess what mood I came to give you today? "Let's try! I sent you a photo of myself that shows my mood. But the photo is cut up. In order to find out what mood I want to give you, collect it."

(Children collect a photograph and receive an image of a face with a joyful and cheerful expression.)

Well done. And now each of you will depict an emotion on your face.

How do you feel when you are happy and happy?

What is your mood like?

Let's send our photos with our mood to the sunny bunny. (Children draw.)

Well done. Do you still want to play with the sun bunny?

Relaxation exercise

"Sunny Bunny"

Educator. Sit comfortably, relax. A sunbeam looked into your eyes. Close them. He ran further over the face, gently stroke it with your palms: on the nose, on the mouth, on the cheeks, on the chin, gently stroke the head, neck, arms, legs. He climbed onto his stomach - stroke his belly. The sunny bunny is not a mischievous person, he loves and caresses you, make friends with him. Now let's take a deep breath and smile at each other.

Guys, do you feel warmer and happier? Let's thank the sunny bunny. And when you feel happy and happy ?

Children answer the question, and the teacher fills in the daisy of joy" for children: when I am having fun.

Then, together with the children, fill out the “Chamomile of Joy” for parents: when your mother is happy.

Lesson 5.

Subject: " JOY".

Target: developing the ability to correctly express one’s emotions and feelings through facial expressions and pantomimes; relieving psychomuscular tension.

Welcome ritual.

"Say hello" game.

Main part.

Preliminary work: the teacher prepares in advance options for answers to the question “What is joy?”

For example:

Joy is when everyone is happy, everyone is having fun.

Joy - sometimes joy is great, sometimes it is small.

Joy is when it is for one person, but great joy is when it is for everyone.

Joy is when everyone has a holiday.

Joy is when no one cries. No one.

Joy is when there is no war.

Joy is when everyone is healthy.

Joy is me, because my mother says: “You are my joy”

Children are asked to answer the question “What is Joy?” The teacher records the children's answers and compares them with those that were prepared in advance. The following questions are answered:

What do you do when you're having fun? (Children's answers.) Tell me the funniest (funny) incident that happened to you .

Then the children are asked to draw the plot of this story.

"Who is happy"

Children stand in a circle. The teacher invites them to depict, show without words how happy they are when meeting their mother, when they greet guests on their birthday, when walking together with their parents or when going to the zoo or circus.

Expressive movements: hugs, smiles, laughter, exclamations.

The teacher, together with the children, pastes the drawings onto a large sheet of paper - an exhibition is held, the selection of the most original drawing, answers to the question “What is joy?” and the most interesting stories).

Psycho-gymnastics "A trickle of joy"

We sit on the floor in a circle, hold hands, and spread out.

Educator. Mentally imagine that a kind, cheerful stream has settled inside each of you. Every stream is clean, transparent, warm. The stream is small and very mischievous. He cannot sit in one place. Let's play with it and mentally imagine how clean, transparent water flows through your hands into each other's circle. We mentally convey joy to each other.

Lesson 6.

Subject: "FEAR".

Target: introduce a new emotion - fear; teach to recognize, depict and respond to existing fears.

Welcome Ritual

Game "Say hello to your neighbor as if you are afraid of him"

Main part

With the help of a plot picture and a schematic image, introduce a new emotion, its manifestation in facial expressions, pantomime, and voice.

Questions for children:

What is the mood of the characters in this picture?

How did you find out?

Can we find out about a person's mood without seeing his face?

How do human movements change in different moods?

Game "Broken Phone" "

We pass on a terrible word. Facial expressions of fear. Discussion: "What are we afraid of?"

Drawing "I'm afraid." or "I was afraid."

Work in pairs - exchange drawings with a neighbor, tell him about your fear and ways to cope with it.

Game "Live Hat"

Educator ( very emotional). This happened just recently with very good friends. Once upon a time... (name of one of those present) was his birthday. And he invited him to his place (the teacher lists the names of all the children present). In the midst of the fun, when the parents were not at home, a crash was heard in the room. “The children were wary, and some even got scared.” Oh, what is this? (the teacher makes a frightened expression on his face and looks around in horror, stopping his gaze in the corner of the room, where a toy kitten is hiding in advance, sitting in a remote-controlled car, covered with a hat.) All the guys ran to the corner of the room. And what did everyone see there? (Children offer possible answers.) It was not just a hat. She was moving! (the teacher, unbeknownst to the children, begins to control the movement of the hat, the children scatter in different directions.) Everyone, of course, was scared (the teacher asks the children to depict fear with facial expressions and gestures). Suddenly the hat turned over. and there was a small, fluffy, soft kitten. Everyone laughed and ran to pet the kitten.

Children are invited to touch and pet the kitten.

Relaxation exercise “What should we do with this feeling?”

Educator. If you are upset, scared, imagine what you can do about it. For example, if you are afraid, you can turn on the TV and watch your favorite cartoon, leave the room or throw the fear in the trash, and laugh.

And then do what you imagined: for example, inflate the ball out of fear and throw it away.

Lesson 7.

Subject: " LITTLE BRAVE."

Target: increased self-esteem; relieving mental stress, eliminating fears; creating a positive emotional background.

Welcome ritual.

Game "Circle Conversation"

Children and teacher sit in a circle. The teacher begins the sentence, and the children take turns, without interrupting each other, completing it.

What I like most about myself is.

I would like to become.

My favourite game.

Most of all I'm afraid.

Someday I hope.

Main part

The teacher offers the children the story “Home Alone.”

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

Brainstorming "How to overcome fear?"

The teacher listens to the children's answers and adds his own methods.

Drawing your fear and talking about it and ways to overcome it.

Exercise "Nurture your fear"

After the children draw their fear and talk about it, the teacher invites the child to re-educate the horror story

To do this you need to make him kind. Together they figure out how to make it possible

Options:

draw a balloon and candy in the hands of the horror story, change the evil expression on his face to a kind, smiling one, dress the horror story in an elegant, cheerful suit. You can come up with other attributes.

Relaxation exercise "Airplane"

Educator

Take a ready position, as if taking off, standing straight and spreading your arms to the sides. Maybe you have a special sound signal before takeoff? Imagine that your plane is accelerating and taking off, gaining altitude.

You're flying! What's up there? At the bottom? What do you hear?

What smells are there?

How do you feel floating above the clouds? Remember the feeling and take it with you to earth. You land.

The next time you feel scared, imagine yourself flying above the clouds. Forward and upward!

Ritual of farewell Game "Wishes".

Lesson 8.

Subject: " BEE IN THE DARK."

Target: correction of fear of the dark, closed spaces, heights.

Welcome ritual Game "Circle of Friends"

Children sing: “What do I care about snow, what do I care about heat, what do I care about pouring rain, when my friends are with me!” To this song they walk in a circle, clap their hands, stamp their feet and spin around.

Main part

Game "Bee in the Dark"

The teacher talks, and the children perform the appropriate actions.

Educator. The bee flew from flower to flower, you can use children's high chairs, cabinets of different heights, soft modules. When the bee flew to the most beautiful flower with large petals, she ate nectar and fell asleep inside the flower. (Use a children's table or a high chair under which the child crawls.) Night fell imperceptibly, and the petals began to close (tables and chairs are covered with material). The bee woke up, opened her eyes and saw that it was dark all around. Then she remembered that she remained inside the flower and decided to sleep until the morning. The sun rose, morning came. (matter is removed ) and the bee began to have fun again, flying with flower to flower. The game can be repeated by covering the chair with increasingly darker cloth, thereby increasing the degree of darkness.

Drawing " Bee in the dark"

We look at the children’s drawings and ask questions:

What mood did the author want to convey in this drawing like you?

This was determined by what criteria?

Acting out the sketch "In the Forest"

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

Relaxation exercise "Tropical Island"

Educator. Sit more comfortably. You can close your eyes. You see a beautiful magical island. This could be a place where you once visited, which you saw in a picture, or any other drawn by your imagination. You are the only person on this island. Besides you there are only animals, birds and flowers. What sounds do you hear? What smells do you smell? Do you see a clean shore and water? Swim in the sea, what is it like? What's the weather like on your island?

How do you feel there all alone? Take this feeling with you when you return back to your group, you can imagine this island whenever you want. Travel to your own piece of paradise anytime.

Farewell ritual "Compliments"

Children in a circle, everyone joins hands. Looking into your neighbor’s eyes, say a few kind words, thank him for something (either for what happened in class today: (careful, answered well, told an interesting story) or note the qualities that are attractive in him (smart, beautiful eyes, hair, etc. .). An understanding compliment nods his head and thanks: “Thank you, I’m very pleased!” - then he compliments his neighbor. The exercise is carried out in pairs

Lesson 9.

Subject: " Anger".

Target: introduce the emotion of anger; learn to distinguish emotions from a schematic image; understand your feelings and the feelings of other people and talk about them; continue to learn to convey a given emotional state using various expressive means; relieving psychomuscular tension.

Welcome Ritual

Game "Say hello angrily".

Reflection on a past lesson

Have you and your loved ones experienced fear since your last lesson?

What caused this?

How did you or your loved ones overcome fear?

Main part

Reading excerpts from K. Chukovsky’s work “Moidodyr”, where the author describes the anger of the Washbasin and the Crocodile. Questions for children:

Why were Washbasin and Crocodile angry?

Examination of the illustrations by the artist A. Alyansky, which depict the angry Washbasin and the Crocodile.

Children are invited to tell how the artist conveyed the characters’ anger. Yes, an angry person has eyebrows drawn together, eyes wide open, fingers clenched into a fist. Sometimes the lips are compressed, the teeth are clenched, sometimes, on the contrary, the person screams loudly. He may swing his arms wildly or stomp his feet.

Dramatization of an excerpt from L. Tolstoy's fairy tale "The Three Bears"

Children act out an episode that describes how angry the bears are when they learn that someone has used their things. The teacher pays attention to how differently a bear cub, a she-bear, and a bear express anger.

Exercise "Mirror"

Children are asked to depict their anger in front of the mirror.

Drawing Anger

Invite the children to use a color to represent their anger. Look at the pictures. Pay attention to the color representation of anger, note the similarities and differences in children's works.

Relaxation exercise “What should we do with this feeling?” Educator. If you are upset, angry, imagine what you can do with your feeling. For example, if you are angry, you might yell or throw your anger in the trash, or:

fry an "angry" omelette from "angry" eggs,

draw a portrait of your own anger. And then do what you imagined - for example, draw a ball out of anger and throw it away.

Farewell ritual.

Game "It's fun to walk together."

Children are invited to stand in a round dance and all together enjoy the good song “It’s fun to walk together.” (music by V. Shainsky, lyrics by M. Matusovsky)

Lesson 10.

Subject: "HOW TO OVERCOME ANGER."

Target: continue to teach children to recognize the emotion of anger in themselves and others; continue to learn how to express a given emotional state using various expressive means; teach methods of regulation and self-regulation.

Welcome Ritual

Game "Say hello angrily".

Reflection on a past lesson

Have you and your loved ones experienced anger since your last lesson?

What caused this?

Main part

" The story about Tanechka and Vanechka"

Educator. Once upon a time there lived Tanechka and Vanechka. They were wonderful children: they always helped everyone, they were friends with everyone, when suddenly something happened. One day they went out for a walk, and a mean cloud flew at them. The evil cloud took Tanechka and Vanechka to the magical kingdom of Evilland. And in this kingdom our heroes were unrecognizable; they learned to get angry, fight and bite. Do you think it’s easy for evil people in the world to live? (Children offer possible answers.) But Tanechka and Vanechka had a best friend, Pasha. Pasha decided to help his friends and defeat the evil cloud. Guys, how do you think you can defeat the evil cloud? (Children offer possible answers.) So Pasha thought about what he should do. First I wanted to challenge the cloud to a fight, but I met one wise old man who told him: “You cannot defeat evil with evil, you will only harm people!” Pasha was surprised and asked: “How can I defeat him?” The old man smiled and answered: “Evil can only be defeated with good.”

Now guys, let’s choose Tanechka and Vanechka, who were bewitched by the evil cloud.

Two children portray the evil and angry heroes of the story, and all the other children come up with one affectionate word each and will take turns approaching Tanya and Vanechka, affectionately calling one and the other.

After you say a kind word, take pity on Tanechka and Vanechka. And we'll see how the magical transformation happens .

Facial expressions of an angry, angry face: children show and draw.

Facial expressions of Tanechka and Vanechka after the magical transformation: children show and draw.

Game "Magic bag"

If there is a child in the group who shows verbal aggression, we invite him to go to a corner before entering the group and leave all the “bad” words in a magic bag (a small bag with drawstrings). After the child speaks out, tie the bag with him and hide him.

Game "Rug of Anger"

Here the child wipes his feet on the rug until he wants to smile.

Game "Pull yourself together"

Educator. As soon as you feel that you are worried, you want to hit someone, throw something, there is a very simple way to prove your strength to yourself: clasp your elbows with your palms and press your hands tightly to your chest - this is the pose of a self-possessed person.

Relaxation exercise

"Duh-tibi-duh"

Educator. I will tell you a special word in confidence.

This is a magic spell against bad mood, against resentment and disappointment. For it to really work, it needs || following.

You stand in a circle, I stand in the center of the circle. You go clockwise, I go counterclockwise. As soon as I say: One, two, three, stop!" - everyone stops. I angrily, angrily say to the person I stopped in front of, right in the eyes, the magic word: "Tuh-tibi-duh"

Then the teacher changes places with the person opposite whom he stopped, and the game continues. There is a comical paradox in this game. Although children are supposed to say the words "duh-tibi-duh" angrily, after a while they can't help but laugh.

Ritual of farewell Game "Compliments".

Lesson 11.

Subject: " INTRODUCTION TO THE EMOTION OF SADNESS"

Target: continue to develop the ability to understand the emotions of other people; introduce the emotion of sadness; develop the ability to express emotions verbally and non-verbally; teach self-regulation techniques.

Welcome Ritual

Game "Stand up, all those who."

Educator. Stand up, those who

loves to jump

enjoys the good weather,

has a little brother

likes to give gifts, etc.

Reflection on a past lesson

Have you and your loved ones experienced anger since the previous lesson?

What caused this?

How have you or your loved ones overcome anger?

Main part

Listening and discussing "Stories about Resentment and Sadness."

Educator. Once upon a time there were two friends, Offense and Sadness. They always walked together and looked for friends. Looked offended. How? (Children's answers.) The insult was green, her very fluffy palms were sticky, so she could stick to passers-by. She looked sad. How? (children's answers.) Sadness was blue with a red nose and very thin legs. She was often carried away by the wind, but Sadness had suction cups on her paws, with the help of which she clung to everything that came her way. Let's pretend to be sad. Today you went out into the street, that’s where they stuck to you - they stuck to you, I can even see them. (Approaches one of the children and shows.) Resentment sits on your left shoulder, and Sadness sits on your right. Let's take them down and let them fly on.

The teacher, together with the children, in a comic form, begin to film the Offense and the Sadness, pretending that it is difficult for him to do this.

The teacher invites the children to draw the characters in the story, then cut them out along the outline and play with them.

Game "Magic Chair"

One of the children is placed on the shoulder of Sadness or Resentment, he portrays the corresponding person; (with the appropriate emotional state) sits on a chair. And the rest of the children are given the task of coming up with as many kind and gentle words addressed to their friend as possible. After this, the children in line come up to the magic chair and, stroking the child sitting on it, say kind words to him. For example, the teacher starts the game first.

Game "Broken Phone"

We pass on a sad word.

Game "The sea is agitated once."

Children convey the emotional state specified by the teacher through facial expressions and pantomimes.

Relaxation exercise "Save the chick"

Imagine that you have a small defenseless chick in your hands. Extend your arms palms up . Now warm him up. Slowly, bend one finger at a time into your palm, hide the chick in it, breathe on it, warming it with your even, calm breath, press your palms to your chest, give the chick extra heart and warmth of breath. Open your palm and you will see that the chick has joyfully taken off, smile at it and don’t be sad, it will fly to you again.

Ritual of farewell

Game "Mood Color".

Lesson 12.

Subject: " ASTONISHMENT".

Target: introduce children to the emotion of surprise; continue to learn how to determine the emotional state of other people; develop the ability to express emotions verbally and non-verbally; train your ability to control your emotions .

Welcome Ritual

Game "Stand up those who."

Educator. Stand up, those who...

loves to rejoice

doesn't like to be sad

loves to give flowers etc.

Reflection on a past lesson

Have you and your loved ones experienced sadness in the time since your previous lesson?

What caused this?

How did you overcome sadness? "

Main part

The audio recording of Les is playing. Birds. Rain. Thunderstorm, series "Alone with Nature").

Educator ( demonstrates a sheet of paper with the subject picture “Surprise”). Here are our familiar gnomes,

The dwarves were returning home. They were visiting a mutual friend for a birthday party. They were in a wonderful mood. Suddenly everything around became dark, the leaves on the trees began to rustle. A strong wind blew and it began to rain. The gnomes quickly stood under a large oak tree, waiting for the rain to stop. After all, in the summer, most often the rain begins quickly and ends quickly, and so it happened: the rain stopped, the sun came out, the birds began to chirp. The dwarves walked merrily along the path. Suddenly, one of the dwarves screamed in surprise and knelt down - two mushrooms were growing right on the path, and he almost stepped on them. “It can’t be!” exclaimed the dwarf, “look how big and beautiful they are!” The dwarves did not have a knife with them to cut the mushrooms. They tried to remember this place, but it was no different from the others: the same trees and bushes around. Suddenly they felt a strong and attractive smell: a large bush of fragrant bird cherry grew next to the mushrooms. Nowhere else was there such a large and fragrant bush. Quickly reaching the house, they took the basket and knife. By the smell of bird cherry they very easily found the place where the mushrooms grew.

Look at the picture and tell me what it looks like surprised man. (Children's answers.) That's right his mouth is open, his eyebrows are raised, his eyes are wide revealed. With one hand he can hold or cover his mouth, as if he wants to hold back an exclamation. In surprise, a person may scream, sit down, or simply freeze. The experience of surprise is very short and most often pleasant.

What kind of person can you compare with in terms of posture, gestures, and facial expressions of a surprised person? (With joy.)

Show me how surprised you are? Close your eyes, and then quickly open them, look at each other and be surprised. (Children complete the task.)

The audio recording "Autumn. Fall of Leaves" is played.

Educator ( takes out boxes of aromatic substances from the envelope ). Please remember what helped Can the gnomes find mushrooms? (The smell of bird cherry.) The mushrooms surprised the gnomes so much that for a long time they smelled the bird cherry, remembered the mushrooms,

Smells can be unusual, what else are memorable? (Unpleasant, harsh.)

Close your eyes. I will give each of you to smell the box where the smell lives. (Children determine) say what you remembered after feeling this the smell of mo maybe something unusual happened when some smell surprised you; who was next to you for example, once I went into a bakery and instead in freshly baked bread, I smelled a pungent smell of paint - it surprised me. It turned out that the store had painted one of the walls. (Any story told by a child should be listened to with interest). Then you can ask whose story the children liked better.)

Now draw a face with a surprised expression.

What do you think “Surprise”, “Ra” Fear”, “Anger” smell like? (Children’s answers.)

Lesson 13.

Topic: Happy, sad or...

Tasks: develop in children the ability to distinguish different emotional states (joy, grief, surprise) by facial expressions and gestures; to teach children to listen attentively to the intonation of speech, its content and on this basis to draw conclusions about the mood and feelings of the children; to cultivate in children a sense of mutual assistance, how and how one can please another in case of distress.

Progress of the lesson

1. Game-sketch "Fine weather".

There is a recording of a song about summer.

The teacher invites the children to imagine a warm sunny day, a green lawn with bright flowers, over which butterflies flutter merrily.

What's your mood now? Why?

Children choose the appropriate mood icon.

2. Game-sketch "Bad weather".

The recording sounds the melody of the autumn song “Gloomy, rainy autumn has come” (words by M. Ivensen, music by M. Krasev).

Children are asked to imagine a cloudy sky, rain, cold wind, disheveled sparrows huddled under the roof.

What's your mood? Why? ( Children choose pictogram.)

3. Game-sketch "The weather has changed."

The recording of the song “The sun is warming warmer” sounds in the recording ( muz.T. Vilkoreiskaya, sl.O. Vysotskaya.)

Educator. Imagine how suddenly, unexpectedly for everyone, the rain stopped and the bright sun came out. And it happened so quickly that even the sparrows were surprised.

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

4. Exercise "Mirror".

Examination of pictograms and images in front of the mirror of joy, grief, surprise. Children take turns coming up with stories, and the rest convey them through facial expressions and gestures. They discuss how to help a friend in case of grief (the teacher can tell the story).

5. Drawing "Clouds".

Children draw mood clouds in which they convey their mood or the mood of their friend. If desired, they can exchange mood drawings: for example, a child in a sad mood is given “happy clouds.”

Lesson 14.

Subject: " WORLD OF EMOTIONS."

Target: consolidating children’s knowledge about emotions; consolidating the ability to determine the emotional state of others, training the ability to control one’s emotions.

Welcome ritual.

Attention exercise “What did you hear?”

Reflection on a past lesson

What interesting things have happened since the last lesson?

What color is your mood now?

The main part of "Guess the Emotion"

Posters with schematic depictions of emotions are hung one at a time. Children guess what emotions are depicted on them.

Exercise "Shapes of Emotions" "

Children draw 5 large figures on A4 sheet. Then, having recognized 4 figures (joy, fear, anger, anger) with colored pencils, they come up with a name for the fifth figure, using colors that correspond to its emotional state.

"Name the emotion"

Passing the ball around, children name emotions that interfere with communication. Then the ball is passed to the other side called emotions that help communication.

"Picture an emotion"

Educator.WITH How can you express emotions? (They can be expressed using movements, facial expressions, pantomime, intonation.) Pre-prepared cards with the image

one emotion or another. (joy, fear, resentment, sadness, etc.). Each child takes turns taking out a card and trying to depict the given emotion without words. The rest must guess what this emotion is.

Exercise "Score the emotion" "

On cards with different emotions, you are asked to put a point - a number from 1 to 10 for each emotion, depending on how often the respondent experiences it. Then there is a discussion and conclusions are drawn.

Relaxation exercise "Balloon" see lesson 2.

Lesson 15.

Subject: The Adventure of Pinocchio

Target: consolidate knowledge about emotions; deepen the ability to feel the mood in music; develop reflection.

Welcome Ritual

Game "Say hello happy, sad."

Main part

A story about a journey through the Land of Fairy Tales

Tell us that children are going on a journey through the Land of Fairy Tales. On their way they will see fairy-tale houses in which heroes of different fairy tales live. Fairy-tale characters will emerge if the children correctly name the emotion depicted on the pictogram hanging on the door of the house.

Emotions play an important role in children's lives. They help the child

adapt to a given situation. The fear experienced by a child, for example, at the sight of a large dog, prompts him to take certain actions to avoid danger. If a child is sad or angry, it means that something is wrong with him. A child rejoices and looks happy, which means everything is good in his world. A child’s emotions are a “message” to the adults around him about his condition.

Children 3-5 years old are already able to recognize their internal emotional state, the emotional state of their peers and express their attitude towards them. Thanks to this, emotions are involved in the formation of social interactions and attachments.

Children's emotions also influence a person's future behavior.. For example, a boy begins to dislike all women only because he was raised by a cruel mother who was insensitive to his experiences. Emotions also contribute to social and moral development, which begins with the questions familiar to most parents and educators: “What is good? What is bad? So, if, from the point of view of the norms of a given society or community, a child acts badly, he becomes ashamed and experiences emotional discomfort. In addition, emotions are the source of joy and suffering, and life without emotions - both positive and negative - is insipid and colorless.

Humans recognize six basic emotions: joy, sadness, anger, surprise, disgust and fear. Research has shown that each emotion has its own facial expression, but some are easier to recognize, others more difficult. For example, joy is easier to recognize by facial expression than anger and fear. In primary and middle preschool age, children are very emotional. Their emotions are expressed more violently and directly compared to adults, giving their lives special expressiveness. One of the reasons for the occurrence of certain experiences of a child is his relationships with other people, adults and children. When adults treat a child kindly, recognize his rights, and peers want to be friends with him, he experiences emotional well-being, a sense of confidence, and security. Usually, under these conditions, the child is in a cheerful, cheerful mood.

Emotions play an evaluative role, encourage a person to act, and influence the accumulation and actualization of his experience.

When studying emotional phenomena, psychologists divide them depending on the place they occupy in the regulation of behavior and activity. The first group includes moods - more or less long-term emotional states that form the initial background of life. The second is feelings: stable emotional relationships towards a certain person or object. The third is the actual emotions that realize the mental state of the body.

Thus, a child of senior preschool age, feeling the need for a positive assessment of the adults and peers around him, strives to communicate with them and discover his abilities. A child who has received recognition from others is in a joyful mood. If the child does not find a response from close people, then his mood deteriorates, he becomes irritated, sad or annoying, with frequent outbursts of anger or attacks of fear. This indicates that his need is not satisfied. And then we can talk about the child’s emotional distress, which means negative emotional well-being.

A child experiences the most acute and persistent negative emotions when people around him, especially the teacher and peers, have a negative attitude towards him. During classes on speech development, Vova tried to correctly name objects made of glass. He named the bottle, which caused embarrassment to the teacher, and he did not mark Vova’s correct answer. Then he named the cup, which had already been named Katya. The teacher emphasized this. When Vova said that the plate was also glass, his answer was called incorrect. At the next lesson, Vova did not try to answer faster than everyone else, did not extend his hand, and was silent and sad. Using this example, we can trace how the actions of the teacher led to the negative emotional state of the child. Firstly, Vova did not receive positive reinforcement for his cognitive activity and felt the failure of his activities, and secondly, he did not find understanding in his communication with the teacher.

Negative emotions caused by relationships with others appear in the form of various experiences: disappointment, resentment, anger or fear. They can manifest themselves clearly and directly in speech, facial expressions, posture, movements, or otherwise - in a special selectivity of actions, deeds, and attitudes towards other people. From the example it is clear that Vova’s emotional distress manifests itself in the form of resentment, which in the future can lead to shyness and withdrawal.

A child learns to react to people’s words and actions, showing various emotions, in communication with an adult. In infancy, for the first time, such an emotional formation as attachment to a loved one arises, which subsequently leads to the emergence of moral feelings. A child learns to rejoice and grieve with an adult in the middle of the second year of life.

Play has a great influence on children's emotions and feelings. Games are of interest to children only when they are implemented in an emotionally rich form.

By observing certain play situations, the teacher can understand what emotions the child is experiencing and what impact the detected emotional states may have on the development of his personality. In the process of observing children's play, educators need to pay attention to the following. Do children want to play together or do they try to avoid each other? How are they included in game-based learning? Do they accept someone else's initiative or resist it? Who is always in the center of the game, and who silently watches from afar? What emotions predominate - positive or negative?

The child’s position in the group and the nature of his relationships with peers significantly influence his emotional state and mental development in general. It depends on how calm the child feels, satisfied, and in a state of emotional comfort. Well-known child psychologists suggest the following: types of children depending on their position in the peer group.

Ø “Preferred” children are in the group in an atmosphere of love and worship. They are valued for their beauty and charm; for the ability to react quickly in different situations and to be loyal, for self-confidence. However, children with particularly high popularity can become overly self-confident and “get infected with star fever.”

Ø “Neglected, isolated” children often feel the indifference of their peers towards them or their condescension. They are accepted into the game for roles that others did not want to play. They are touchy and often rebel against the imposed living conditions in the group. They become aggressive or follow the path of unquestioning obedience to the leader.

Emotional distress associated with communication difficulties can lead to various types of behavior.

Ø The first is unbalanced, impulsive behavior, characteristic of easily excitable children. When conflicts arise with peers, these children's emotions manifest themselves in outbursts of anger, loud crying, and desperate resentment. Negative emotions in this case can be caused by both serious reasons and the most insignificant ones. Flashing quickly, they also quickly fade away. Their emotional incontinence and impulsiveness lead to the destruction of the game, conflicts and fights. However, these manifestations are situational; ideas about other children remain positive and do not interfere with communication.

Ø The second type of behavior is characterized by a persistent negative attitude towards communication. Resentment, discontent, and hostility linger in the memory for a long time, but they are more restrained than children of the first type. They avoid communication and seem indifferent to others. However, they closely but quietly monitor events in the group and the attitude of the teacher and the children. The emotional distress of these children is associated with dissatisfaction with the teacher’s attitude towards them, dissatisfaction with the children, and reluctance to attend kindergarten.

Ø The main feature of the behavior of children of the third type is the presence of numerous fears. It is necessary to distinguish normal manifestations of fear in children from fear as evidence of emotional distress. Children's fears, with the exception of loud noises and falling, are not innate. However, starting in the first year of life, they may develop many fears. Some arise in response to real circumstances, for example, fear of dogs in general is caused by a situation in which a child was frightened by a specific dog. In other cases, the adults themselves are to blame, frightening children with possible punishment like: “If you behave badly, I will give you to a bad uncle.” Thus, with normal emotional development, fear is associated with some frightening objects, animals, and sometimes with the uncertainty of the situation. In this case, fear is a necessary emotional link in behavior, mobilizing actions aimed at self-preservation or overcoming danger.

Fears can be roughly divided into situational and personality-based. Situational fear occurs in an unusual, extremely dangerous or shocking stop for the child. Personally determined fear is predetermined by a person’s character, for example, his tendency to experience anxiety, and can appear in a new environment or during contacts with unfamiliar people. Most children, starting from the age of 3, are afraid of: being left alone in a room or apartment; bandit attacks; get sick; death of parents; punishments; fairy-tale characters. The average number of fears among girls is higher than among boys. Children aged 6-7 years are most sensitive to fears. The situation is different for children with emotional distress. Their fear, as a rule, is not associated with any objects or situations and manifests itself in the form of anxiety. If a fearful child finds himself in a difficult situation. He begins to behave in unpredictable ways. In this case, the most insignificant objects and situations are recorded by the child, and it is these that he subsequently begins to fear.

How to determine the emotional state of a child?

There are a large number of methods for psychological diagnosis of the emotional sphere of a child. But for pedagogical assessment, psychologists offer observation as the main method. Foreign psychologists offer the following situations in which you can observe and assess the degree of a child’s emotional response to them.

Fear

Arriving at kindergarten, appearing somewhere; Unfamiliar amazing toy; Breakage of a toy; Crying, screaming of a peer; Peer assault; Unfamiliar sound; Unfamiliar room; The approach of strangers.

1 point – calm, indecisive, inactive.

2 b. – stares, stares, looks and moves away.

3 b. – he frowns, frowns, turns away.

4 b. – refuses to look, runs away, whines, trembles.

5 B. - grabs, clings to a loved one, cries, squeals.

Anger

Mother's care; The desire to have something that a peer has; Difficult toy, broken toy; The attention of a loved one is drawn to another child; Another child takes the toy; The teacher takes the toy; Presence of an obstacle.

1 point – calm, turns away, frowns

2 b. – he frowns, pouts his lips, makes faces. Excited, holding back tears, turns away.

3 b. - runs away, whimpers, stretches out his hands, closes his eyes tightly, beats with his hands, clenches his fists.

4 b. - rejects everything, cries, screams shrilly, fights.

5 B. – yells, throws something. Pounces.

Joy

Coming somewhere; Completing the task; Looks in the mirror; A peer is fooling around; Attention, praise of another person;

1 point – relaxed, slightly smiling.

2 b. – hums, eyes shining, mutters.

3 b. – hugs, plays actively, smiles widely.

4 b. - waves his arms, jumps, jumps.

5 B. – laughs, laughs, fools around, screams enthusiastically.

The proposed situations and rating scales are advisory in nature. They can be supplemented or changed by you yourself in accordance with the age characteristics of the children. So these scales are more adequate for children 3 years of age.

How to establish the causes of emotional distress in children?

In stories about “dysfunctional”, “problem” children, educators in most cases cite an unfavorable situation in the family as such reasons. Indeed, the family plays a significant role in the development of a child. However, you need to remember that the child is in kindergarten more than half the time during which he is active. In this regard, educators, first of all, need to identify the causes of emotional discomfort that arise in the child during his stay in kindergarten. Pay attention to your actions and communication style in class.

How to help a child overcome a negative emotional state?

In order for helping a child to overcome negative emotional states to be effective, it is necessary to study his interests and inclinations, desires and preferences. To this end, you can ask him to answer the following questions.

What do you love most in the world? What would you do if you were allowed to do everything? Tell us about your favorite activity: how you walk, play, etc. Tell us what you dislike most. Imagine that I am a sorceress and can fulfill any of my wishes, what do you want to ask?

Thus, having familiarized yourself with theoretical and practical developments in the field of studying the emotional states of preschool children, you now understand that the creation of emotional well-being and comfort has an impact on almost all areas of mental development, be it the regulation of behavior, the cognitive sphere, the child’s mastery of means and ways of interacting with other people, behavior in a peer group, assimilation and mastery of social experience. The results you receive represent an assessment of your professional activities and the success of your educational and educational activities.