Exercises aimed at the development of the individual. Lesson for the Personal Development "Rise yourself up"

In cognitive development

Social and Personal Development Claim for Children 5-6 years old "I am special"

Sent: Natalia Popova

Objective: Development of self-consciousness of children.

Tasks lessons:

• teach children to understand yourself positive traits;
• develop verbal and non-verbal communication;
• to form confidence relationships, the ability to cooperate;
• remove emotional tension.

Equipment: toy ladybug, musical accompaniment (soft music), harvesting Magic tree (drawn on Watman or carved from Feds), color pencils, leafs with adhesive tape on back side, Magic Penc - Chair, toys for boys and girls.

Structure occupation

1. Greeting.

Psychologist: Hello guys! Let's greet each other: say hello and wish something good, bright, interesting, sparkling. For example, hello, Vika, I wish you today a good mood and an interesting lesson or let's say hello.

2. Invitation to the journey.

Psychologist: Guys, today we will go on a trip to the Magic Forest.

Psychologist: Here, we are in the forest guys. Look, someone looks at us and wants to meet us. Yes, the same, Ladybug and I know her name is Mila.

Ladybug: Who goes on our magic forest? It seems people. Children. Give me, I'll look at you better. Do you have all your eyes, two glazes are all? In all the mouths, teeth, two handles, no one has three? Aaa, guys, so you are all the same.

Children: No, we are different.

Psychologist: But where are you different? Here are legs, hands. What is different? (Children's responses.) Well, that, let's find out what else the difference between us, and I will convince God's cow Mil, that you are really different from each other, have your own characteristics. Let's play in the magic forest.

3. The task "Echo".

How do you like to call you? You call your name in turn, and everyone else, as an echo in the forest, repeat it together. (Children perform.)

What did this game taught us: how do we differ from each other? (Responses of children: names, although sometimes our name is the same.)

4. The game "Who called?"

In the forest it is very easy to get lost and get lost, then people scream to each other "AU!". Now we will "walk" in the woods (walk holding hands in a circle), then stop, closing your eyes. He, to whom I will come true, says: "AU!" The rest of the children open their eyes and should guess who called them.

Kids are playing. Progressing quadruses, go in a circle:

We looked a little

In places everyone is located.

You guys do not yaw:

Who called - Most Find out!

What conclusion can we make this game? ("We are distinguished by voices.")

5. Task "Toys"

Psychologist: So we walked along the forest at the gland. Guys, look, under the leaves lies something. These children have forgotten their toys. What do you think on what two groups can be divided into them? (Answers of children: "Toys for girls and boys.") That's right, because all children can be attributed to either girls or to boys. And by this they also differ from each other.

6. Game "Magic Penec"

On our clearing there is a magical pencil: everyone who sits on him, speaks of his virtues - distinctive featuresmaybe in appearance (I have beautiful eyes, hair, etc.)And you can talk about the positive qualities of your character.

Conclusion from this game: each of us is different from other appearance and features of nature.

Ladybug: Yes, guys, I understood you really all different, with your own features. Like flowers in my forest.

7. Exercise "Flower"

Psychologist: Guys, let's imagine that we are forest flowers. In the afternoon, when hot and sunny flowers reveal their petals, turn their heads to the right, then to the left, watch up.

The breeze worshes flowers from side to side. At night, everything is resting. Flowers lower heads, close in buds.

Repeat 2 - 3 times: in last time Add: "And you see beautiful dreams about a magic tree, on which every flower is special."

8. Flower pattern

Guys, let's quickly draw flowers for the magic tree and decorate them. It will be our gift Mile in memory of our today's meeting. (Children draw musical accompaniment, attach flowers to the tree.)

9. Reflection.

Do you guys different or the same flowers got flowers? Why, what do you think? ("We are different"). And what do we differ, what are our features? (Names, Voices, Advantages, Boys or Girls).

10. Farewell.

It's time to say goodbye to return to the group. Let's make from the hands of "Sunny" (Children stretch their hands in the center and clutch them). Bye! (hands at the same time up).

This program is useful in my opinion, both for psychologists working with children and teachers educational institutions. It can be included in extracurricular activities According to the GEF program on the development of personal and regulatory universal educational actions.

Greeting game "Show your good mood"

Purpose: Encourage the search for ways to cooperate.

Leading. Hello guys! Sit, please, all in a circle. In my opinion you need to get up and show your movement good mood. Did you like the game? What do you feel now?

Exercise "Behavior Signs"

Purpose: Formation of knowledge of knowledge about socially approved and disrupted forms of behavior in the group; The development of both verbal and non-verbal communication skills.

Inventory: Clean sheet of A4 format, color pencils and eraser.

Instruction. Calculate 1-2, take sheets of paper and color pencils and sit down with pairs. I'll show you road signwhich regulates the rules of behavior on the road (this sign can be made independently or bring ready). Think for what is this sign? What are the rules of behavior on the road he regulates? That's right, safety rules on the road. Why do we need to adhere to certain rules of behavior in the society of people? (Answers of children.) And now your task is: in pairs for 5 minutes, invent one rule of the permitted and prohibited nature. For example: you need to listen to each other carefully, you can not interrupt someone who says (discussion of rules of behavior).

Now every couple will call their rules, and if the rest of the participants are satisfied with these rules, they raise their hand. ( Important moment This task - so participants learn to make decisions on their own.) The selected rules I write on the board. And in order for us easier to be adhered to them in our classes, I suggest you to draw them - make the "signs of behavior" like road signs.

Information for the lead. After the rules of behavior have been developed, it is necessary to create conditions for participants to follow them in the course of classes.

Key to acquiring this skill - Support to those children who follow the rules.

For example: "Thank you, you listened carefully, did not interrupt the speaker."

Exercise Analysis
- What rule liked most?
- Are there such rules that are important for everyone in the group?
- In what life situations Do you need to use our rules of behavior?
- Can the rules be our assistants?
- What have you learned?
- What rules will you use?

Exercise "I'm glad to communicate with you"

Purpose: Development of cooperation skills

Instruction. You need to stretch your hand worth the participant next to you with the words: "I am glad to communicate with you. And he, in turn, stretches his hand to the next participant with these words. So, on the chain, everyone is taken by arms and form a circle.

Exercise Analysis
- Does this exercise help to be more friendly?

Exercise "Group Mood"

Purpose: Observation of the emotional state of students.

Inventory: Large paper circle, monophonic color stickers different color, 2 for each participant.

Instruction. Think about what color now looks like your mood. Take a suitable color sticker and get it in a circle.

Exercise "My Quality"

Purpose: Developing cooperation skills, learning the ability to express their thoughts.

Inventory: soft toy.

Instruction. Sit, please, all in a circle. We will need to pass the ball in a circle to someone who sits on the right, while calling their name and quality of character. For example: Lucy is cheerful. The next participant repeats what the transmitting ball told him, and calls his name and quality, and so in a circle. Everyone is understandable? We start the game.

Exercise Analysis
- What do you think it gives this exercise?
- Is it possible to say that this exercise reveals the quality of character?
- What's new you learned about yourself?
- What new have you learned about others?

Exercise "Portrait"

(Modification of the game V. Rodionova, M. Stampsum)

Purpose: Expansion of knowledge O. personal qualities; The formation of personal and communicative reflection aimed at the awareness of the children of its qualities.

Inventory: Text with unfinished offers, stickers.

Information for the lead. At the beginning of this unit, a conversation is held with the participants to clarify their ideas about personal qualities: initiative, independence, responsibility. The conversation contributes to the generalization of knowledge and concepts, forms new knowledge.

Instruction. Sit, please, for the parties. Today we will talk about the personal qualities of a person: initiative, independence, responsibility. What do you think, mean these qualities? Why do they need a person? In which actions can manifest? What can be done to become an independent responsible? (Children answer.) Good. Now on the leaves you received, you need to formulate your ideas about these qualities. 5-8 minutes is given to performance.

Initiative - this is…

A responsibility - this is…

Independence - this is…

For example:

Initiative is when a person can do something himself, without the help of others: help around the house, in class.

Responsibility is when you yourself, without any help, fulfill your tasks.

Independence is the ability to do something on your own, yourself.

When children fulfill this task, they are given the following instructions: - Carefully look at your leaves, stickers are pasted on them. You need to unite in the teams like stickers. Then each team should compile and draw a kind of "portrait" of a person who independently takes important solutions for him. When drawing, you need to adhere to the following rules:

• the portrait should contain features of the appearance of all members of the group;
• when writing a characteristic, you need to use the characteristics of the character of all team members (for example, Ani borrow patience).

After the team draw a portrait, each in turn represents and fastens on the board. The lead offers participants to list the qualities inherent in an independent student and write them on the board.

Issues for discussion

• How did you choose the quality?
• Was it easy to negotiate with each other?
• Have you learned new qualities in yourself?
• And which of the listed qualities would you like to have?

Information for the lead. In this program, the Drawing is considered by us not as a way to develop artistic abilities, but as a means for expression emotional state Child, as a source of information on its achievements and hidden problems. As a rule, the comments of the child in the process of drawing helps an adult better understand the child and help him.

Drawing "I am an independent person"

Purpose: Expanding the ideas about personal qualities.

Inventory: Labor sheets, color pencils.

Instruction. Take the sheets of paper, color pencils and make a drawing called "I am an independent person." In the picture, write, in what life situations your independence is manifested.

Exercise Analysis
- Was it difficult to draw your independence?
- Tell me in what situations do you show independence?

Information for the lead. This stage is necessary for children to understand what kind of behavior are expected by adults. For example, it can specifically manifest independence and that the child himself can do in order to become independent. In addition, under the criteria of independent behavior, children learn to evaluate not the personality of a comrade, but manifestations of this quality in everyday communication.

Exercise "My progress"

Purpose: Creating a friendly relationship to each other, expanding knowledge about the participants of the game, improving self-esteem.

Instruction. In the middle of the circle we have a chair. You need to take turns to the chair and tell about your success. The group at this time applauds the participant who is on the chair.

Exercise Analysis
- What did you feel when were in the center of the circle?
- Was it difficult to talk about his successes?

Exercise "What I am made from what"

(Modification of the exercise M. Kipnis)

Purpose: Master the self-test skills using associative thinking.

Inventory: Plasticine, tangles of threads, wool, foil, colored paper, pencils, small marine pebbles, a piece of transparent polyethylene, wire.

The presenter offers children to listen to the poem "What am I made from?"

Instruction. What are our girls and boys from? Now we learn from what we are made. Look at the materials unfolded on the table. Tell me how do these items use? For what? And with what qualities you can compare them? For example, if a kind person is like a kind of kind? Think what positive qualities you possess, and choose for yourself 2-3 subjects that can tell about you. Then tell us about it.

Exercise Analysis
- Was it difficult to choose objects?

Exercise "Different ways to memorize information"

Purpose:

Inventory: tape recorder, recording with children's fairy tales or stories (preferably small volume); Colored cards with questions and answers (for example: riddles, familiar to children poems, multiplication table, etc.).

Instruction. Sit down the desks and listen to the text (4-5 minutes).

And now answer questions:
- Who remembered the text well and can retell it?
- Who experiences difficulties in reproducing the material?

The guys who remembered the text and could retell it, easily remembers information on rumor. This is your individual style to memorize information.

Exercise "Imaging the Word"

Purpose: Help children in identifying an individual memorization style.

Instruction. Now we will record words an unusual way: Drinking your finger in the air and saying every letter that we write. Prepared, write the word "cheese". Now let's read the word out loud, imagining it written in the air. And now we will write down the word "cheese" on a piece of leaf, saying every written letter. Close your eyes and try to "see" or draw in the mind of the correct writing of the word.

Information for the lead. Suggest participants to memorize at least 10 words. After completing the task, draw the attention of those who remembered the greatest amount of words, on their individual style to memorize information.

Exercise Analysis
- Who remembered the greatest number of words?
- Those who remember many words can easily memorize information when it writes. This is your individual style to memorize information.

Exercise "Find the differences"

(Modification of the exercise Ch. Fuller)

Purpose: Development of skills to memorize information in a kinesthetic modality.

Inventory: a variety of items (several balloons And one plasticine ball, several color pencils and one handle, etc.).

Instruction.

• I now put several items on the table. Your task is to say which of these items is different from others.
• Now I fill three glasses with water (in every glass - a different amount of liquid), your task is to say, in which glass of water is more.
• Before you in the box are subjects. You need closed eyes to touch the items lying in the box, and say than these items are similar than different. What is the biggest object of them.

Exercise Analysis
- Is it easy to perform tasks?
- who managed to notice a large number of Differences?

Exercise "Informed Cards"

(Modification of the exercise Ch.foller)

Purpose: Development of skills to memorize information in a visual modality.

Inventory: Geographical map for each participant, 7x7 cm cards.

Information for the lead. You can conduct such a game according to any subject: the question is on one side, the answer to another.

Instruction. Take geographic maps, cards, color pencils. Your task: on one side of the card to write the name of the state, and on the other side - the capital of this state. Then I mix the cards and cover the paper sheet. You will take turns to get cards and, reading the name of the state, remember its capital. Wins one who called more correct answers. Guys, you can use this method for a variety of goals: write something in the class, allocate the main points when preparing for control work. Cards are convenient, you can put them in your pocket.

Exercise Analysis
- Was it interesting to perform tasks?
- Did this game like?
- What have you learned for my new?
- What will you use?

Exercise "Learn to plan your week"

Purpose:

Inventory: A4 sheets with prepared chronokart, clock.

Instruction. Children sit beyond the tables, each on the table is watching. The presenter proposes to come up with the Association for the Word Time and on the board records the offers of children. Children with leading summarize said: in the days of 24 hours and everything must be time. The presenter offers participants to fill the chronokart to learn how to manage their time. To do this, the audit should be conducted by the "revision" of its time costs, to understand what time leaves is to evaluate the rationality of its time costs. This may help chronokart, fixing time spent on each type of activity.
Remember how you spend your time, and fill in the chronokart for yesterday.

Issues for discussion
- What is the most time?
- What time did not have enough time?
- Is this an occupation (then who took the most time, and what time was not enough) important for you?
- Do you think you need to redistribute time so that it is enough for the fulfillment of an important thing?
Participants are invited to draw up a chronokart the next day and be guided by the plan.

Exercise "Learn to plan your week" - 2

Purpose: Forming the ability to plan your week.

Issues for discussion
- Did you manage to perform the on the eve of the plan?

If yes, then:
- Do you rate this day as more successful?
- Can you name the advantages that give you a change in time spending?
- Will you use this method of planning time?

If not, then:
- What prevented you to organize your day according to the new plan?
- Does it depend on you?
- What should be changed in your behavior so that the plan becomes reality?

Exercise "Confident Behavior"

Purpose:development of a favorable psycho-emotional background, expanding personal experience.

Instruction. Sit please in the circle. Tell me, what is confidence, how do you understand the meaning of this word? Who can you call a confident person? And who is uncertain?
Now divide the pairs. Task for each pair: Come up with a scene, where you need to show a man's walk with confident and uncertain behavior.
After each couple fulfills the task, a discussion is carried out, which means confident and uncertain behavior.

Issues for discussion
- How did you guess what is the gait of a confident or unsure?
- What did you feel when were a confident person?
- What did you feel when were an uncertain person?
- What does a confident person look like?
- What did you like more: portray a confident or unsure? Why?

Exercise "Business Card"

Purpose: Development of self-testing skills, the development of creative thinking.

Inventory: Business cards of the heroes E. Uspensky and I. Agron, paper, color pencils.

Instruction. Children sit in a circle. Adult introduces children with visiting cards of heroes.
- Tell me, please, what information does this text bearing?
- What is the difference between the text of the business card from others?

Task 1 Make your business card.
Scheme:
1. Surname, name, patronymic.
2. Who are you by profession, classes.
3. Address.
4. Phone.

Task 2.
1. Imagine yourself ... who want.
2. Soe the orally joking business card: come up with the surname, the name, what do you do, etc.

Issues for discussion
- Did you like the game?
- Is it easy to invent a business card?
- Do you like your business card?

Exercise "Carnival"

Purpose: Development of fantasy, ability to communicate, the development of an optimistic attitude to life.

Inventory: Cardboard, colored paper, scissors, color pencils, roll paper.

Instruction. Imagine that you are residents of a fabulous city. And in this fabulous city is a carnival. You need to come up and make a mask or costume for the carnival.
When everything will be ready for the carnival, a long track is made from a roll of paper (wallpaper) and children represent their carnival costumes and masks.

Exercise "Tell me what you like"

Purpose: The verbalization of the skills received by the children, the story of the group about what he learned in the classroom.

Instruction. Tell us what you liked most in class? Where and when can you apply the knowledge and skills? Where you can use new behaviors. Why did we do everything together? Do you use in the future what you learned at the past meetings?

Information for the lead. It is very important to speak with children those specific situations where new behaviors can be used. The child does not always have to move the new skill to his activities.

Exercise "My compliments to all"

Purpose: Development of cooperation skills.

Inventory: Mugs with a diameter of 3 cm each participant.

Instruction. Now, at the end of our classes, you have a great opportunity to give a friend compliments. On the circles write, please compliment everyone. Now I will call each participant by name, and we all give him their compliments to him and thank for help and cooperation.

Prevention deviant behavior. Training Personal Growth.
Introduction
Communication B. adolescence It becomes one of the leading activities. In children and adolescents, an increase in emotional-mental tension is often observed, which manifests itself in the dedication, closedness, aggressiveness, increased conflict, unmotivated constancy, care of the virtual world. The consequence of this is the development of insecurity, the complex of inferiority, aggressiveness, depression, social apathy. There is no culture of communication: adolescents do not know how to communicate and be friends, "listen and hear" the other; They do not know how to analyze their experiences and talk about them, be afraid to be ridiculous and incomprehensible.
In this regard, modern teenagers behave or demonstratively, defiantly or, on the contrary, try to be invisible, experiencing a sense of constraint, closetness.
All listed features of behavior need correction, since the teenagers themselves suffer and the people around them. Thus, the problem of communication of adolescents both with each other and with adults is acute.
Purpose: correction of the installations of each group member, a more complete and accurate idea of \u200b\u200bitself as individuality; Understanding and accepting yourself and another person.
Tasks:



Work in the group allows you to consider many problems with greater efficiency than with individual consulting and therapy. The game form of classes allows to overcome psychological barriers to communicate, remove the veil of complexes: uncertainty, irritation, eliminate the negative barrier of protection, arising when trying to influence the child with the help of conviction or moraling from an adult.
Classes are built in such a way that each participant can prove himself, not afraid of mockery over their weaknesses and mistakes. Here everyone accepts as it is, which is positively assessing every step of the participant, so that he feels protected. The unconditional requirement is complete confidence in the confidentiality of information.
It is important to remember that group work Does not require complete control by the lead, a significant place should be given the initiative of the participants of the group.
The purpose of the work of the psychologist is to organize cooperation with the child, the activation of his self-knowledge, the search for self-government paths inner world and relationship system. Losing certain situations, the person "tries" himself in them, he has experience in various styles of communication, personal attitude to what is happening.
Abstract Training "Personal Development of Teenagers"
Objectives:
Correction of the settings of each member of the group,
Get a more complete and accurate idea of \u200b\u200byourself as individuality;
Understand and take yourself and another person.
Tasks:
1. Development of interaction skills with other people on the basis of self-proposal, self-discharge and adoption of others.
2. Development of self-esteem and confidence in their capabilities.
3. Development of social adaptability, the ability to overcome vital difficulties.
Input part
"Hello, I am very glad to see you here. Each of us has a lot of problems: at school, in the family. Everyone has its own character, their habits in dealing with people. It is very important to understand these problems, accept (realize), and understand what needs to be changed. Everyone can change the attitude towards their problem, and then she will cease to be. We will deal with this. We will learn to communicate and trust yourself and each other, revealing your abilities and talents. Please feel about everything that will happen seriously, but do not forget about the humor. If you have any questions - ask them. Stupid questions do not happen. Our goal is to help yourself and each other be happy in this world. You see that we are sitting in a circle. What do you think why? (Everyone can be seen, everyone is equal, etc. The historical reference is given). "
Cotton
Now I will ask you, and you answer with the help of cotton, if we agree with the statement. Every man for himself.
On the street is good weather,
I am glad that the holidays will finally come,
I came here because I like it,
I love to communicate with friends
I have a good mood,
I am ready to work in our group.
GROUP RULES
Now we will recall the rules for which we will work further together and interact. After all, it was then that we are a group when we have our own rules for which we live and work.
Psychological comment:
The lead explains the need for rules in the group: "It was then that we are a group when we have our own" rules "for which we live and work." After each rule, its discussion is underway in the group.
1. Active work at the occupation of each participant.
2. Says someone alone.
3. To listen carefully when someone says, do not interrupt speech
4. Do not make a discussion outside the lesson.
5. The right of everyone to their opinion.
MAIN PART
"Who would I be?"
Purpose: awareness of your qualities, exemption from template judgments about yourself.
Participants are given time to think and write down whoever they would have if there were no people. Those. It is necessary to find such a phenomenon or an item that most reflects the quality of the person himself.
WITHOUT MASK
The goal is the self-discharge of each group member.
All sit in a big circle.
Host: "We have already been convinced that in this team you can be frank. Let's try to tell each other about yourself without any preliminary training. Before you stack cards. You will take turns to take one card and immediately continue the phrase, the beginning of which is written in it. Your statement should be extremely sincere and frank! Those present will carefully listen to you, and if they feel the false in your words, you will have to take another card with a new text and try again. Who is ready? Start! "
Psychological comment:
It is necessary to prepare cards with text in advance. They should be more than participants, in case someone cannot perform the task from the first time.
Approximate content of cards:
I am especially annoying that I ...
Every morning I ...
I especially like when people surround me ...
It is very difficult for me to forget, but I ...
What I sometimes really want this ...
It happens to me when I ...
I know that it is very difficult, but I ...
Sometimes people do not understand me because I ...
I believe that I still ...
I think the most important thing for me ...
When I was small, I often ...
My parents...
My friends rarely ...
When I scream at me ...
Text written in cards should help participants uncover themselves.
Ladoshki
Everyone is sitting in a circle. Each is given a sheet of paper and pencil, or felt-tip pen. On a sheet of paper, everyone carries their palm. The center is written its name used in the group. In each of the drawn fingers, a good, favorite quality is written. On this sheet, each member of the group can write a wish to its owner, or what he likes in this man. Sheets are transmitted simultaneously in a circle.
Psychological comment: It is desirable sound of calm music. When the "palms" will be held a circle and return to their owners, they can be read and keep themselves to their memory.
Jonglera
The goal is to develop the ability to adequately react to a rapidly changing situation, reaction rates, dexterity. Physical workout, activation of participants.
Participants are in a circle, they are simultaneously given 3-5 balls (you can use lumps from crumpled paper sheets). The task is to simultaneously transfer all these balls in such a way that none of them fell to the floor. Fixed the time that will be able to hold out in this way. It is interesting to organize a contest between several teams, which one will last longer.
Discussion: What qualities, besides dexterity, from the point of view of participants predetermined success in this game? Do you need to coordinate joint actions with other participants or everyone "for yourself"?
"BUT..."
Purpose: Reducing the level of frustration or stress. Search for possible ways to resolve it.
The coach offers each participant in the game briefly describe on a piece of paper any unnecessary desire, any relevant stress or conflict situation, unresolved at the moment or remembered as hard-time (anonymity of authorship is allowed).
Then all sheets coach collects, mixes and offers participants to the following discussion procedure:
Each written situation is read on the group and participants should lead as much arguments as possible to the fact that this situation Not difficult at all, and simple, ridiculous or even beneficial with ligaments type: "But ...", "might be worse!", "Not really I wanted, because ..." or "great, After all, now ... ";
After all situations are read and all are expressed possible options Relationships towards them, the coach offers to discuss the results of the game and the actual help that each participant received for himself.
Stand from the seats
The goal is to develop self-confidence. The training of determination, the ability to intuitively understand the intentions of other people and coordinate with them their actions, the development of a flexible reaction to changing circumstances, as well as attentiveness.
Participants are sitting in a circle. The lead "throws out" on the hands of any number of fingers. There must be so many participants at the same time as the fingers are demonstrated. It is impossible to negotiate the exercise methods in advance.
Discussion. Who was guided by, making decisions at what moment he should stand, and in what staying in place? Who showed the initiative, and who was afraid (maybe so never rising)?
MEMORY
The goal is to promote the development of concentration, soothing.
Host: "Sit comfortable. Close your eyes. Remember the situation when you were good and happily in the soul. Remember your thoughts, feelings, feelings. Stay in this situation, feel it again. Open your eyes. Close your eyes again and remember the situation when you were sad, unpleasant, it's not good. Open your eyes. Close your eyes again and return to the state in what you would like to be now. "
Psychological comment: If the group is desired and readiness, it is possible to discuss the states of the participants in the other situation.
FINAL PART:
"Applause in a circle"
Instructions: We worked well today, and I want to offer you a game, during which the applause first sound quietly, and then get stronger and stronger. The presenter begins to quietly clap his hands, looking and gradually approaching one of the participants. Then this participant chooses from the following group to whom they are applauded together. The third chooses the fourth, etc. The last participant applauds the whole group.
CAROUSEL. (Communication with the help of hands).
The group is divided into two circles - external and internal - opposite each other. The presenter gives the task: now you will communicate with each other only with the help of hands. So, say hello to your hands. After that, the inner circle remains on the spot, and the external moves to the right to another partner.
The following tasks:
- compete with your hands,
- to make hands,
- Reliable hands,
- say goodbye to your hands.
FEEDBACK
The last procedure of each lesson is feedback from each member of the leading group. The guys are invited to show their attitude to the past occupation with gestures:
fist with raised thumb up - liked it, good;
Fist with a thumb down - I did not like it, bad;
Horizontal palm - medium, so-so.
First, we remember these gestures, then everyone closes his eyes, and by team leading everything with closed eyes pull the hand and show their gesture.
Final word
The occupation ended. You frankly expressed your opinion about him, but if something remains in the shower, especially unpleasant or anxious, express loud right now. Do not take home stone for the sinus. It is not always easy to say to someone that he offended you, but even harder to experience the feeling of resentment, and without saying the offender. And suddenly you did not understand him, and it was a completely different meaning in the words that you were offended. So who wants to take the floor? Then stipulate the time of the next lesson. The master thanks everyone and says goodbye to the group.

Taimyr municipal budgetary preschool Educational institution Dudinsky kindergarten combined type "Ryabinka"

Abstract classes

on the development of the identity of the preschooler

"Fighting with a malicious"

Developed and held: Educator 1 category -

Serov Tatyana Aleksandrovna

dudinka

"We fight with a malicious"

Purpose: Develop the identity of the preschooler.

Tasks:

Develop a benevolent attitude towards each other, communicative qualities, mutual execution. To form a feeling of rapprochement with each other, the feeling of intrinsicness and value of others. Promote the development of group cohesion.

Exercise in determining the mood to express the person.

Continue to acquaint children with moral standards and disclosure their inner meaning.Overcoming shyness, improving self-esteem, acquiring a sense of confidence.

Equipment: The hall is stylistically decorated under the island (lake, trees, stones), clouds, shirma, basket of "good deeds", castle, pictures with facial expressions, seeds, dead water in a bucket, envelope with a plan.

Musical accompaniment: Thunder, rain, "Space music", music of the island.

Structure occupation

Children enter the hall.

How do you think for what we need a good mood?

Q: What should a person be to communicate with him?

D: The person must be kind, polite, affectionate, attentive, cheerful, friendly ...

Q: Let's remember what we happen when we have a bad mood?

D: sad, evil, closed, sullen, boring, angry ...

Q: Do I need to deal with a bad mood?

D: need!

Q: And what and how to do?

D: everyone together smile together, to assist, because together easier and more fun, and one is difficult.

Q: And how can we unite?

D: take up your hands, get up next to ...

Q: I want to offer you something else. I have a magic girl. He will help us unite. Let's passing the tangle, we will make compliments to each other.

Exercise "Tangle"

Objective: Remove the tension, form a feeling of convergence with each other, the feeling of self-relief and value of others, to promote each other's adoption by children, set up to actively work and contact with each other. Exercise helps to overcome shyness, realize their positive qualities, increases self-esteem.

Q: This thread tied us into a single whole. Each of us is significant and needed in this whole.

Despite the fact that we tried to talk to each other good compliments, but there are the kingdom of "anger" in our world, which manages the sorceress of the Glorona, it is she who and her assistants are trying to make our heart stone, sending us fear, offense, fatigue, poor mood ...

Guys, do you know what anger looks like? Let's try to portray it.

Psychological etudes on the removal of negative emotions.

Q: In our world there are always people who can defeat the gloomy, destroy her kingdom of anger. Today we can make only we and no one else. The road to this kingdom is not an easy. We have to withstand a lot of tests, but we will help each other. Do you want to defeat the evil "Glorian"?

So, close your eyes(audio recording sounds magic). Children open their eyes. The presenter draws attention to the island.(music is the island)

Guys, we fell into the kingdom of gloomy and we need to get to her castle. But before you continue the way to look around, check if the witch prepared any unpleasant surprises for us and disguise so that the sorceress did not notice us. What do you think, in whom we need to turn to not be seen?

D: in a tree, flower, animals ...

Exercise "Transformation"

Purpose: Development of ability to reincarnate.

Children are disguised, and the presenter gose.

The host sees, the envelope lies, and in it the map (plan) how to get to the castle of the gloomy. Children and leading are studying the card.

Guys, can you pass all the obstacles? Then went.

Suddenly thunder thunder.

Q: Clouds gathered above us, probably, this was the maliciously sent them. They are not simple, but glue. Which one will rain go?

D: glue is poured out of them.

Q: I went glue rain, and we all glued down (the children hold each other by the shoulders).

But we do not have time to wait. We need to rush. What do we do?

D: you have to move together together.(Sounds of obstacles' music sounds)

Exercise "Adhesive Rain"

Objective: Exercise teaches children to work in a group, see the consequences of their actions and respond to them, to be responsible for the actions of the group, develops coordination of movements.

Children overcome obstacles without giving hands: enveloped the lake, go along the bakes on the swamp, step over the obstacles' stones.

Q: Well, finally, the glue is dry and we dug apart from each other. Well done coped with difficulty.

But what, is it?

Guys! Yes, this is a new trap. Watch the map of the scheme. We will be able to go further if we fulfill all the conditions that the evil stood. (You need to take pictures and determine the good and bad deeds, children tell them on them, what is good and what is bad)

Exercise "Story Pictures"

Purpose: Continue to acquaint children with moral standards and disclosure of their inner meaning.(The child should give a moral assessment depicted in the picture actions, which will determine the attitude of children to moral standards.)

After performing the exercise, we shove the ball and get the key.

In: We now have the key.

But the castle is still far away, and the glooming on our path scattered seeds of anger. Which of them will grow if we do not collect them?

D: Trees will grow envy, resentment, maliciousness, hatred.

Q: Yes, and these trees will turn into impassable jungle and remain in our world forever. Collect these seeds can only be pairing, holding hands.

Exercise "Collect Seeds"

Purpose: Development of the ability to act together.

Q: Children, squeeze these seeds tightly firmly in the cam to do not scatter them. I wanted to grow the crust of the forest of evil, but she did not come out. What are we going to do with seeds? (put seeds in dead water)

And here is the gate, let's open them with the key (opens the door-shirma, behind which there is a tree).

Exercise "Miracle - Tree"

Purpose: Ability to understand the emotions and mood of others, as well as determine the relationship of mood with actions.

I sought B. gaming form To convey to a child an understanding that surrounding the surrounding mood and he can affect him through good actions. The children decorated the tree with leaflets from good actions, thereby projection moral behavior on real life.

Guys, come up with how you can please each other or you can call good deeds. On each sentence can take one green leaves from the basket of good deeds. These leaves will symbolize your good deeds. Attach them to our "miracle tree"!

- Look at how our tree placed!(Sound of a bundled ball)

Q: Children, look, the gloomy disappeared. We won her. (music at the end of the lesson)

Q: It's time for us to return, but for this you need to fly through space. Close your eyes, take hands.

(Space music sounds 1-2 minutes). Music turns off with the gradual audio reduction. The tutor holds children at the beginning of the hall, where the occupation began.

One, two, three, opened eyes. Looked around. Here we are again in children's garden. Guys! And where have you been? What obstacles passed? And what helped to defeat you "Glorian"?