Kuibyshev
Compiled by: , Head of the Children's Preschool Educational Institution "Orlyonok"
Corrector:,
psychologist
Municipal preschool educational institution -
kindergarten"Eaglet"
Computer set:
This manual is integral part development programs of the Municipal preschool educational institution - kindergarten "Orlyonok", strategies for innovative activities for the internal transformation of preschool educational institutions, promoting the development of the union of the triune space: "child development", "development of teachers", "family development" - building a system of relationships based on mutual trust , partnership and mutual assistance. Designed to organize work with psychological and pedagogical services with teachers and parents.
© Municipal Preschool Educational institution - children's garden "Eaglet", 2009
INTRODUCTION
The concept of “game technologies” includes a wide range of game situations, individual game techniques and exercises that can be used when working with parents in the Parents Club, as well as teachers, educators and specialists working with families.
The gaming technologies presented in the manual are aimed at developing a variety of skills and abilities: social, communicative, thinking, artistic, and organizational. They make it possible to teach parents to express their thoughts and feelings, analyze the experience of behavior and interaction lived in the game, and contribute to the recognition of someone else’s and their own “I” as values of the highest significance.
Play, as the most attractive and natural type of activity, makes it possible to correct the mental processes, ethical ideas, behavior and value orientations of the “risk group” not edifyingly, but by updating his own reserves for self-improvement.
1. EXERCISES.
"Why did you decide come here?
Aimed at identifying and updating a particular problem,promotes the mood for productive work. Participants briefly state their concerns. The presenter emphasizes the diversity of problems and their commonality.
“Parents, what They?"
Aimed at reflection personal qualities parent. Everyone takes a sheet of paper and within 2 minutes writes a definition for the phrase: “Parents, what they are...” At the end of the work, the texts are read out and the participants draw up a portrait of the parent (often idealized and multifaceted) Exchange of opinions.
Exercise “Child, what is he like?”
Aimed at reflecting the perception of personal characteristics
child. It is carried out similarly to the previous one (usually for a parent, his child is unique and inimitable). Opinion exchange.
"Glomerulus"
Aimed at reflecting parental feelings towardsto kid.
Participants are invited to say the name, affectionate words used to call the child in the family, while rolling the ball to each other. The exercise is repeated 2-3 times. Actualization of feelings.
“Why I love myself, why I scold myself”
Aimed at reflecting one’s own feelings, reflecting oneselfwearing. Divide the sheet into two halves. And within 2-3 minutes, write approving and condemning statements into the columns. At the end of the exercise, analyze which column has more statements and which has fewer. Actualization of feelings. Discussion.
“What I like about my child is...”
Aimed at reflection positive attitude to the person rechild and reflection of parental feelings.
Within 2 minutes, participants write positive traits, available to the child, or perceived as tare. At the end of the exercise, what was written is read out. Participants share their feelings and experiences.
“What saddens me about my child is...”
Aimed at reflecting the perception of negative things in the individual andchild’s behavior and actualization of feelings.
The exercise is performed similarly to the previous one. Discussion.
"The Kite and the Lamb" (Position Selection)
The ability to feel and understand the emotional stateparent and child in each role.
Divided in pairs, the participants take turns in the “kite” and “lamb” positions. “Kite” is standing, and “lamb” is sitting. Any arbitrary topic is discussed. At the end of the exercise, the questions are discussed: “What does the “lamb” feel and what does the “kite” feel? “Which position is preferable?”, “Which position is the child most often in, which parent?”
“What makes you happy?”
Reflection on the positive emotional state of the parent, rechild and updating the state of general emotional uplift. Reflection of parental feelings and feelings of the child. Participants are asked to answer the questions: “What makes you happy?”, “What makes your children happy?” To do this, divide a sheet of paper in half for each nomination. The exercise is performed for 5 minutes. Further, analyzing the coincidence of moments of happiness of children and parents, each participant answers the question: “Is common happiness possible?” Exchange of opinions and impressions.
"Pictogram"
Reflection on the nature of the relationship with the child.
Participants are asked to sketch associative images for the 10 words read: thunderstorm, joy, spring day, happiness, holiday, child, separation, grief, trouble, illness. Everyone pays attention to sharp lines in figures 1, 7, 8, 9, 10 and rounded, smooth lines in figures 2, 3, 4, 5. Special attention 6th picture - the shape of the lines indicates the attitude towards the child. Sometimes this nonverbal signal makes you think and, perhaps, discover something new for yourself and the nature of your relationship with the child - Psychologically approved, accepted is expressed in smooth lines, disapproved, not accepted - in sharp, angular .
"It is forbidden"
Reflection of the child’s feelings on parental prohibitions on needschild's knowledge of the world around him.
One of the participants - the “child” - sits on a chair in the center of the circle. The presenter, speaking about the stages of the child’s development and his cognitive needs, alternately ties the hands with a scarf (“you can’t touch”), the legs (“you can’t go there”), then the ears are tied (“don’t listen, this is not for your ears”) and, finally , - eyes (“don’t look, children shouldn’t watch this”). We often say: “Shut up!” (gagged). The presenter asks the “tied” how he feels. The statements of the parent - “child” allow other participants to understand, realize and empathize with all the negativity of parental prohibitions. Opinion exchange.
"Family Sculpture"
Reflection on family relationships, own feelings and emotional state. Acquiring emotional and sensory experience. Each participant is asked to create a sculpture of a family. Kmu is helped by other participants. Any number of characters significant to the “sculptor” can participate in the “sculpture”. The presenter sketches a diagram of the “sculpture” and designates each specific character, called a “sculptor”. Through questions: “Why did you put this or that character in this place?”, “What feelings do you experience in connection with this?” etc., it is possible to create conditions for the participant to feel and understand his relationship to family members.
"The Ideal Parent"
Reflection on your own feelings and the feelings of the child. By choice, one parent is the “parent” and the other is the “child.” Since the “ideal parent” is such a huge thing, he should be on a pedestal. The “parent” stands on a chair. Any situation can be played out. For example, a child comes home having received a bad grade. A dialogue between “parent” and “child” begins. The group and the leader not only follow their conversation, but also pay attention to non-verbal signs: posture, gestures, body movements, facial expressions. After finishing the exercise, the participants in the dialogue answer the question: “What did everyone feel while in their role?”, “What experiences did you experience?”, “What did you think?” Discussion.
"Feel like a child"
Reviving past emotional and sensory experiences. Reflexthis feeling.
Sit comfortably, close your eyes, remember your childhood: what it was like, what pleased you most, what offended you most. The exercise is performed for 3 minutes. After this, participants are asked to reflect on their feelings.
"Dialogue"
Reflection of feelings, emotional state. Exercise in pairs. Participants are asked to conduct a dialogue for 4 minutes, changing positions according to a signal. 1 min: standing with your back to each other; 1 min: one participant sits, the other stands; 1 min: participants change places: 1 min: participants sit opposite each other.
After completion, participants analyze their state depending on the position of communication.
"I-statements"
Reflection of feelings, development of communication skills. One participant is the “parent”, the other is the “child”. There is a dialogue about the fact that the child does not clean his room or often offends his brother (sister). Try to conduct a conversation starting a phrase not with “you”, but with “I”. Participants change places. There may be other topics of conversation. Discussion.
"Golden mean"
Reflection of the dominant, or leading, principle (background) in the relationship with the child.
Each participant lists in writing his requirements and prohibitions in relation to the child: 1st: “I forbid the child...” 2nd: “I allow, but I set conditions...” 3rd: “I do not allow, but sometimes I give in...” 4th: “I allow...”
Participants analyze what dominates: prohibitions, restrictions, concessions or permissions.
"Paraphrasing"
Reflection on the communicative skill of active listening Paraphrasing technique Performed by the presenter with an assistant. The following situation is presented (this or any other): the daughter goes to a disco. Daughter: “I’m going. I don’t know when I’ll be back.” Mother: “Did you go to the disco?” Daughter: “Yes.”
Mother: “Do you know when you’ll come?”
Daughter: “I don’t know, well, when it’s over, then I’ll come.”
Mother: “Okay, I’ll worry,” etc.
The essence: return in an affirmative form of what was told to you
child through the “I-sense” message.
Group discussion: “What’s going on7”, “What contributed to effective communication?”
Suggest repeating this technique in pairs. Exchange of impressions.
"Automatic reactions"
Reflection on habitual responses.
Rhea group is participating. A situation is proposed. The girl comes home and says: “Tanya doesn’t want to be friends with me anymore. Today she was playing and laughing with another girl, but they didn’t even look at me.” Participants are encouraged to express their reaction to this situation in writing or orally. Each response is analyzed and relates to one or another automatic reaction (12 types).
"Listen no -to another"
Reflection and diagnosis of erroneous types of statements. The group is offered several dialogues.
Daughter: “I’ll never go to the dentist again!”
I. Mother: Don’t make things up, we have a coupon for tomorrow, we need to finish treating your tooth.
Daughter: “I can’t stand it anymore. Do you know how painful it was!”
2. Mother: “She’s not dead. In life you often have to endure. If you don’t treat, you’ll be left without teeth.”
Daughter: “It’s good for you to talk. You weren't drilled like that! AND In general, you don’t love me!”
Mother: “Don’t be stupid.” Son: “Can you imagine, I missed the last two practices, and the coach kept me on the bench today.”
3. Mother: “Well, it’s okay, someone needs to sit there too, and it’s his own fault.”
Son: “Let someone else sit, but I don’t want to. This is unfair: Petrov
weaker than me, and they assigned him to the games.!”
"Tete-a-tete." "Preferred outcome"
Acquiring new emotional and sensory experiences. Reflection of feelings with techniques and ways out of conflict situations. One of the participants is a “child”, the other five are “adults” (parents). "Child" in the room. “Parents” (adults) leave the room and receive instructions from the presenter about the method of verbal communication in a conflict situation with the “child.” The problem could be anything. For example, a child has not cleaned his room, the parent talks to him about this topic. The “parent” can conduct the conversation in a different strategy (position). “Child” answers him accordingly. Each of the five “parents” is given a specific position: a) Position of aggression (authoritarian style). For example, “parent”: “Why didn’t you clean it up? Be silent when your elder speaks to you. While I sing, feed you, dress you, be so kind as to tidy up!”
b) “0-position” - a position of indifference and alienation (“It’s your business,
do whatever you want. You're on your own, I'm on your own. These are yours
problems") c) “Bribery” involves manipulation of the provision
certain benefits. For example: “If you... then...”
d) “Compromise” presupposes an agreement on mutual promises
"Let's agree, I'll do... and you...".
D) “I-approach” assumes a personal interest in a person with the use of “I-statements.” For example: “I feel like something is happening to you. How can I help"." I'm worry
for you". Participants play out these methods of communication in a conflict situation. After completing the exercise, each participant talks about the feelings, experiences, sensations that they experienced in their role. The group chooses the most constructive style communication from the five presented. The presenter briefly characterizes the communication style, naming it, and also describes the child’s possible reaction to the presentation of a particular position.
2.EXERCISES - WARM UP
These games are necessary for the presenter to keep the participants in working order. They are held at those moments when the participants are tired of sitting or the group work is carried out in lecture form and requires great concentration and attention. Typically, these exercises include many active movements: jumping, movements of the head, arms, legs, etc. In these exercises, the leader usually demonstrates certain movements or pronounces words. The participants' task is to repeat everything after the leader.
Goal: to activate, “warm up” group members, create a certain emotional mood in them, and relieve tension that may arise in the initial stages of the group’s work.
"Deer" (10 min.)
Each member of the group must imagine themselves as some kind of animal, and then walk in an imaginary enclosure, trying to imitate the habits of this animal.
"Granny from Brazil" (5 min.)
All participants stand in a circle (facing the center of the circle). The presenter shows certain movements: jumping, movements with arms, legs, head, which are accompanied by the phrases “I have a grandmother in Brazil”, “She has such a leg”, “She has such an arm and her head on the side”, “She jumps and shouts: “I am the most beautiful grandmother in the world,” etc. Then all participants repeat these movements and words.
"Empty Chair" (15 min.)
Participants are divided into first and second. Participants numbered “one” sit in a circle, participants numbered “two” stand behind their chairs. One chair must remain free. The task of the participant standing behind the chair is to invite someone sitting to his chair with his gaze. A participant who notices that he is being invited must run to an empty chair. The task of the partner behind him is to detain him.
"Hurricane" (10 min.)
Participants sit in a circle, the leader goes to the center of the circle and invites everyone who has a certain characteristic to change places (white shirt, teeth brushed in the morning, black eyes, etc.). Moreover, if a participant has the named characteristic, he must change his place or become the leader. The presenter names only the sign that he uses. this moment possesses. When participants change places, he must take someone else's place. The participant left without a chair becomes the leader. If a participant cannot sit in a circle for a long time, he can say “Hurricane”, and then everyone sitting in the circle must change places
“Molecules” or “Brownian motion” (10 min.)
All participants gather in a tight group around the leader, close their eyes and begin to move chaotically in different sides and buzz: Zh-Zh-Zh-Zh After some time, the presenter gives one signal, which means “silence and freeze”, two signals - “line up in a circle with your eyes closed”, and three signals - “open your eyes and look at the resulting figure " There is another version of the game. All participants move freely to the music. At any moment, the leader can give a signal: “Gather in groups of 5 people (3, 7...)!” Participants need to quickly organize such groups by standing in a circle and holding hands. And so on several times, changing the number of people in groups (the number of atoms in a molecule).
Participants form two circles (outer and inner), stand facing each other. The presenter asks: “Have you ever seen how deer say hello? Do you want to know how they do it?” This is a whole ritual: you rub your right ear against your partner’s right ear, then your left ear against your partner’s left ear, and at the end of the greeting you need to stomp your feet! After this, the outer circle moves by 1 person and the ceremony is repeated. The movement continues until all participants “greet” each other like deer and take their starting position.
Attention! This exercise is not suitable for a scattered, unfamiliar group, since physical contact may be unpleasant for people who are new to them..
"Kabuki Theater" (20 min.)
Participants are divided into 2 teams. The teams agree on who they will portray: a princess, a dragon or a samurai.
The presenter shows the teams characteristic movements for a princess, dragon, samurai.
Princess: curtsies flirtatiously; dragon: with a terrifying look, raising his hands up, he steps forward; samurai: makes a saber swinging motion. After the teams have chosen their role, the facilitator says:
“The princess enchants the samurai. Samurai kills the dragon. The dragon eats the princess." Then the teams line up in 2 lines opposite each other and, at the command of the leader, show the role they have chosen with a characteristic movement.
The team whose role turns out to be the most advantageous receives one point.
For example: Princess and samurai (the princess gets 1 point because she charms him). Samurai and Dragon (the samurai gets 1 point because he kills him).
Dragon and Princess (the dragon gets 1 point because it eats the princess). Princess and Princess, Dragon and Dragon, Samurai and Samurai (no one gets a point).
The team that scores the most points wins.
“Terribly beautiful drawing” (15 min.)
The group is divided into 2 subgroups. Each group is given a sheet of paper and one marker. It is suggested to draw a “beautiful picture.” After this, the drawing is passed on to the neighbor on the right, and he makes a “terrible drawing” from the received drawing within 30 seconds and passes it on to the next one. The next participant makes a “beautiful drawing.” This is how the whole circle goes. The drawing is returned to the owner.
Discussion.
"Applause".
The presenter raises and lowers his hands. The higher (lower) the hands are, the louder (quieter) the participants clap their palms.
"Up the Rainbow" »
Participants are asked to stand up, close their eyes, take a deep breath and imagine that with this inhalation they are climbing up the rainbow, and as they exhale, they are sliding down it like a slide. Repeated 3 times. After this, those who wish to share their impressions, then the exercise is repeated again with open eyes and the number of repetitions increases to seven times. Participants are told the purpose of this exercise is to regulate their own emotional state.
"Who grows faster"
Images of a baby, child, teenager, youth, and adult are shown. Participants, divided into 5 groups, describe the physical and mental changes occurring in a person. During the discussion, the attention of the participants is drawn to the fact that changes in a person’s physical appearance occur gradually, and only in adolescence The process of human physical growth sharply accelerates.
"Anchor"
Participants are asked to take a comfortable position and relax, remember a real situation that caused a feeling of joy. Then reproduce it in your imagination in great detail, remember the feelings that arose. Connect your thumb and index finger tightly. Repeat several times. The presenter explains that in the future, by squeezing their fingers into a ring, participants will be able to voluntarily evoke a feeling of joy and upliftment.
3. GAMES FOR PARENTS.
"Collect a phrase"
Each microgroup receives a set of cards with parts of the phrase. It is necessary to restore the author's statement by reconstructing its meaning. The group then discusses the validity of the phrase and selects a member to speak at the meeting about the outcome of the discussion. Let us give some statements as an example.
1) “The art of being wise is knowing what not to pay attention to.” (W. James.)
2) “Independence is not received as a gift; it is affirmed in this capacity, and above all through actions, deeds, and responsibility.” (A. Markusha.)
3) “He who knows how to live canendure any HOW.” (Nietzsche.)
4) “There is no problem that does not involve an invaluable gift from you. You create problems for yourself because you desperately need these gifts” (R. Bach.)
5) “If your happiness depends on that. what someone else does or doesn’t do, then I guess you still have a problem.” (R. Bach.)
6) “There are no less miracles: a smile, fun, forgiveness - and what was said at the right time, the right word. To own this is to own everything.” (A. Green.)
7) “If you don’t know where to sail, then no wind will be favorable.” (Seneca.)
“Finish the sentence.”
Each microgroup receives sheets of paper with the beginning of the phrase. After consulting, you need to come up with your own version of its ending. Then the options are discussed and compared with the original. Examples of statements:
“To be rude means...” [to forget your own dignity|. .
“Two forces most successfully contribute to the education of a cultured person...” (art and science). Are both forces united in... (book). M. Gorky.
"Switch places."
All participants sit on chairs placed in a semicircle. The presenter is standing. He says: “Change places, those who...” (options: loves his parents, loves his children, praises his child several times a day, thanks his child or parent several times a day; sometimes grumbles, etc.) . While the players change places, the leader tries to take an empty seat.
"I know 5 names"
(a version of the children's "ball game" I know 5 names of boys, 5 names of girls...).
Parents should name (or write down):
a) 5 names of the son’s (daughter’s) friends;
b) 5 favorite activities of your son (daughter);
c) 5 least favorite activities of your son (daughter);
d) 5 trips that aroused the greatest interest in their child. A similar task can be created for teenagers.
"Funny ball"
The players, sitting in a circle, pass the ball, saying the rhyme: “Here is a funny ball running, quickly, quickly through your hands. Whoever has a funny ball will tell us something.” Each player who receives the ball tells everyone:
An instructive story from your life;
About a happy day;
About who helped him;
About what could not be;
About your favorite activity.
"Compliments."
Participants stand in a circle. That. whoever has the ball in his hands says to someone. one of the game participants compliments him and throws him the ball. The second woman thanks him and then gives a compliment to someone else, a compliment. Moreover, a compliment is not only about appearance, but also about deeds. After the game, you need to find out which compliment you liked more than others.
"A bunch of questions."
Each participant throws a note into the “hat” with two different types of questions (about the text they read, the movie they watched, or about their personal impressions):
A question to which I myself do not know the answer, but would like to know;
A question to find out the opinion of another about the text read, an event to compare it with your own.
Everyone present answers the questions, approaching the “hat” one by one and taking out a note with a question. You can answer immediately or after some thought. During the task, the concept of “interesting” and “uninteresting” question and answer is well revealed.
"Answer Header"
The presenter asks a question (for example: “What is the most difficult thing in communication between children and parents?”), and everyone writes the answer on pieces of paper (you don’t have to sign it) and puts it in the “hat.” After this, the facilitator takes out the notes with the answers, reads them out, and the discussion begins.
"Recipe for Happiness"
Participants gather at tables in groups of four and come up with a “recipe for happiness.” After 5-10 minutes. players exchange “recipes”, discuss “recipes” proposed by others (during the discussion, they can adjust their own). After this there is a group discussion of the results of the game. For example, the presenter can read the original “recipe for happiness” from Irina Belyaeva:
“Take the cup of patience, pour into it a heart full of love, add two handfuls of generosity, sprinkle with kindness, sprinkle in a little humor and add as much faith as possible. Mix it all well. Smear it on a piece of your allotted life and offer it to everyone who meets on your way.”
“Dreams” (20 min.)
Goal: to develop solidarity and understanding, create an atmosphere of trust among participants and unite the group.
Materials: paper and markers.
How to play: Ask participants to think for a few minutes about how each of them sees their future. Then exchange thoughts about your dreams or even draw them on paper. Next, let each participant determine which three specific things, actions, people can help, and which three will prevent him from achieving his dream, and what a person needs to do to make the dream come true.
Note: This exercise works very well if you approach the sharing of dreams creatively. If it is difficult for participants to tell or draw their dream, then you can offer to depict the dream in the form of a sketch. Let the participants imagine how they can depict their dream. Any means of expression creative approach preferable to spoken or written text.
“Circle of acquaintances” (10 min.)
Goal: to unite and liberate the training participants.
Materials: not required.
Progress of the game: participants stand in a circle. One of the players takes a step into the center of the circle, says his name, shows some movement or gesture, characteristic of him or invented, then returns to the circle again. All players repeat his movements, intonation, and facial expressions as accurately as possible. Thus, each of the participants will demonstrate their movement or gesture.
“Line up according to your height!” (15 minutes.)
Goal: overcoming barriers in communication between participants and their emancipation.
Materials: not required.
Progress of the game: participants become a tight circle and close their eyes. Their task is to line up with their eyes closed according to their height. After all participants find their place, give the command to open their eyes and see what happened. After the exercise, you can discuss whether it was difficult to complete this task (how the participants felt) or not.
Note: this game has several variations. You can give the task to build by eye color (from the lightest to the darkest - naturally, without closing your eyes), by hair color, by the warmth of your hands, etc.
"Confusion" (15 min.)
Goal: to increase the tone of the group and unite the participants.
Progress of the game: participants stand in a circle and hold out right hand towards the center of the circle. At the signal from the host, each player finds a “handshake partner.” The number of players must be even. Then all participants extend their left hand and also find a “handshake partner” (it is very important that this is not the same person). And now the task of the participants is to unravel, that is, to line up in a circle again without separating their hands. The task can be complicated by prohibiting all verbal communication.
“My Couple” (10 min.)
Purpose: to determine the indicator of group cohesion.
Progress of the game: all group members must silently, with their eyes, find a mate. The presenter gives about half a minute for this, and then says: “Hand!” All participants must immediately point their hand at the person who is pairing with them. If it turns out that several group members are pointing at the same person, and other participants do not have a partner, or someone cannot find a partner, the experiment is repeated. What is important is not so much the result itself, when all participants unite in coordinated pairs, as the process: the group’s reaction to the “dropout” of one or more participants who were not chosen by anyone or who did not choose anyone; the reaction of participants who thought that they had agreed with their partner on a mutual choice, and that partner chose someone else, etc.
The highest indicator of group cohesion is its immediate reaction to dropout, the exclusion of some members from its ranks, and its sensitivity to the feeling of alienation that arises among training participants from the group.
"Snowball"
The first person in the circle (and this is the teacher) calls his name in the same way and with the intonation that he would like the rest of the participants to address him. The second repeats the name of the first and calls himself, the third repeats all the previous ones and adds his name, and so on. The teacher ends the game by repeating the names of all participants. At the same time, we can add that by calling each other by name, we do something nice to each other. Dale Carnegie states that "there is nothing more pleasant to a man than the sound of his own name"
"Name in gestures"
Participants stand in a circle. Everyone must say their name, accompanying each syllable with some kind of gesture (dance, greeting, physical education, etc.). Everyone together repeats each person’s name and gestures.
"Name and quality"
Participants take turns saying not only their name, but adding some quality that characterizes their personality as a whole or their mood at the moment. Quality must begin with the first letter of the name. For example: “I am Tatyana, I am creative (or hardworking, or quiet, or patient).” Participants can show their creative side, approach the task with humor and give a more complex definition of quality, for example: “I am Tatyana, I am difficult to wake up in the morning (or anxious and suspicious).”
"Names in the Air"
Participants take turns writing their name in the air with their hand. Everyone repeats the spelling of the name, but with the other hand. You can ask to write the name with both hands at the same time.
"Business card"
Each participant writes his name on a piece of paper and “deciphers” it by letter, for example:
Serious
A active
Naughty
And artistic
"My portrait".
Each participant depicts his own “individual portrait” on paper, which may include the following components:
Name and its “decoding” by letter;
- "My appearance";
- "I love…";
- “My abilities”;
- "My desires".
You can draw your features, describe them in words, or compose them in the form of a collage. The rubrics for the “portrait” are the same. When the participants complete the task, it is advisable to place all the “portraits” on the board, and then it will be very clearly visible how diverse and unique the self-representations in the portraits turned out to be.
It is advisable not to decipher the content of the rubrics for participants. Practice shows that if the presenter gives examples of the content of the rubrics, then the participants repeat the proposed semantic series. For example, the teacher explained: “In the “I love...” section, you can write people dear to you, favorite activities.” After that, everyone limited themselves to only listing loved ones and favorite activities. Without preliminary explanations from the presenter, the content of the sections becomes more spontaneous, diverse, and even more interestingly reflects the individuality of each person.
"Free microphone"
One by one, the participants talk about themselves (first name, last name, where I work, interests, hobbies, life plans, anything else I would like to say about myself). You can use an object as a “microphone” and pass it to each other. You can pass the word to someone else by throwing the ball.
"Mutual Introduction" ("Tell Me About Another")
Participants pair up. For 1 minute in each pair, the guys take turns telling each other about themselves. Then each participant introduces his partner to everyone.
"Palms"
Each participant traces the outline of their palm on a piece of paper. In the center he writes a name and on each drawn finger - its own distinctive quality, character trait. Then he passes the piece of paper to the neighbor on the right, and he writes some wish or compliment on the piece of paper around the drawn palm. So each piece of paper is passed around and returned to the owner with numerous inscriptions and wishes addressed to him.
"Finish the sentence"
Participants in a circle talk about themselves, continuing the sentence: “What distinguishes me is...”. In order for the guys to be attentive to each other, everyone must first repeat the statement of their neighbor on the right and only after that add their own proposal. For example: “Irina believes that her distinctive quality is her cheerful, cheerful character, but I believe that what distinguishes me is ...”
"I never …"
Participants sit in a circle with their hands on their knees. Everyone should say one phrase about themselves, starting with the words “I have never...”, for example, “I have never jumped with a parachute,” or “I have never hunted a bear,” “I have never tortured animals,” etc. If one of the participants did not do this either, then he must bend one finger. When someone has 5 fingers bent, he puts one hand behind his back. If 10 fingers are bent, the participant quits the game. The one who has at least one uncurled finger wins. The main condition is to tell the truth.
You can stipulate some additional conditions, for example, not to name actions associated with gender or age differences, for example, “I never wore bows,” “I never babysat my grandchildren.”
During the game, we expand our understanding of each other and get to know each other’s life experiences. At the same time, the game requires resourcefulness, flexibility of thinking, imagination, and ingenuity - after all, you need to come up with new types of activities without repeating the ones mentioned.
"Sight"
Participants stand in a circle. Everyone should look to find a mate. At the signal from the leader, the pairs change places. This way almost everything will change. All actions take place in complete silence.
After some time, you can add one more condition: when moving from place to place, participants in pairs in the center of the circle must greet each other.
The game promotes group cohesion and closer acquaintance thanks to the optimization of such a means of communication as eye contact.
"Personal Associations"
Participants imagine themselves using associations: “If I were... a flower, then this would be...”, “If I were a weather condition, then this would be...”, “If I were a cartoon character, then it would be...”
You can use one associative series (flowers, trees, vegetables, pieces of furniture, dishes, etc.), or you can invite the participant to choose any association himself.
A game "Personal Associations" Option 2
One participant becomes the leader. He goes out the door. Participants make a wish for someone from the group. The presenter must guess the name of the person the participants guessed. To do this, he asks questions at the association:
- “If this was a book, what would it be?”
- “If it were music, what kind would it be?” etc.
Participants respond by choosing associations.
This game situation can be quite difficult for the leader, so you can “lead” in pairs.
"Change of Places"
Participants sit in a circle, the teacher removes his chair and says: “Change places, those who have...” (and names some common feature). For example, who has brown eyes, who is dressed in jeans, who has a watch on his hands, who speaks Russian, etc. During the change of seats, the teacher takes someone else's place. The participant who does not have enough space becomes the leader and comes up with a characteristic common to the group members.
"How are we alike"
The facilitator divides the participants into micro-groups of 3 people. During a short free communication in “troikas”, participants must find several common features that unite all members of the group. The groups then present their results.
“How are we alike” option 2
The facilitator divides the participants into micro-groups and asks them to complete the following tasks:
§ Find 3 common features in appearance.
§ Find 3 common features in the biography.
§ Find 3 common hobbies among group members.
§ Come up with a name for your group and introduce it, explaining the meaning of the name.
"Searching for commonality"
The group is divided into pairs, and two people in a pair find as many common characteristics as possible and make a list of them, then, at the command of the leader of the pair, they unite into fours for the same purpose. Then the fours unite with the fours, and the search for commonality continues in the eights. Can you hear common features participants from educated groups of eight, or you can try to find commonality in groups of 16 people.
The exercise develops attention to each individual and allows participants to get to know each other better..
"Hunt for Man"
Each participant receives a sheet with a list of recruitment personal characteristics. A certain time is given: 3-5 minutes. The task of each participant: in free communication with each other, find out who these characteristics suit. As a result of the surveys, the names or surnames of the participants should be written down on the sheet opposite the characteristics.
Sample characteristics:
· Who has a great-grandmother
· Who knows how to bake
· Who knows how to knit
· Who has two children
· Who gets up early in the morning easily (“Lark”)
· Who likes to watch TV series
· Who likes to play computer games
· Who has a cat at home?
· Who can play the guitar
· Who can whistle
Who was born under the sign of Leo?
Thus, to organize this game, the presenter must prepare sheets with a list of characteristics. Several participants may have the same sets of characteristics. In this case, it will be interesting to compare the results obtained.
"Three truths and one lie"
Each participant writes on a piece of paper four facts from his life, three of which are true and one is a lie. Participants pair up, read their information to each other and try to guess what is true and what is false.
"Communication Spinner"
Participants count on the first or second. The first numbers form the inner circle and are located with their backs to the center of the circle. The second numbers form the outer circle and are located facing the center. Thus, each participant stands opposite the other. The inner circle is stationary, the outer circle is movable, at the teacher’s signal, all its participants move to the right and find themselves in front of a new partner. Task: greet each other different ways(like gentlemen, like Indians, like nesting dolls, like informals, oriental, etc.). At the same time, everyone welcomes everyone. The outer circle moves clockwise, each time the student greets a new partner and receives a return greeting.
Note: This game allows all participants to simultaneously participate in the process of mutual communication and forces them to interact closely with each other. As partners change, participants gain experience communicating with different people, learn to overcome barriers in communication. The game is entertaining, evokes joyful emotions, laughter and fun. At the same time, it promotes the development of imagination, resourcefulness, and ingenuity.
"Seasons"
Participants must silently break into groups according to the seasons according to their date of birth. Then each group pantomimically depicts its own season, the task of the rest is to guess which one.
The game not only deepens familiarity and group cohesion, but also trains non-verbal communication skills.
"Wishing Well"
Participants sit in a circle. The host suggests imagining that they are at a wishing well. Each participant takes turns expressing their desire, ending the sentence:
- “If I were…., then I would….., because….”
"Detectives".
All participants are “sleuths”. Each person draws by lot the name of a group member. This is the “suspect”. Task for the “detectives”: compose verbal portrait"suspect" according to plan:
1. Appearance.
2. Expressive behavioral features (gestures, gait, facial expressions).
3. Character traits with confirmation of the manifestation of at least some traits in typical situations.
Over the course of several days, participants observe their “suspects,” but do so quietly. At the next lesson, the teacher first finds out who noticed the observations of “his detective.” Since this “detective” did not cope with his task - to be inconspicuous and unobtrusive, his “verbal portrait” is not heard. And the rest take turns reading out their “portraits”. The group guesses who they are talking about.
This game develops attentiveness to each other, as well as observation, the ability to clearly and expressively describe the details of appearance and behavior.
"Good stream"
Participants stand in two ranks facing each other, as if playing trickle, but they do not have to hold hands. One participant walks between these rows from one end to the other. Each of the “stream” lines must say something good to this participant or non-verbally demonstrate to him their good disposition, sympathy, or approval.
This game can be made into a kind of ritual to complete the event, since at one time no more than two or three people will be able to pass through the “good stream”, and it is important that everyone experiences the sympathy of the “stream”.
"Rose and Thistle"
The presenter picks up any flower (“This will be a rose”) and some prickly object - a broom, thorn or cactus (“This will be a thistle”). Participants pass these objects around in a circle, accompanying this with the following words: “I give you a rose because you...(follows a compliment), and I give you a thistle so that you never...(follows a warning against anything bad, bad)."
"Give a gift"
Everyone gives their neighbor on the left an imaginary gift. He depicts this object with facial expressions, pantomime, and gestures. The recipient of the gift must guess what he received and thank him. Next, he comes up with and “passes on” his gift to the next participant.
“Praise your friends” (“On the best side”)
Participants write on separate pieces of paper in black their complaints about the behavior and feelings of people significant to them. For example, “I’m dissatisfied that …”, “I don’t like that …” and the like. When the list of grievances has been exhausted, you need to take any piece of paper and try to “transform” the complaint into praise, or at least find an excuse for your friend. Write the new wording in red on the other side of the piece of paper. For example, if it was: “I’m unhappy that the teacher gives me bad marks” (“I don’t like that Olya rarely comes to visit”), then on the back it appeared: “It’s good that the teacher is demanding, I’m forced to study more” (“ How good it is that Olya lives so full and interesting life that he doesn’t even find time to come see me.”)
When each card has become double, you need to stick all the small leaves on the top with red on a sheet of paper. Now you can re-read them and rejoice in the virtues of your loved ones. Kindness allows you to see any situation in the best light!
"Inscriptions on the back"
Participants have a piece of blank paper attached to their back. The guys stand one after another with pencils in their hands. Everyone writes on the back of their comrade the qualities that they value in him. The first student of the chain goes to the end and thus, in a circle, the guys add positive qualities to each person’s sheet. Alternatively, participants can move in any order.
This exercise promotes the development of a trusting, friendly environment and also helps participants gain self-confidence as they experience attention and support from others.
"Unfinished Sentence"
Participants are asked to take turns completing sentences that stimulate the search for positivity. For example,
- “What I like most about my friends is...”
- “What I like most about our school is.... because...”
- “Supporting and helping others is important because...”
"Secret Friend"
Each participant draws the name of one of his classmates by lot. From that time on, he becomes the “secret friend” of this classmate. His task is to provide all possible support and help his friend, but this must be done unobtrusively so that he does not guess (otherwise the guys may be overly annoying). You can show secret signs of attention: write good wishes, make a small surprise gift with your own hands. A week is allocated for the game, and then it is discussed. Participants recall situations when they felt supported and received help.
"Words That Hurt" / "Words That Heal"
Stage 1. "Words that hurt." The presenter asks the participants to name words and expressions, critical offensive remarks that can cause a person suffering, pain, but, unfortunately, that children hear from each other. The presenter writes these words on the board. Then the participants unite in groups of 3-4 people, and each group discusses one expression and explains to everyone why it should not be used, why it hurts a person, makes them suffer, and what feelings it evokes in the offended person. As the explanation progresses, the presenter erases words that hurt from the board.
Stage 2. "Words that heal." The presenter asks to name words and expressions that bring relief, joy, cause good mood and self-confidence. The presenter writes them down on the board. Also in small groups, participants pronounce and then explain to everyone why this or that word refers to the words “that heal.”
4. GAMES FOR PARENTS AND CHILDREN.
"Writing on a T-shirt"
Everyone knows that now everyone can choose a T-shirt to suit their taste and color. Some people, for example, with the help of information placed on a T-shirt, try to tell others about their life credo, their principles or hobbies. If a person takes off his T-shirt, will the inscription disappear along with it? Of course not. No matter what he is wearing, a person “broadcasts” this inscription with his entire appearance, style of communication, and attitude towards others.
1) Task for 3-4 small groups: Look carefully at the members of the group closest clockwise. “Read” and discuss the inscription on the chest of each of them, remembering first of all its best qualities, make a “copy” on a separate strip of paper. In this case, you do not need to sign who owns this plate.
2) Plates with “inscriptions on a T-shirt” are transferred to the group of “owners” of the inscriptions. Now the groups must decide which of their members each inscription is intended for. Participants take turns “introducing themselves” by reading their inscriptions and explaining why they chose this sign for themselves.
3) Participants are given the task to break groups and split into new ones, in which the “inscriptions on the T-shirts” of their members would be close in meaning. The number and composition of new groups is not limited.
5) Collective analysis of the game. The content of the conversation becomes the feelings and emotions of the participants, the new things they learned about themselves and each other during the game.
"Building a house"
The lesson starts with individual assignment: everyone draws a house on a piece of paper in which they would like to live. The “foundation of the house” necessarily contains “bricks” on which the basic life principles of the residents of the house are written. When everyone has drawn their own house, students form small groups. Members of one group are invited to “build” one house for everyone by cutting out the necessary parts from different drawings and pasting them onto one sheet. And finally, the groups are invited to “build” one house for everyone using the same principles. When the task is completed, the final project is presented, then all participants discuss whether they are satisfied with this project, whether their ideas were taken into account, and if not, why.
Necessary materials: sheets of paper , s preparing a schematic image of the house, colored markers, scissors (for each group), glue (for each group).
"The tree of Life"
We invite each participant to draw a tree of their life according to the following diagram:
· The root is the purpose and meaning of your life;
· Trunk - your idea of yourself today;
· Branches - directions of self-improvement, self-development, what you want to change in yourself;
· Fruits - qualities that you would like to have; desires that you want to realize.
It is better if the trees are drawn on large sheets of paper (this can be the back of the wallpaper). Then, based on the results of the work, the “trees” are hung on the walls and each participant “introduces” their tree. It turns out to be a “magic grove”. You can discuss with the guys the question: “What did our grove turn out to be?” (cheerful, sad, kind, varied or monotonous). Each participant selects his own definition and substantiates it.
If the teacher wishes, you can continue working with the “magic grove”. In order for the grove to develop in favorable conditions, certain rules can be established on the territory of this grove. After all, there are road signs: allowing, prohibiting, warning. What similar signs can be proposed to ensure that the humane rules of good neighborliness and mutual respect are observed, contributing to the prosperity of every tree in our grove? Assignments for participants: draw or explain in words possible options such signs: permitting, prohibiting, warning. You can create posters or rules of behavior “in the grove.”
"My Self Project"
We give each participant a project matrix: at the bottom left of the sheet there is a window where the student “places” “I” - today (describes or draws his idea of himself). At the top right is a window for describing himself in the future “I” - ideal ". The first and second windows are connected by a staircase, each step of which is a step towards the ideal. On the “steps”, the student, with the help of the teacher, writes down a program of actions for self-improvement - getting closer to the ideal.
5. ROLE GAMES
ON THE RESOLUTION OF CONFLICT SITUATIONS
Warm-up exercise “Associations”
Target: to actualize the emotional layer of parents’ experience associated with conflicts, and thus prepare them for the role-playing game “Through the Looking Glass.”
Instructions:“Please select verbal (verbal) and figurative associations for the word conflict. Write and draw them on a flip chart.”
Parents Associations: Thunder and lightning; anger, rage, resentment; noise in the bee hive, cats scratching; explosion (2), fall; divergence of principles, heavy aftertaste, heaviness in the soul, broken heart.
Role-playing game “Through the Looking Glass”
Purpose of the game: expand parents' awareness of their own contribution to the development of the conflict situation and develop a deeper, empathic understanding of the experiences of the other party involved in the conflict.
Instructions, script and roles: Please select a typical one conflict situation with the students of your school, for which you would like to find more constructive solution(teachers choose). We will try to play it out in a role-playing game and look for other solutions to it.
Tell us who is participating in it, when and where, what the conflict revolves around, what is the sequence of events (one of the teachers offers his story).”
The teacher describes the situation and lists characters this story. The trainer addresses the group with the question: “Who would like to be participants in this role playing game? Several people respond. The teacher, who plays out his story, distributes roles between them, taking into account the wishes of the participants. Then the actual role-playing game begins.
“Tell Mishka good words”
Let's try to name good qualities of people.
Let's come up with some good words for our Bear.
You are kind….
Then everyone in turn “turns into a bear,” and the rest of the participants say kind words to him in the role of the bear.
Now think about what good qualities you have.
We'll have a braggart competition.
Everyone in turn should say as much good things as possible about themselves.
Who found it easy to name their good qualities?
Who found it difficult?
3. Let's stand in a circle, hold hands and say: “We are very good!” - first in a whisper, then in a normal voice and shout.
"Pump and Ball"
One of the participants becomes a pump, the others become balls. “Balls” stand with their whole body limp, on half-bent legs. The body is tilted forward, the head is lowered. When the “pump” begins to inflate the balls, accompanying its actions with sound, the children begin to slowly straighten up, puff out their cheeks, and raise their arms. The balls are inflated. The presenter pulls out the pump hose and the children, making the sound “sh-sh-sh”, return to their original position. Can be repeated several times.
“Where do my feelings live?”
All our feelings live inside us. Feelings live in us: Joy, Sadness, Interest, Fear, Anger, Love.
Each feeling lives in its own home.
Before you is the silhouette of a human figure. We will now try to determine exactly where your feelings live.
Imagine that you are now very angry with someone or something. Try to feel your anger with your whole body. Feel where your anger is located in your body? How do you feel about it? Maybe she's like a fire in her belly? Or do your fists itch? Use a red pencil to shade the area where you felt angry.
Imagine that you are afraid of something. What might scare you? Introduced? Where is your fear? Shade this area with a black pencil.
Now remember why you are sad? Where is your sadness?
Take blue pencil and paint over this place.
Imagine that you are now very happy about something, you feel at ease and have fun.
Where does your joy live? Shade this area with a yellow pencil.
Remember those you love? How does this make you feel? Where did you feel love, where does it live in you? Take a green pencil and shade this area.
Let's see what we got. All figures are different. Why?
Conclusion: we are all very different and feel differently too.
6. RITUALS FOR COMPLETING GROUP WORK
"Gifts" (20 min.)
Materials: each participant a set of sheets of paper in an amount one less total number participants; pencil.
All members of the group anonymously give each other imaginary gifts, as if the giver's capabilities were unlimited. Everyone writes the names, names, designations, characteristics and quantities of those things, objects, objects, phenomena that they want to give to this particular participant. Gifts are not signed by the giver. Then the presenter collects the gifts and puts them in separate sets, not handing them over to the recipients until the gifts for everyone have been collected. Then the gift baskets are distributed. Participants study the contents of the notes for some time.
Discussion of the results can result in a free exchange of impressions. The participants make their own conclusions, guesses, and considerations related to the nature of the gift given to each other.
"Envelopes for good wishes" (20 minutes.)
Materials: envelopes and pencils or markers for each participant. In addition, everyone will need as many sheets of paper as there are participants in the group, including you.
"Group Poem" (30 min.)
Materials: sheets of paper and markers for each participant.
Ask participants to write their initials on the right top corner sheet (you also sign your sheet). Each participant writes a short line with which the poem will begin, passes his piece of paper to his neighbor on the left, and he writes his own line that continues the poem. After everyone writes one line on all sheets of paper, the completed poem is returned to the author of the first line.
After all the poems have been written, read yours. Then ask who else wants to read their poem.
7. HOMEWORK FOR PARENTS
1. "Feel the Baby"
Parents are invited to feel the moments of his various experiences in everyday communication with the child and name them when addressing the child. For example. “You’re upset...”, “You’re happy...”
2. “What do the children owe us?”
Notice how many times the word “should” was said during a conversation with the child. Feel how the child reacts to the word “should” - try to replace this word with another, note the reaction.
3. “How accepting are you of your child?”
Within 2-3 days, count how many times you addressed your child with emotionally positive statements (joy, greeting, approval, support) and how many times with negative ones (reproaches, remarks, criticism, accusation, etc.) If the number of positive ones is equal or more negative ones, then everything is fine with communication.
4. "Joyful Meeting"
Imagine you are meeting your best friend. How do you show that he is near and dear to you? Now imagine that this is your child coming home from school, and you show him that you are happy to see him. Now this must actually be done before all other words and questions. It would be good to continue this meeting in the same spirit for a few minutes.
5. "I-message"
Try speaking in first person. Report about yourself, about your experience, rather than characterizing the child and his behavior.
6. "You are dear to me"
Hug your child at least 4 times a day (the usual morning greeting and goodnight kiss do not count).
It’s a good idea to do the same for adult family members. Pay attention to your child's reactions and your own.
List of used literature
1. Borzova in history lessons. M. Ed. VLADOS-PRESS.2001.
2. , Ukolova training in law lessons. // Methodological manual on interactive methods of teaching law at school. M. Publishing House “New Textbook”. 2002.S. 4-122.
3. Raising a difficult child. Children with deviant behavior. Educational and methodological manual./Ed. M.I. Rozhkova. M. VLADOS. 2001.
4. Erokhin material for the course “Man and Society” (8th grade). Pskov. Ed. POIPKRO, 1994.
5. Nurturing individuality: Educational and methodological manual / Ed. E.N. Stepanova. M. Sphere shopping center. 2005.
6. 50 lessons about the meaning of life (For classes with middle-aged and older children) M. Amrita-Rus. 2003.
7. 600 creative games for big and small.) M. Amrita-Rus. 2004.
8. Human rights education. Practical guide for primary and secondary schools. M.1990; UN, New York, 1998.
9. Furmanov children with behavioral disorders. M. VLADOS. 2004.
10. Shchurkov’s manual: game techniques. M. 2004.
11. Shchurkova pedagogy of education. St. Petersburg Peter.2005.
The interaction of specialists working with families and families is a purposeful process, as a result of which favorable conditions for the development of the child. The higher the level of this interaction, the more successfully the problems of raising children are solved.
Seven mandatory rules:
Respect
Help
Explain
Trust
Learn
Ask
Give thanks
Kuibyshev
Zdvinskogo street, house 25
Phone: (383, 24–369
Email mail: olganik74_1@mail
OH and AH
We lived nearby Oh and Ah
Two steps away from each other.
AH is a joker and laugher,
OH is a desperate grumbler.
AH is not afraid of work,
AHH it’s no good to groan,
OH glances at AHA,
He looks at things with fear.
Everything is wrong, everything is wrong!
Sighing OH is a great master.
The rain poured down, the thunder struck,
AH runs with an empty bucket...
AH narrowed his eyes slyly:
Cloud, get into my bucket!
Oh oh! I went deaf from the noise...
Wow it's really bad -
OXA is ready to save everyone.
Game "Name-Movement"
A game
“Switch places those who...”
Reminder drawings
"Find the clues"
« Keep it clean"
“We won’t tell you where we were, but we’ll show you what we did.”
"Drawings-reminders"
poem
The microbe is a terribly harmful animal:
Insidious and, most importantly, ticklish.
Such an animal in the stomach
He climbs in and lives there peacefully.
Wait a minute, your forehead is hot:
There must be a microbe inside you!
“We need different doctors,
different doctors are important"
"Let's go to the doctor"
"Magic suitcase"
"Fun Relay Race"
Posters
"Magic suitcases"
- The first riddle.
Don't be afraid of the pediatrician, don't worry, calm down,
And, of course, don’t cry, it’s just a child’s thing... (doctor)
- Next riddle.
My ear hurts, my throat is sore, and on top of that, my nose is sniffling. “Well, I’ll have to prescribe an injection,” the doctor told me, “…(ENT).
What should I do? What do i do? I need to get my tooth treated.
My tooth is very dear to me, help me... (dentist)
- Next riddle!
He will save our eyes and find drops for them.
An expert by the eyes. good doctor...(ophthalmologist)
- Well, the last riddle.
He gives cups and injections to all the kids on the planet.
She is very kind, in a white robe - ... (nurse).
All participants sit in a circle on chairs. The presenter removes his chair and says that he will now name one quality or object, and those who have this quality (object) will have to change places. Participants should try to occupy the vacant chairs as quickly as possible. The one who does not have time to take a place becomes the leader. Each new round of the game begins with the words “Let those who...” change places.
It makes sense to introduce simple features into the game first.
measures, the presenter can offer to swap those who have blond hair, who have red K°et in their clothes, who like to conduct free time with friends, etc. In the future, the formulations can be more complex, challenging the participants’ reflections and providing certain diagnostic information. For example, those for whom freedom of expression is more important than career advancement are changing; for whom the team is more important in work, and not the duties performed, etc. The instructions can also be formulated in such a way as to emphasize that the participants get a chance to get to know each other better, and not just move around and compete in the speed of movement within the circle.
If the trainer deems it necessary to conduct a discussion after this psycho-gymnastic exercise, it may concern which of the signs turned out to be most characteristic of the group as a whole, and which were less universal in nature.
Source: Avidon I., Gonchukova O.. Team building trainings. Materials for preparation and conduct. SPb.: Speech. - 280 p.. 2008(original)
Psychological game
for 3rd grade students “Me and my friends”
Target: creating a friendly atmosphere of mutual assistance, trust, benevolence and open communication children with each other.
Progress of the lesson:
(children sit in a circle on chairs)
Greetings: Hello guys! Look what a beautiful day it is today. I am glad to welcome you to our lesson. Let's give each other a good mood and smile at our neighbor.
Exercise “Give a smile”
Participants stand in a circle and hold hands. Everyone takes turns giving a smile to their neighbors on the left and right, it is important to look into each other’s eyes.
Educational psychologist: Guys, please answer, what feelings did you experience when you smiled at your classmates? How did you feel when your classmates smiled at you?
Students share their impressions.
Educational psychologist: You all were pleased when you smiled at you too. So remember the sensations you experienced now. After all, a smile is the best antidote that nature could create for all troubles.
Exercise"Switch places"
Participants sit on chairs in a circle. The driver goes to the middle of the circle and says the phrase:
Swap places, those who know how to fry eggs,
Swap places those who came to school on foot,
Swap places, those who love ice cream,
Swap places, those who were born in the summer,
Swap places, those who have many friends,
Swap places those who like to spend time with friends,
Swap places those who can dance;
Swap places with those who have pets;
Swap places those who know how to play computer games;
Swap places those who love their parents.
The task of those who have this skill or trait is to change places. The presenter’s task is to have time to sit in any vacant seat. The one who did not have time to sit down becomes the new driver.
Exercise Friendship is...
Guys, do you know what friendship, friends, friendships are? How can you become a good friend? (children's answers). Well done, all your answers are valuable. Now let's look at the dictionary:
Friendship- this is a feeling, first of all, of trust in a person, full confidence in it, a coincidence of many interests, various hobbies, habits, common experiences, a coincidence of opinions on the most unexpected occasion, in a word, long-term, kind-hearted, pure relationships between people who support each other in everything.
Friendship- selfless personal relationships between people based on love, trust, sincerity, mutual sympathy, common interests and hobbies. Mandatory signs of friendship are reciprocity, trust and patience. People connected by friendship are called friends.
Friend - this is a person who supports you, can understand, help you difficult situation who shares all your joys and sorrows.
Educational psychologist: What qualities do you think a true friend should have? Children's answers.
But we must take into account that friendship between people is possible only if they follow certain rules of friendship. The most important of these rules is respect for each other's rights, and not least important is tolerance towards the other person. Come on in Here we will try to derive the rules of friendship.
Rules of friendship:
Don't quarrel
Give in
Don't be afraid to ask for forgiveness if you've offended a friend
To be polite
Don't get angry
Help a friend
To be honest
Be careful
Educational psychologist. Thank you, you are so great.There are many more rules of friendship, but these are the most basic. And if you follow them, you can become true friends to anyone.One of the rules listed above is to be attentive to your friend, but what do you think this means? Children give their explanations.
Educational psychologist. That's right, being attentive to your friend means, first of all, seeing what mood your friend is in.
And now we will check how attentive you are to each other.
"Drawing on the back"
Description of the exercise
Participants are randomly divided into three teams and lined up in three columns in parallel. Each participant looks at the back of his comrade. The exercise is performed without words. The presenter draws some simple picture and hides it. Then the same picture is drawn with a finger on the back of each last team member. The task is to feel and convey this drawing as accurately as possible further. At the end, standing first in teams, they draw what they felt on sheets of paper and show it to everyone. The presenter takes out his picture and compares it.
Participants are invited to discuss in teams the errors and discoveries that were made during the exercise. Draw conclusions, then, taking these conclusions into account, repeat the exercise. In this case, the first and last team members change places.
Discussion
Educational psychologist. What helped you understand and convey sensations? How did the first and last team members feel in the first and second cases? What prevented you from doing the exercise? Thank you for your responses.
You've probably heard something about conjoined twins? Yes, that’s right, these are people who are fused with some parts of their body from birth. I invite you to become these Siamese twins for a few minutes:
“joined” legs - walk around the room (2 pairs)
“fused” with hands - draw a flower, insert a thread into a needle, tie a bow, leaf through a book.
Educational psychologist: What, in your opinion, was the difficulty in completing the task? Children's answers.
Exercise “The Blind and the Guide”
Children are divided into pairs. One is blindfolded. His task is to go through a certain path along which there are obstacles.
Discussion
Educational psychologist. What helped you complete the task? Children's answers.
Educational psychologist. It seems to me that in the process of playing, you have become closer, learned to understand each other, and your friendships may even have strengthened. Well done! Children, do you have many friends? What are they? (children's answers). The exercises helped us learn more about each other, who likes what, what they are interested in. Do you think this information is enough to start friendships? (children's answers).
Educational psychologist. You know so much about friendship. Therefore, we invite you to take a trip to Friendly country!
Exercise “Map of a Friendly Country”
Equipment: Whatman paper, figuratively cut into puzzles according to the number of participants; pencils, felt-tip pens; scotch.
Progress
Each participant receives a piece of whatman paper, a puzzle on which (on back side) a number is written in pencil to make it easier to collect the overall picture at the end of the lesson. It is proposed to create your own friendly country on a piece of Whatman paper. After each participant creates his own country, all participants gather at a common table and try to assemble the overall picture from their puzzles. At the end of the lesson, the facilitator shows all participants what happened and receives feedback.
Instructions. In front of you is a small piece of whatman paper. But this is not a simple Whatman paper, but a magical one. If you want, mountains, fields, rivers, seas, forests and lakes will appear on it. You have 15 minutes to create your country, then come up with its name, who lives in it and what language they speak. So, let's get to work!
Educational psychologist. Now, let's see what we got (students talk about the country they drew, about its inhabitants and laws).
The resulting card is hung on the board.
Exercise “I'm glad I have a friend like you because...”
Educational psychologist: And at the end of our lesson today, I invite you to take part in a pleasant ceremony that can help you express all your friendly feelings towards your classmates.
Children stand in a circle, one of them goes to the center of the circle. The other students all take turns coming up to him, shaking his hand and saying: “I’m glad I have a friend like you, because...” and finish this application at their own discretion.
Reflection. End of the lesson.
Educational psychologist: I really liked how you worked in class today, and I want to wish you to be good friends.
Exercise: “I wish you.....”
Educational psychologist: I invite each of you to voice a wish to your classmates.
The general wish is written on the board near the map of the friendly island.
Educational psychologist: This concludes our lesson for today. Thank you everyone for your active participation in it. Until next time.
Participants sit in a circle on chairs. The presenter is in the center. The game begins with the words of the leader: That one will switch places.... And here any option is offered that may suit the majority of players (for the mass appeal and interest of the game). For example, The one who switches places
- who loves ice cream;
- who has white in their clothes;
- who likes to kiss;
- who was late for school or work;
- who has fought at least once in their life;
- who likes to sleep in the morning... etc.
Everyone who finds the statement being spoken must get up from their chair and take another one on the opposite side of the circle. While the participants run from chair to chair and change places, the leader takes the vacant seat. The one who did not get a seat becomes the next presenter and begins to make a wish: The one who… will change places.
We often use this game to warm up. Both adults and children really like it. Try it!
Find yourself a match
All participants are given notes with the names of various animals. There must be two of each animal (the notes must be in pairs and strictly according to the number of players). If the number of participants is not paired, it is added at the expense of the presenter.
The music is turned on and each player, moving from one participant to another, depicts his animal with facial expressions and pantomime.
The task is to find your partner.
Moreover, the participants find each other without words and do not show the name of their animal (you can immediately take the notes from them after reading them).
After everyone has found their pair, we play further...
Mirror
Participants sit on chairs in one line opposite each other.
The leader is behind one line of players, and draws the attention of those sitting opposite to himself.
His task is to show some gesture, grimace, movement to the participants who are facing him, and they, in turn, must mirror this movement exactly to their partner.
Those who sit with their backs to the leader do not turn around, but look only at those sitting in front, observing their actions, reflecting the actions of the leader.
After a few moves. The presenter moves behind the participants on the other side of the line and now they will observe the mirroring.
In this exercise, come up with interesting expressions, grimaces: sad, cheerful, angry, inviting you to go out to talk, teasing... These could be air kisses, sticking out your tongue, a goat-dereza, a shy loving look, a fist, etc.
The mood of the participants will largely depend on your artistry and imagination.
Variant of the Poaching game
Half of the participants sit on chairs facing in a circle, the others stand behind them.
Players sitting on chairs, meeting their eyes, agree to change places. The task of those who guard them is to prevent them from escaping and to catch them in time.
The game time depends on the mood of the team. Let the participants play, but don’t drag it out, leave the fuse for other tasks!
Joint drawing 
You will need sheets of paper, pencils or other writing material.
Participants remain in pairs. They are given one sheet of paper and one pencil for two.
According to the leader’s instructions, they perform the following task:
It is necessary for both of you to take one pencil and draw a picture.
Everything must be done without words. It is impossible to agree on the theme of the drawing and the progress of its implementation in advance. After five minutes, still without words and holding the pencil together, you need to sign the name of the drawing.
Such a task game brings the participants very close together, and when analyzed, it also gives an understanding of which of them was the leader in the pair, what ability the participants had to understand each other and come to an agreement (such analysis is mainly carried out during the training process, but you can simply make some painless accents , for participants to understand their “I”).
Questions of concern
Game "Say WHO!"
For this interesting task two girls and a boy are selected, or vice versa - two boys and a girl.
Two participants, let them be two girls at first, stand in the center of the circle. The young man is located behind them.
The presenter asks the young man: “Which of the girls, in your opinion, will get married first?” or “Which of them will have more children?” or “Who has more friends?” etc.
After each question, the young man directs his outstretched hand to one or the other participant.
Of course, he doesn’t know the exact answers to many questions, but the choice is made taking into account intuition and knowledge of the character of the participants, or maybe simply based on the first impression that any of us creates.
Other party participants can also ask questions.
The girls don't know the answers. But at the end of the game they have a chance to get them to answer any questions they have by asking the young man again.
After asking five to seven questions and receiving answers. Others are welcome to join the game...
According to each age and composition of the company, completely different questions are selected.
For mother and child, you can do the following: “Which of them cried more as a child?”, “Who teased their classmates?”, “Who picked their nose...?”
After such games, children understand and accept their parents more. Because, with its history, whims, failures and...
That's ALL for now! Wait for the next issues, where we will offer new ones dating games, your fun company and a friendly family!
To be continued….
YOU CAN ORDER MORE INTERESTING TASKS AND GAMES FOR YOUR COMPANY IN THE CONTACTS SECTION.
WE WILL FOCUS ON YOUR AGE, INTERESTS, PREFERENCES, AUDIENCE SIZE, AND OF COURSE ON THE GOAL YOU WANT TO ACHIEVE IN THE PROCESS OF FUN!
WE ARE ALWAYS HAPPY TO HELP YOU!
