Psychological games for children from 3 years old. Psychological games and exercises for children. "Who is in front of you - look through the hole"

The proposed book is a collection of psychological procedures (exercises, games and fairy tales) that are aimed at helping children aged 3-9 years to understand themselves, become more confident, improve relationships with others, and reduce their anxiety. The described procedures can be used in group sessions with children or in individual meetings. The book also includes a program of psychological work with children 5-9 years old, that is, pupils of senior and preparatory groups of kindergartens and students of grades 1-2 of the school. This is a training program that can be used both for correctional and psychoprophylactic purposes. It includes work with emotions, self-awareness and role-playing behavior of children. The book is provided with illustrations that can be used in working with children. Addressed to psychologists, teachers, parents.

Chapters/Paragraphs

PSYCHOLOGICAL GAMES AND EXERCISES

Part 1. "I"

EXERCISES AIMED AT INCREASING THE CHILD'S SELF-RESPECT, DEVELOPING SPONTANCY FROM THE YEARS

1. "Hello, I'm a cat!"

The host holds a soft toy in his hands - a kitten (it is very good if it is a doll that is put on the hand). He invites the children to take turns saying hello to the kitten. Each child shakes his paw and introduces himself, calling himself an affectionate name, for example: "Hello, kitty, I'm Sashenka."

2. "The cat caresses"

Target. help develop children's self-esteem.

As in the previous exercise, the leader holds a soft toy in his hands - a kitten and strokes the head of each child with his paws with the words: “Good Sashenka, good Mashenka”, etc. Then the children take turns picking up a kitten and caressing each other with its paws. The host helps them pronounce the appropriate phrases (“Good Sashenka”, “Good Masha”).

3. "One-two-three, hare, freeze!"

Children walk around the room. The host tells them: “Now you will turn into those animals that I will name. When I give the command: "One-two-three, freeze!" You will need to stop moving and freeze. For example: “Jump like hares. And now - "One-two-three! Hare, freeze! At the command of the host, the children freeze in the pose of a hare. For young children, the leader himself shows the pose, older children come up with poses on their own. Then the facilitator can ask the children if they are afraid to turn into some big animals - wolves, bears, and after that give them the command “One-two-three! Bear (wolf), freeze!

4. "Turn into a plasticine"

Target. promote the development of children's spontaneity.

The host chooses one child, invites him to imagine that he is a piece of plasticine and something can be molded from it. But in order to do this, you first need to knead the plasticine. The host kneads, rubs the plasticine child and “sculpts” any animal out of it. The rest of the guys guess which animal was molded.

Target. help develop children's self-esteem.

One child turns his back on the group - he is lost in the forest. Others take turns shouting “Ay!” to him. The "lost" child must guess who called him, who took care of him.

6. "Show feelings with your tongue"

The host asks the children to stick out their tongues, and then show everyone how the tongue is happy, angry, afraid.

7. "Who lives in the house?"

Target. help develop children's self-esteem.

Children "climb" into the houses - for this, each child closes his hands in a corner above his head in the form of a roof. The host “knocks on every house” with the words: “Who lives in the house?” The child says his name. Then the facilitator asks each child: “What do you love the most?”, “What are you the best at?” etc., and the child answers these questions.

8. "Show feelings with your hands"

• to promote the development of spontaneity in children;
• develop reflection of emotional states.

The facilitator invites the children to imagine that their hands have become alive and can be happy, afraid, angry, etc. Then the children, looking at the leader (he sets the pattern of movements), show how their hands jump on the table (rejoice), push, bite each other (angry), shrink into lumps and tremble (fear).

9. "Coffee shop"

Target. Develop children's imagination and self-respect.

The facilitator tells the children that he came to the utensils store and wants to buy very beautiful things for himself: a spoon, a fork and a knife. To do this, he asks the guys to turn into spoons (hands in a semicircle up), forks (hands up in the corner) and knives (hands closed at the top). First, all children turn into the same object, then into different ones. Then the host can say that all the spoons, forks and knives in the store are so wonderful, so beautiful that you can’t choose the best one, so he won’t buy anything.

10. “What did the guests give?”

The host lays out 3-4 large toys on the floor. One child is blindfolded. He must guess what toys the guests brought him as a gift, feeling them with his foot. Younger children before the start of the game examine the toys, which they will then feel. Older children can “recognize with their feet” toys that were previously unfamiliar to them.

11. "Toy Store"

Target. encourage children's self-expression.

The host selects several children and “turns” them into different toys: a car, a doll, a ball, a stroller, etc. (at the same time, he whispers in the ear of each child what kind of toy he “turns into”). The guys portray them, and the rest guess what they “turned into”. In the advanced group, you can offer one of the children to “not turn into anything”, but, after looking at the “toys”, perform any actions with them, for example, stroke a doll, drive a car, etc.

12. "Fingers and mice"

Target. encourage children's self-expression.

Children turn their fingers into mice and run them quietly around the table, then on their own knee, then on the neighbor's knee.

13. "Repeat after me"

Target. help develop children's self-esteem.

Children are invited, repeating after the leader, to show and stroke their legs, arms, cheeks, fingers.

14. "We are soldiers"

Target. encourage children's self-expression.

The host asks the guys to imagine that they have become soldiers defending their country, and they need to clearly follow the commands of their commander. When the command "On the horses!" - they should stomp loudly, at the command "Intelligence!" - whisper: "shh", at the command "Attack!" - shout "Hurrah!", At the command "For machine guns!" - clap.

15. "Who is in front of you - look through the hole"

Target. help develop children's self-esteem.

A hole 1 cm in diameter is plucked out in a large sheet of paper. Children take turns approaching the hole, looking at the others through it and calling the names of the children they saw.

16. "The breeze whispers the name"

Target. help develop children's self-esteem.

The host asks the children to imagine that he wants to make friends with them ... a breeze. He calls them by name. The children all together pronounce the name of each child as a breeze would do, that is, quietly: "Van-ya-ya, shur-shur-shur." Then the children come up with how they could be called by rain or pebbles on the road.

17. "Drop, ice, snowflake"

Target. encourage children's self-expression.

With the help of the leader, the children depict a drop (hands at the top in a semicircle, free), an ice floe (hands are closed at the top, tense), a snowflake (hands to the sides, free, very soft).

18. "Lost girl"

Target. help develop children's self-esteem.

Children sit in a circle, the presenter “makes an announcement on the radio”: “Attention, attention, a girl (boy) is lost ...” - and then describes the appearance and clothes of one of the children. To the one who recognizes himself, you need to shout out loud: “I found myself (found), I came to kindergarten (came)”.

19. "Role-playing gymnastics"

• expand the role repertoire and role flexibility of children;
• to promote the development of spontaneity in children;
• ease the expression of anger.

Option 1. Children learn to assume the roles of various scary heroes of fairy tales and films (wolf, Godzilla, Dragon). Since it can be difficult for children to do this on their own, you can first show them pictures of some scary hero and ask the children to show it (you can show it with movements, voice, body, etc.). After some training, the children themselves think of a character and depict it. The rest try to guess who they are portraying. At the same time, the adult in every possible way encourages the children to show aggression on behalf of the characters, that is, to say in a scary voice replicas like “Now I will eat you!” and so on.

Option 2. Children take turns portraying various animals, and in such a way that these animals combine contradictory qualities - for example, they are big and cowardly (cowardly eagle, cowardly lion) or small and bold (for example, a brave mouse, a brave sparrow).

20. Gingerbread Doll

Target. to promote the development of a positive self-image in children.

In this game, an adult “sculpts” a gingerbread doll out of a child. To do this, the child lies on the mattress (or on the teacher's table) and turns into dough. First, an adult "kneads the dough" - strokes the child's body, then he adds various qualities and characteristics to the dough (at the request of the child), such as beauty, intelligence, good friends, etc. After that, he proceeds to sculpting the "pupa": he molds the arms, legs, body, head. He does this with light stroking movements, saying something like: “What wonderful hands turned out, and the head is even better!” When the “pupa” is ready, the adult blows life into it with the words “Dolly, live!”. Then the adult invites the child to go to the mirror and see what a wonderful doll turned out.

This exercise can also be done in a group. In this case, not only an adult, but also all children take part in the "sculpting".

21. "Mimic gymnastics"

Target. promote the development of children's spontaneity.

Children take turns depicting certain feelings: fear, anger, resentment, anger, love, etc. At the same time, they seem to be looking into a mirror. The role of the "mirror" is played by the rest of the group. Children repeat ("mirror") the feeling depicted by the child.

22. "I'm very nice"

The facilitator invites the children to repeat a few words after him. Each time the leader pronounces the word at a different volume: in a whisper, loudly, very loudly. Thus, all children whisper, then speak, then shout the word "I", then the word "very", then the word "good".

23. "Say kind words to Mishka"

Target. help improve children's self-esteem.

Children throw a ball and remember what good qualities people have. Then the host "invites" a teddy bear to the lesson. Children come up with good words for him, ending the sentence “You are ... (kind, diligent, cheerful)”. Then each in turn “turns into a bear” (while picking it up), and the rest of the children say kind words to the child in the role of a bear.

24. "Naughty Pillows"

Target. give the child the opportunity to "legal" manifestation of disobedience.

An adult tells the children that they have naughty pillows in their study room. When you throw them at each other, they say “naughty” words, for example: “I don’t want to study ... I won’t eat ...”, etc. Then the facilitator invites the children to play with such pillows. The game takes place as follows: a couple plays - an adult and a child, the rest watch what is happening. All the children take turns playing.

It is very important that "naughty" words are pronounced not only by a child, but also by an adult.

25. Monkeys

The goal is to promote the development of children's spontaneity.

The host invites children to play monkeys who love to grimace and imitate each other. Everyone "turns" into monkeys. Someone alone (first it is the leader, and then all the children in turn) becomes the leader - begins to grimace, and everyone else repeats his movements. At first, the driver only grimaces, then the antics of the body, voice, and breath are added.

26. Colored Snow

Target. encourage children's self-expression.

If classes are held in winter, you can fill a bath with snow and invite the children to mold a city (fortress, house, etc.) right in it and paint it with gouache. And then write a story about what happened. All this can be done individually, or in subgroups.

27. School of Bad Habits

• promote the manifestation of the true feelings of the child;
• give the child the opportunity to experience living in an unfamiliar situation.

The host invites the children to play in the “school of bad habits”. This school is special, they teach bad habits and give good marks for bad behavior. In this school, all students and teachers are animals. Each child becomes an employee of this school - decides who he is at school and what kind of animal he is. In this role, he introduces himself to the group and performs some actions (says something, moves in a special way, etc.). We must remember that every child should demonstrate precisely bad behavior. For example, a school principal might say, "Let's bruise someone."

28. "Boasting Contest"

Target. to help the child realize their positive qualities.

An adult invites children to compete in the ability to show off. They brag in turn, for example, one says: “I am beautiful”, the other: “I am brave”, the next one: “I am benevolent”, etc. The adult encourages the children. You need to strive to say as much good about yourself as possible.

29. "I can!"

Target. help develop children's self-esteem.

Children toss the ball around and loudly list what they can do well. For example: “I can swim well!”, “I can draw well!”, etc.

30. "Interview"

Target. help improve children's self-esteem.

The child-driver becomes an Adult. He stands on a chair, the leader helps him to take an adult pose, an appropriate facial expression. Then the presenter becomes a “newspaper or magazine correspondent” and interviews the child, in which he asks him about work, family, children, etc.

31. Drawing "My adult future"

Target. help improve children's self-esteem.

Children are invited to draw themselves in the future. After the drawings are finished, everyone discusses what allowed the children to achieve such a wonderful future. What efforts did they have to make for this?

32. "Mainland"

Target. help build trust in the group.

The child-driver lies on his stomach. He is the mainland (or just land, if the child is small). There are two states on it: on the head and on the legs. States begin to fight each other, and one wins, then the other. The battlefield is the back of the child, on which the leader depicts battle scenes with his hands. Only the mainland (land) can stop the war. He arranges an earthquake (the child tries to throw off the leader's hands). The warrior hands of different states first go home, then meet again on the field (back), make peace and thank the mainland (earth) for help.

33. "What do I love?"

Target. help to increase children's self-esteem and establish an atmosphere of trust in the group.

Children throw a ball to each other and say at the same time: “I love to do ...”

34. "Wings"

Target. encourage children's self-expression.

Children close their eyes and make wings with their hands. The host asks the children to imagine that they have wings, they now know how to fly. Where will they fly? With whom? What will they see? Children, without opening their eyes, come up with, and then open their eyes and talk about their fantasies to the group.

Target. encourage children's self-expression.

The facilitator prepares cards in advance with drawings of a cat, a pigeon, a piglet, etc. Children take cards from a pile and voice the animal that is drawn on their card. First you need to pronounce these sounds with a neutral intonation, and then - conveying some feeling with your voice (anger, joy, tenderness, etc.). The rest of the participants guess what feeling each child portrays.

36. "Express a feeling with your eyes"

Target. encourage children's self-expression.

The child and the adult take turns thinking about a feeling and trying to express it only with their eyes. Other children try to guess what feeling this or that child expresses. At the same time, the rest of the face must be covered with something, for example, you can make a mask with a slit for the eyes for this exercise.

37. "I want to be happy"

Target. help develop children's self-esteem.

The facilitator tells the children a fairy tale:

“Once upon a time there was a kitten who was very worried about whether he would grow up happy, and therefore he often asked his mother:

Mom! Will I be happy?
- I don't know, son. I would really like it, but I don’t know myself, ”my mother answered.
- Who knows? the kitten asked.

Maybe the sky, maybe the wind. Or maybe the sun. They are far, high, they know better, - answered my mother smiling.

And then our kitten decided to talk to the sky, the wind, the sun. He climbed the highest birch in their yard and shouted:

Hey sky! Hey wind! Hey sun! I want to be happy!

If you want to be happy, then you will be happy!”

After the children listen to the story, they play it. Everyone in turn stands on a chair in the center of the circle and loudly shouts the last words of the kitten, and the group loudly answers: “If you want to be happy, then you will be happy.”

38. "Meditation on happiness"

Target. help develop children's self-esteem.

The facilitator asks the children to close their eyes and imagine themselves - completely happy. Let the children mentally look around and try to see who is next to them, where all this is happening. Then the children take the albums and draw themselves - the way they saw themselves.

39. Rocket

Target. help develop children's self-esteem.

Children are invited to "launch a rocket into space." All children stand in a circle, one child becomes a rocket - he stands in the center of the circle. All the children squat down and whisper "woo". At the same time, the child and the group around him gradually rise, increasing the volume of the voice. Then with a loud cry of "wow!" everyone jumps up and raises their hands up. The child in the role of a rocket is invited to buzz the loudest and jump the highest.

40. "Ship"

Target. help to increase the child's self-esteem and establish a relationship of trust in the group.

The driver child lies on his back and turns into a ship. First, the ship gets into a strong storm: the leader “rocks” the “ship” (pushes the child), accompanying the actions with the words: “It is difficult for the ship, but it will survive. The waves want to sink it. But he will still endure, because he is strong.” The storm is ending, now the waves are gently stroking the ship and telling it: “We love you, you are so big, strong” (the leader gently shakes and strokes the child).

This procedure can be carried out with several children.

41. "Happy dream"

Target. to promote self-expression and the development of optimism in children.

Children close their eyes and remember their happiest dream or make it up if they have not had such a dream yet. Then they tell it to the group and draw.

42. "Wrong Drawing"

Children are invited to draw the wrong picture. If they are trying to clarify what this means, then the facilitator should in no case give any specific instructions about this, nor give examples, etc. After the drawings are made, the children explain why their own drawing can be called wrong, from whose point of view it is wrong.

43. "Make the wrong drawing out of the right one"

Target. to help reduce children's fear of a possible mistake.

Black-and-white drawings are prepared in advance, which depict a child in situations familiar to children: at a lesson, with his mother for a walk, etc. You can use the drawings given in the Appendix (see Fig. 1, 2, 3). Each child receives a card with a drawing, and he must complete it so that it becomes “wrong”.

44. "Let's get dirty"

Target. contribute to the expansion of the role repertoire.

The facilitator asks the children to come up with as many ways as possible to stain the school notebook (put a pie on it, wipe dirty hands, etc.). In order to give the exercise a competitive character, you can announce a competition - who will come up with more ways? A variant of the same exercise: the facilitator invites the children to figure out how to make the biggest mess in the room in 5 minutes. After that, the children draw an invented.

45. "A day in the life of a bad-good boy (girl)"

• to promote the manifestation of the true feelings of children;
• give children the opportunity to experience the “bad child”.

A child is chosen to be the leader. He must portray one day in the life of a bad boy (girl): he sleeps (lays down on chairs), wakes up, goes to school, returns, plays, goes to bed, etc. The presenter and the rest of the participants at the same time help to fill each time period with their own content, play the roles of bad mothers, teachers, fathers, etc. (if necessary), while stimulating the manifestation of aggression on the part of the child (condemn him, punish him, etc.).

After the situation is lost, the same child depicts one day in the life of a good boy (girl), respectively, the other children play along with him, portraying his mother, father, teacher, etc. who love him.

46. ​​"Drawing Name"

An adult asks the children to imagine that they have already grown up and become someone a famous navigator, someone a doctor, maybe a famous scientist or writer. Decided to release a beautiful album in honor of everyone. The name of a celebrity should be written on this album, it is decorated with interesting drawings. Each of the children, with the help of an adult, comes up with what drawings can be placed in the album next to his name, describes them verbally, and then writes his name beautifully on a piece of paper and draws his plan. (If children cannot write, an adult helps them.)

47. "I pass with my eyes"

Target. to help improve children's self-esteem.

An adult conceives a quality that he likes in this or that child. Then he carefully looks into his eyes, “transmitting this feeling” (eye contact is very important). The child needs to guess what quality is intended.

The facilitator addresses all the children in turn. The exercise can be repeated several times.

48. "Sculpture of my good qualities"

Target. to help improve children's self-esteem.

The child-leader, together with the adult and the group, recalls his good qualities and selects plasticine of a certain color for each. Then he determines his main good quality, reflects on what it looks like, how it can be molded. After that, he adds all his other good qualities to the sculpture.

49. "I convey by touch"

Target. to help improve children's self-esteem.

An adult conceives some quality that he likes in a child, touches him, and the child guesses what qualities are conceived. Thus, the leader addresses all the children in turn. This exercise can be repeated several times.

50. "4 questions - 4 drawings"

The facilitator distributes sheets to all children, divided into 4 equal parts. The rules of the game are as follows: the facilitator asks the children 4 questions (for example: “What does your mother like about you?”, “What do you like to do in the evening?”), To which they answer with small drawings. Then the children take turns showing their drawings to the group, which tries to guess which drawings correspond to which questions. At the same time, children discuss the content of their drawings, compare them with each other, find common and different things in the drawings of different children.

51. "Words"

Target. help children express their own point of view on a significant issue.

Children take turns taking cards from the deck on which words are written that are meaningful to them, for example: “Anger”, “Five”, “Tardiness”, “Punishment”, “Fear”, “Two”, etc. Then they come up with what these words mean to them. For example, children say: “Fear is when my mother scolds me”, “Punishment is when my father punishes me”, etc.

52. "Portrait of my good self"

Target. to help children realize their positive qualities.

For each child, a sheet of paper is prepared in advance, designed as a frame for a photograph (you can use Fig. 4 for this - see Appendix). The child takes this sheet and, with the help of an adult, writes down his positive qualities on it. After class, he takes this sheet with him to show it to his mother.

53. "Magic Parrot"

Target. help increase self-confidence.

For the game, the host prepares “tickets” in advance, on which he writes encouraging statements addressed to children. For example: “Your movements have become smoother and more restrained”, “It is noticeable how you are growing up and getting smarter”, “Other children will soon respect you even more”, etc. It’s good if there is a toy parrot that will “give tickets to children.” During the game, each child draws a ticket from the parrot and decides who suits this or that statement.

54. Candle

Target. help the child to talk about the experiences that are significant to him.

During this exercise, it is very good to use a candle: light it, turn off the light, and offer to look at it carefully until everyone sees something in the flame that can help him in a difficult situation. Then the children tell the group what they saw in the candle flame.

55. "What will I be when I grow up?"

Target. help improve children's self-esteem.

Children are instructed: “Close your eyes. Try to see yourself as an adult. Consider how you are dressed, what you are doing, what kind of people are around you. These people love you very, very much. Why do they love you? Maybe for your responsiveness, for sincerity, for honesty? Maybe for something else? Now open your eyes and tell us what you will be when you grow up? What qualities will people like about you? All the children take turns telling the group about what they imagined.

56. Goo-goo

Target. encourage children's self-expression.

The facilitator prepares cards in advance with various syllables written on them, for example, “gu-gu” or “gur-gur”, etc. Children take turns taking one card at a time and reading their syllable with different feelings, for example, with a feeling of anger, fear, joy, surprise, etc.

57. "Steps of Truth"

Target. help to increase the reflection of children.

The facilitator cuts out traces from paper in advance and lays them out on the floor - from one wall to another. One of the children becomes the leader. Turning to him, an adult calls some quality, which, as he believes, is inherent in him. If the child agrees with this, then he takes a step forward in the footsteps. If not, it stays where it is. We must strive to follow the footsteps all the way, while remaining honest.

58. "They say you look like..."

Target. help improve children's self-esteem.

One of the children (leader) goes out into the corridor. The facilitator tells the others something like this: “Let's think together if this child reminds us of something pleasant. Maybe some object or some event ... For example, Alyosha reminds me of the spring sun, and Masha - chocolate ice cream. And what reminds you of ... (the child who came out)? Children come up with positive images. When the driver returns, one of the children lists the images invented by the group members. He must determine who is the author of this or that image.

59. "I want - they want - I do"

Target. to help children understand the motives of their behavior.

An adult sets one or another situation that is significant for the child, for example: "It's time to go to bed" or "We need to decide what clothes you will wear to school today." Three sheets of paper are laid out on the floor, on one is written in large letters "I want", on the other - "they want", on the third - "I act." Each child in turn stands on each of the sheets and talks about how he usually wants to act in this situation, what others (mother, teacher) want from him, as he usually does in reality.

60. "What do you think?"

Target. to help children realize the value of their own opinion.

For the game, it is necessary to come up with problem situations that are significant for children of this age, and describe them on pieces of paper. For example: "Natasha forgot her eraser at home, and the Russian teacher scolded her." On the reverse side of these leaves should be written the words: “Do you think this is fair?” The host and the child take turns pulling out the sheets, reading what is written on them, and expressing their opinion about the actions of this or that character. This exercise creates a situation in which the child gets the experience of expressing his own opinion and accepting it by others.

61. "I protest..."

Target. encourage children's self-expression.

The facilitator asks the children to compress their lips tightly and, feeling their tension, stay in this state for some time.

After that, the children toss the ball, taking turns finishing the phrase: “I protest against bad marks!” In this case, the child must speak very loudly, in fact, scream.

62. "I decide - I don't decide"

Target. to help children realize the importance of their own choice.

Children throw a ball, each finishing two sentences: “I decide by myself ...”, “I don’t decide by myself ...”

63. "Who are you?"

Target. promote the development of reflection in children.

Children stand near the wall, turning their backs to it. The host throws the ball to each child in turn and asks him the question “Who are you?”. He, having received the ball, must quickly answer the question and take a step forward. For example: I am a student, I am a son, I am a person, etc. If the child cannot do this, he stays where he is. At the end of the game, it is determined who managed to advance the farthest.

64. "Before - Now"

Target. help children understand the process of their change and growing up.

The children are given tablets that they fill out themselves, and then a general summary table is filled on the board.

After the table is completed, the facilitator invites the children to see what has changed in them. As a result of the discussion, it is concluded that a person is constantly changing for the better.

65. "Tell with Your Eyes"

Target. encourage children's self-expression.

The host prepares cards in advance on which the phrases are written: “Love me”, “I don’t love you”, “I don’t understand you”, “I trust you”, “I can’t open up to you”, “I hate you”. First, what is written on the cards is read aloud, and then they are placed in the deck with the inscriptions down. Children take turns taking cards, cover the lower part of the face with paper and convey the content of the inscription on the card only with their eyes. The rest need to "hear" the child's message and guess what phrase is written on his card. For this exercise, you can make a special mask.

66. "Coquette eyes"

Target. encourage children's self-expression.

Just as in the previous exercise, covering the lower part of the face with paper, the children take turns “saying with their eyes” to each other the phrases written on the cards: “I am very angry”, “I love you”, etc. Children can make their own masks for themselves. In this case, after completing the exercise, eyelashes are drawn on the mask and the children, putting it on, “flirt” with the leader.

67. "Counting Sticks"

Target. encourage children's self-expression.

For this exercise, you need at least 30 counting sticks.

Counting sticks fall into a pile. Children take turns pulling out one stick at a time so that the pile does not collapse, while naming this or that feeling of a person and the situation in which this feeling arises.

68. Badges

Target. encourage children's self-expression.

The host prepares a box with different icons in advance. In class, he gives it to the children. Without looking into the box, the children take turns taking one badge out of it. They examine what is depicted on it and tell how the depicted picture is close to their soul. If the child can do this, he keeps the badge for himself; if not, he puts it back in the box. At the end of the game, it is counted how many badges each child has scored. Children's statements about this or that icon can serve as the basis for a subsequent conversation with a psychologist.

For example, Masha (10 years old, divorced parents) pulls out a winter badge and says:

Snow is close to my soul. I like to walk near the forest so that there is snow nearby. It feels like I was there. Like I'm at home.
- And at home?
- And at home I feel good.
- When is it bad?
- It's bad in someone else's house. If we go to visit someone, there is insomnia.
- Why?
- Just an unfamiliar place.
And it seems to you...

Seems dangerous.

Pulls out a mountain icon. Tells:

Mountains are freedom. It's important for me. Here on vacation I went with my mother to a rest home and felt like a bird in a cage.
Because everything is different?
- Yes, it's a little tight.
- Where do you feel free?

In the country. At home.

Pulls out a horse icon. Tells:

I love horses and other animals.
- What do they give you?
- Kindness. I also love myths and legends.
- Do they let you dream?
- Yes.
- And what are you like in them, in your dreams?
- I'm next to the horse.
- How do you feel?
- Like next to the forest, with the mountains.
- Free?
- Yes.
- Or maybe strong?

The lesson comes to an end. I'm trying to summarize:

Masha, correct me if I'm wrong. It seemed to me that the feeling of freedom is very important for you. But it does not depend on whether there is a lot or a little space around you. Here in the rest house there was a lot of space, but you did not feel freedom. You feel free if there are people close to you or animals nearby.

Yes, that is right...

Section I. Psychological games and exercises

Part 1. "I". Exercises aimed at increasing the self-esteem of the child, the development of spontaneity

Part 2. "My difficulties." Exercises aimed at reducing aggressiveness and fears in children

Part 3. "Me and others." Exercises to improve relationships with others

Section II. Therapeutic fairy tales-metaphors

Section III. Methodological materials for conducting psychological classes in kindergarten and elementary school

Part 1. Emotional block. Working with emotions

Part 2. Cognitive block. Working with self-awareness

Part 3. Behavioral block. Working with role behavior

Conclusion

Literature

Application

Foreword

The proposed book is a collection of psychological procedures (exercises, games and fairy tales) that are aimed at helping the child understand himself, become more confident, improve relationships with others, and reduce his anxiety.

Educators and teachers can include the proposed games in the lessons, which helps to increase the emotional tone of children, relieves fatigue, and increases efficiency.

Psychologists can use the suggested exercises in group sessions or in individual meetings. These exercises can serve as the beginning of a long joint journey of the child to self-knowledge, strengthening his "I".

Parents find in this book tasks that you can do with your child at home. These tasks will help parents to understand their child more deeply, to be surprised at the richness and at the same time the fragility of his soul. And some games can be used when organizing a holiday, and not necessarily for children.

The book also includes a program of psychological work with children aged 5-9 years, that is, pupils of the senior and preparatory groups of kindergartens and students of grades 1-2 of the school. This is a training program that can be used both for correctional and psychoprophylactic purposes. The program is addressed to teachers and psychologists working with children.

Which difficulties may arise when performing certain tasks from this book? Are there any "pitfalls" here? Undoubtedly. First of all, it is the age characteristics of children.

Children 3-4 years old prefer outdoor games. They are prone to imitation, so they will strive to repeat the actions and movements of the leader, it is difficult for them to sit still for a long time, it is difficult to keep their attention, so you should not leave them in a static state for a long time. It must also be remembered that three-four-year-olds are easily overexcited, and this should not be allowed to happen.

Children 5-6 years old already capable of some control over their behavior. As a rule, after several sessions they can describe their emotional states, briefly join the discussion of issues of interest to them. However, of course, they also like to play and move more than talk. Each of them really wants to be a leader, so they may be offended by the leader if it seems to them that they are rarely appointed as leaders. In this regard, it makes sense to choose drivers with the help of counting rhymes.

Children 7-8 years old able to perform verbal tasks. They enjoy drawing and showing their drawings to others. They already deeply analyze their inner world, although such an analysis requires external motivation.

Children 9-10 years old are in preadolescence. They themselves seek to explore the inner world, but are much less open. They find it difficult to perform tasks that require touching others, especially if they are members of the opposite sex.

Usually classes are held once a week.

Duration classes are determined by the age of the children.

The youngest children (3-4 years old) can usually work no more than 14-20 minutes.

With preschoolers 5-6 years old, you can conduct half-hour classes, with schoolchildren - 45-minute classes.

Age also affects optimal number of children in a group: from 7-8 if you work with preschoolers, up to 14-15 if you work with schoolchildren. Age also determines how it is preferable to seat children.

preschoolers it is more convenient to plant them with a “parachute”, so that everyone can see the adult clearly. An adult in this case takes the place of a "parachutist". The smallest ones are best placed on chairs. If you put them on the floor, they will spread very quickly in different directions.

Senior preschoolers you can offer to imagine yourself as beads in a necklace, sitting on a rope previously laid out like a “parachute” on the floor. At the same time, they learn the rule that during classes you can not touch the rope with your hands.

Pupils can sit around. If there are more than 15 people in the group (and this happens if classes are held with a whole class), it is permissible to leave the children at their desks. Are there any special requirements for the leader who uses the proposed procedures in his work? The main condition for the success of the work is the ability and desire of the presenter to play with children. It is good if he himself enjoys the game, not considering it a secondary and unnecessary occupation, if he knows how to laugh contagiously, because laughter and joy always stand next to love. A professional presenter is never afraid to look ridiculous or not serious enough in the eyes of children. If the leader has all this, then classes with children will certainly be successful and effective. Children will shout that psychology is their favorite lesson, and the leader is their favorite adult.

It is difficult for me to find words to express the full depth of gratitude to my amazing colleagues - Perminova Yu. great help in our work and the light and warm fairy tales they created.

Thanks to all of them. And also to you who are reading this book, thank you!

Conclusion

We love our children very much. We buy educational toys for them, diligently teach them to read and count. We are intensively preparing for school, checking the degree of this readiness with batteries of tasks and tests. We place them in lyceums and gymnasiums, teach a foreign language, check the pace of reading. In general, we do everything so that our child becomes smarter and smarter. But rarely do we think about his future life. Why does he need all this knowledge?

“To enter a prestigious institute, to get a highly paid profession,” many will say. And it's all? As a rule, this is where thoughts about the future of the child end.

And I would like my children, grandchildren, great-grandchildren to be able not only to count and write, but also to love. What and whom to love? To love the sky, the wind, the stars, the waves is very important. But the main thing is that they know how to love people: all together and every single person who meets on their way.

However, this is a very difficult skill. And to learn it is more difficult than reading and writing, because for this, first of all, you need to learn to love yourself. And it is so difficult to realize one's imperfection and accept it, allowing oneself not to be a god, but to develop throughout life. It is also not easy to preserve children's spontaneity and creativity.
Not to drive your feelings deep into yourself, but to realize and express them is also not an easy task. And learning to manage your anger and fear is extremely difficult. Even if all this succeeds, those who want to learn how to love others still have a long way to go. They need to be able to trust the world and the individual. To see in any, even not very good, person his bright qualities - after all, they are in everyone, aren't they? To be able to work together with others, to cooperate with them. But the main thing is to strive not only to receive something from people, but also to give them at least a drop of yourself, your joy, your warmth. And be sure to warm your closest people with your light: mom and dad.

Maybe you also want the children you work with to be able to love, feel their heart and live, consulting with it? Then this book will be interesting and useful for you. I wish you success!

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Electronic versions of works are intended for use in educational and scientific purposes.

CARD FILE OF PSYCHO-GYMNASTICS GAMES

for children 3-4 years old

"Air balloons"

Target : Relieve tension, soothe children.

All players stand or sit in a circle. The host givesinstruction: “Imagine that now you and I willdem inflate balloons. Breathe in the air, bring your imaginationpressing the ball to the lips and, puffing out the cheeks, slowly, throughparted lips inflate it. Follow with your eyesas your ball gets bigger and bigger, as the patterns grow on it. Represented? I also preput your huge balls. Blow gently to sharick didn't pop. Now show them to each other."

"Ship and Wind"

Target : Set up the group in a working way, especially if the children tired.

“Imagine that our sailboat is sailing on the waves,but suddenly he stopped. Let's help him and invitehelp the wind. Breathe in the air, take a deep breathcheeks ... And now it's noisyexhale air through your mouth and letthe wind escaping into the wild drives the boat. Let'slet's try again. I want to hear how the wind blows!”

The exercise can be repeated 3 times.

"pipe"

Target : Relaxation of the muscles of the face, especially around the lips.

"Let's play the flute. Take a deep breath of airbring the pipe to your lips. Start exhaling slowlyand as you exhale, try to stretch your lips into a tube. Then start over. Play! What a wonderful orchestra!

All of the above exercises can be done in class.se, sitting or standing at the desks.

"Bunnies and Elephants"

Target : Let the kids feel empowered and courageous, promote self-esteem.

"Guys, I want to offer you a game that is calledthere is "Hares and Elephants". First you and I will be a bunnymi-cowards. Tell me when a hare feels dangerwhat does he do? That's right, it shakes. Show how he drawlives. He pinches his ears, his whole body shrinks, he tries to become a malazy and inconspicuous, his tail and paws are shaking "etc. Children show. "Show me what bunnies do ifhear the footsteps of a man? Children scatter in a group, classsoo, hiding, etc. “And what do bunnies do if they see an oxka?..” The teacher playsWith children within a few chickpeas

“And now we will be elephants, big ones,strong, courageous. Show how calm, measuredbut, majestically and fearlessly walking elephants. What do slous when they see a person? Are they afraid of him? No. They are friendsreap with him and, when they see him, calmly continue theirpath. Show me how. Show what elephants do when they see a tiger...”reaping the fearless elephant.

After the exercise, the guys sit in a circle anddiscuss who they liked to be more and why.

"Sunny Bunny"

Game - relaxation

Target: Relieve facial muscle tension.

Leading:

Do you want to play with "Sunny Bunny"? (Music sounds)

The sunbeam looked into your eyes. Zakroyih . He ran further along his face, gently stroke his palms on his forehead, on his nose, on his mouth, on his cheeks, on his chin, gently stroke his head, neck, arms, legs. He climbed onto his stomach - stroke his tummy. Sunny Bunny is not a mischievous, he loves and caresses you, make friends with him. Great! We made friends with the "Sunny Bunny", take a deep breath and smile at each other. It's great that we met!

Studies on muscle relaxation

"Rod 1"

Target : Relax your back muscles.

Now we will be weightlifters.Imagine there is a heavy barbell on the floor. Doinhale, lift the bar off the floor with outstretched arms, lifttake her away. Very hard. Exhale, barbell to the floor, offbreathe. Let's try again".

"Rod 2"

Target : Relax the muscles of the arms and back, enable re benka to feel successful.

“Now let’s take a lighter barbell and we’ll lift itover your head. They took a breath, raised the bar, fixed this position so that the judges counted your victory. It's hard to stand like that, drop the barbell, exhale. Relax.Hooray! You are all champions. You can bow to the audience. To youeverybody clapping, bow again like champions.”

The exercise can be performed several times.

"Humpty Dumpty"

Target : Relax the muscles of the arms, back and chest.

“Let's put on another little play. Hecalled "Humpty Dumpty". Humpty Dumpty sat on the wall. Humpty Dumpty collapsed in his sleep. (S. Marshak)

First, we will turn the body to the right and left,while the arms dangle freely, like a rag doll. To the words "fell down in a dream" - we sharply tilt the body down".

"Good morning"

Plastic study with elements of finger gymnastics

Target: Teach children to tune in to a joyful emotional state with the help of music.

Music is playing, children are sitting on chairs.

Leading: You are sitting, your heads are down, you are dozing, you are sleeping; suddenly you feel how a sunbeam glided over your face, slowly open your eyes, stretch, rise, go to the window and, having opened it, admire the early morning. (music stops)

You woke up?

Touch your eyes with your index fingers
Make "binoculars" out of your fingers to look through it

Good morning ears!
You woke up?

Stroke ears with palms
Put your palms on your ears "Cheburashka"

Good morning, pens!
You woke up?

Stroking one or the other handles
Clap hands

Good morning feet!
You woke up?

Stroking the knees
stomp your feet

Good morning sunshine!
I woke up! (awoke)

Raise your hands up, look at the sun
(look up)

"Summer evening"

Dramatization game

Target: Develop fantasy, imagination, stage performance skills.

(The action is performed to the music)

In the chair, the tired owner is silent.

The cat is purring on his lap.

Old Jackie in the green house

The bone gnaws and barks at the mouse.

Quietly the cows lie in the meadow,

The shepherd is dozing, nestled in a haystack.

The earth was covered with an evening shadow.

Another day has flown by!

"Flower"

Etude - relaxation

Target: To develop the ability of children to sincerely believe in any imaginary situation, to teach them to relax the muscles of the body.

The sun began to warm up. How hot! How you want to drink! The flowers are almost withered. Shoulders dropped. The head was hung. Leaves-hands hang like lashes. They go slowly, sadly flowers.

But suddenly it started to rain. The flowers were delighted, immediately straightened up. We drank some water, the flowers got tired. Hands opened and fell on his back. They lie down and rest.

The whole body is relaxed, arms and legs are relaxed. So nice!

"Winter walk"

Plastic study with elements of finger gymnastics

Target:Exercise children in a variety of imitation movements and the transfer of changes in emotional states

One two three four five

We came to the yard for a walk.

(March in circles)

They sculpted a snow woman,

("Lepim" a lump with two palms)

The birds were fed with crumbs,

(Crushing movements with all fingers)

Then we rode down the hill,

(They ride in pairs "On a sled")

And also rolled in the snow.

(fall on carpet)

Everyone came home in the snow.

(Shake off palms)

Eat soup and go to sleep

(Movement with an imaginary spoon, hands under the cheeks)

Invite the children to the music, closing their eyes, to reproduce a winter walk in their memory.

"Vesnyanka"

Communication game

Target: Expansion of the emotional sphere of the child; development of the ability to convey an emotional state with the help of intonation, facial expressions, postures, gestures.

(Alternately throw our hands up)

Sunshine, sunshine

(Shake the torso with hands clasped above the head)

Golden bottom!

(2 times jumping on two legs)

Burn, burn bright

To not go out!

(Running in place)

A stream ran in the garden,

(flap your arms like wings)

A hundred rooks flew in

(slowly squatting)

And the snowdrifts melt, melt,

(We spread our palms to the sides in the shape of a flower)

And the flowers grow

call affectionately

Target: To cultivate a friendly attitude of children towards each other.

Children stand in a circle. The teacher invites the child to pass the ball (or toy) to the child standing nearby, affectionately calling him by name. The child takes the ball and passes it to the next child with the same task. After that, the children share their impressions and feelings.

warm rain

Target: The development of the emotional sphere of the child, the removal of psycho-emotional stress.

The teacher tells the children: the rain moistened the earth, refreshed the grass and leaves. Let's play with raindrops.

At first, the children hide their hands behind their backs, then we bring forward the straight right hand with the palm up, the left remains behind the back. Then we change hands. Children try to imagine how they feel. Repeat 6-8 times.

Bubble

Target: Development of imagination, expressiveness of movements, removal of emotional stress.

The teacher imitates the blowing of soap bubbles, and the rest of the children depict the flight of these bubbles. Children move freely throughout the free space. After the command "Bust", the children lie on the floor.

kittens

Target: Correction of the psycho-emotional sphere of the child, muscle relaxation, mastering the resting posture

Children lie on the carpet, curled up in a "ball" with their eyes closed. The teacher says the words:

The kittens are sleeping on the carpet. Purr purr.

They don't want to wake up. Purr purr.

Sleeping quietly back to back

And purr in their sleep.

That's all on the back. Purr purr. (Children perform)

Legs pulled out. Purr purr.

Stretched and woke up.

Psychological game for children "If you like it, then do it!"

The children stand in a circle, one of them shows any movement, while saying the first words of the song “If you like it, then do it ...”, the rest of the children repeat the movement, continuing the song: “If you like it, then you show it to others, if you like it, then do it…” Then the next child shows his movement, and so on until the circle is completed.

Psychological game for children "I'm throwing you a ball."

To defuse and cheer up, you can offer a ball game. In the circle, everyone will throw the ball to each other, naming the person to whom it is thrown, and saying the words: “I throw you a flower (candy, elephant, etc.).” The one to whom the ball was thrown must adequately answer.

Psychological game for children "Broken phone"

The participants take turns passing proverbs to each other, which the presenter called in the ear of the person sitting at both ends. Then each of them tells the proverb, which is transmitted to him from the other end.

There is no such person that the age without sin

Every untruth is a sin

You can't escape fate

Risk is a noble cause

You will earn money - you will live without need

When money speaks, the truth is silent

And steal wisely - trouble can not be avoided

Once stole - forever became a thief

Who is stronger is right

With whom you will lead - from that you will type

A smart lie is better than a stupid truth

Ran away - right, but caught - guilty

4. Game "Understand me"

At the same time, all participants loudly pronounce their word, and the driver repeats all the words that they managed to hear.

Psychological game for children "Dignity Fair"

The participants in the game receive 2 sheets with the names “sell” and “buy” The host offers on one sheet, under the inscription “sell”, write all his shortcomings that he would like to get rid of, and on the other sheet under the inscription “buy”, write advantages, which he lacks in communication. Then the sheets are attached to the chest of the game participants, and they become visitors to the Fair, start walking around and offer to buy (or sell) what they need. The game continues until everyone goes around and reads all possible options for buying and selling the qualities required for him.

Psychological game for children "Name an emotion"

Passing the ball in a circle, the participants name the emotions that interfere with communication. Then the ball is passed to the other side and the emotions that help communication are called. Emotions can be expressed by different means - through movement, posture, facial expressions, gestures, intonation.

Method "Your Name"

Participants stand in a circle, and one, passing the ball to a neighbor, calls his full name. The task of the others is to name, passing the ball in a circle, as many variants of his name as possible (for example, Katya, Katyusha, Katerina, Katenka, Katyusha, Ekaterina). The task is repeated for each participant. Then everyone shares their impressions of what they felt when they heard their name.

Game-exercise "Trash can"

Children write their negative thoughts, unpleasant incidents, stories, situations on sheets of paper, crumple the sheets and throw them into the bucket (forgetting this forever).

Psychological game for children "BURIME"

Poetry is easy to compose, said the poet Tsvetik. The main thing is to have meaning and rhyme. Everyone takes a sheet of paper and a pen and writes any line that comes to mind, even remotely resembling a verse in rhythmic pattern. Then all the pieces of paper are transferred to one in a circle and another line is written-a continuation to the previous line, preferably in rhyme, and so on. For a surprise element, it is better to wrap the sheet in a tube, leaving only the last three lines visible. When all the sheets have gone through one, two or three circles, everyone takes the sheet that started and expressively recites it to the laughter of the public.

Psychological game for children "FLY"

A game of concentration and attention. Those who show poor attention and concentration are not taken as astronauts. Everyone sits in a circle or around a table. Leader's instructions. Imagine a tic-tac-toe field, three by three squares. A fly sits in the center. We will move the fly in turn. There are only four moves: up, down, right, left. The mistake will be reverse: up and down, and the fly out of the field. The task is to all together, in a circle, mentally move the fly, voicing your move and not making mistakes. If someone made a mistake - reset and again a fly in the center. You can enter penalty points for errors for the competitive element.

Bulky fly. This is a more complex option, available not to everyone, but only to the most attentive. Imagine a voluminous field for playing tic-tac-toe - a three-by-three Rubik's cube. We add two more moves - to ourselves and from ourselves. It is important not to lose the fly, to carefully monitor its movements and not make mistakes.

Psychological game for children "Troechka"

There is one simple game according to the rules to test attention and concentration. Instruction. We will rhythmically count the natural series of numbers in a circle: one-two-three-four-five and so on. The difficulty is that according to the rules of the game, the number "3", numbers ending in three, such as "13", and numbers divisible by three, such as "6", are not said, but clap. An error is considered to be the error itself and the failure of the rhythm. In case of an error, everything is reset and starts over (“One”) from this participant in any direction in a circle.

Despite the outward simplicity of the game, not all teams manage to reach at least twenty. If you have reached thirty, this indicates a good concentration of attention. Simplification or complication of the game is possible by slowing down or speeding up the rhythm.

Psychological game for children "ZOO"

Acting game. 7-8 people participate, everyone chooses any animal for himself: a sheep, a horse, a pig, a cat, a dog, a crocodile, a platypus, a jackal in winter, a deer during the mating season, etc. Further acquaintance: each in a circle expressively demonstrates to the rest the characteristic movement of this animal. After that, in turn, you must first show "yourself", and then any other "animal" present. This "animal" gets a turn, shows itself and then another animal. And so on. Then you can declare a "superzoo". This is when all the animals are shown as exaggerated and bright as possible! You can play right through. Made a mistake in the transfer of the move - dropped out of the game.

Psychological exercise for children "PRINCESS ON THE PEA"

Only women participate in the game. It is necessary to put stools (or chairs without upholstery) in a row according to the number of expected participants (3-4 is best). A certain number of round caramels are placed on each stool (there are such sweets, they are small koloboks in shape), you can use buttons on a leg (preferably larger). For example, on the first stool - 3 sweets, on the second - 2, on the third - 4. From above, the stools are covered with opaque plastic bags. The preparations are finished. Those who wish are called. They are seated on stools. The music turns on. Usually for this competition the song "Move your booty" is included. And so, dancing while sitting on a stool, the participants must determine how many sweets are under them. The one who does it faster and more correctly will win.

Psychological game for children "CHRISTMAS TREE"

For the game you need: a stool or chair - 1 piece, a girl - 1 individual, clothespins - a lot. Clothespins are fastened on the girl’s dress, the girl is placed on a stool, 2 young people are selected from the company (you can generally split into 2 teams), who remove clothespins from her blindfolded. The one who removes the last clothespin, or the one who has more clothespins, removes the girl from the chair and kisses her as many times as he has clothespins. The game can be played in reverse, i.e. a guy stands on a stool.

\

Communal state institution

"Kapitonovskaya High School"

Bulandinsky district of Akmola region

Methodical development

"Psychological games for preschoolers

(4-5 years)"

Prepared by: Litvyakova Nadezhda Vladimirovna

educational psychologist

2016-2017 academic year

Psychological games for preschoolers

"Cacti grow in the desert"

The game is intended

Everyone stands in a circle, join hands, walk and say:
“Cacti grow in the desert, cacti grow in the desert ...” The leader stands in the center of the circle, sometimes turns around. Suddenly, one of the players jumps out of the circle and shouts: “Oh!”. He must do this so that the leader does not see him at that moment, and the players adjacent to him immediately clasp their hands. If the leader sees someone about to jump out, he touches his shoulder, and he remains in the general circle.
The host asks: "What's wrong with you?"
The player comes up with any response related to the cactus (for example: “I ate the cactus, but it is bitter” or “I stepped on the cactus”).
After that, the player returns to the circle, and others can jump out. The most important condition is not to repeat yourself when answering the question of the presenter.
Those children who most often find themselves outside the circle are the most active and have great leadership abilities.

"Cubs on a walk"

It is useful to involve children of preschool and primary school age in such a game. It can be played in kindergarten or at a party in elementary school.

First, the host says: “You are all little bear cubs, you walk in the meadow and pick sweet strawberries. One of you is the eldest, he watches over all the others.”
Cheerful music sounds, children walk around the room and pretend to be cubs - roll over, pretend to pick berries, sing songs.
At this time, the host chooses one player and, when the music stops, announces that he is the older bear cub. His task (announced in advance) is to check as soon as possible whether all the cubs are in place, that is, to touch the shoulder of each player.
After he makes sure that no one is lost, the game resumes, and after a few minutes the host appoints another senior. The game goes on until everyone is in that role. The one who completes this task the fastest is declared the fastest and oldest. Naturally, this will only work for someone who will act calmer and more organized than the rest. At the end of the game, the facilitator explains why the winner was able to complete the task better than the others.
The game "Cubs for a walk" allows children to learn how to quickly respond to the task and organize their actions correctly. It can be done quite often, changing cubs to kittens, chickens, elephants, etc.

“Far, far away, in a dense forest…”

The game is for preschoolers. At this age, leadership qualities are quite pronounced, usually they are directly related to mental or physical superiority. With age, these qualities can disappear if they are not developed.

The players sit on chairs, close their eyes, and the host explains the rules: the phrase “far, far away, in a dense forest ... who?” One of the players answers, for example: “foxes”. If several answers are spoken at the same time, the leader does not accept them and repeats the phrase again. Sometimes it can be difficult for the players to decide who should answer, but the leader should not interfere and let the guys figure it out for themselves.
When the only answer is received, the host says the following phrase: “Far, far away, in a dense forest, fox cubs ... what are they doing?” Answers are accepted according to the same rules.
You can play this game for quite some time until you get bored. Or - when the first phrase becomes long enough, you can start over. The only condition: all phrases must begin the same way: "Far, far, in a dense forest ..."
It usually happens that one or more players answer the most. It is worth paying attention to them - it is they who have the most developed leadership abilities.

"Shipwreck"

The game is for children of preschool and school age.

The host announces: “We were sailing on a big ship, and it ran aground. Then a strong wind arose, the ship refloated, but the engine broke down. There are enough boats, but the radio has deteriorated. What to do?"
The situation may be different, the main thing is that there are several ways out of it.
The children discuss the current situation and consider all possible ways out of it. Someone offers one way out, someone else. It is important to pay attention to the one who most actively participates in the discussion, defends his opinion.
As a result of the discussion, the players tell the leader their way out of the situation, and he tells them what came of it. Naturally, the result must be successful. The leader must not allow a "split" among the players, that is, that one half of the children will choose one option, and the other half - the other.

"Fire brigade"

For preschool children.

At the beginning of the game, a leader is chosen. The rest of the players are the "fire brigade". The leader must send their "fire" to extinguish. Players have to run around, hustle and do some stupid things. The leader's task is to be able to "collect" them and force them to "put out the fire." As a result, each player gives his own assessment of the behavior of the leader on a five-point scale.
Then the players change places - someone else becomes the leader. The game is repeated. Then each of the players again gives his assessment of the leader's behavior. The game continues until each of the players is in the place of the leader. The winner will be the one with the most points.

"Photographer"

Game for preschoolers.

At the beginning of the game, a leader is selected - a “photographer”. The host must take interesting “photos”, which means he needs to seat the rest of the guys at his own discretion. The "photographer" will have to act quickly and accurately. He can offer the role of a teacher to one of the participants in the game - therefore, he needs to take the appropriate pose. Someone can become a “cop”, someone an “actress”, someone a “magician”.
Each of the players gives their assessment of the actions of the "photographer" on a five-point scale. Then the players change, the “photographer” becomes another. The game continues until all the guys are in the role of "photographer". And to make the game even more interesting, you can take a Polaroid and take snapshots. The best “photographer”, respectively, will get better pictures, which means that he is better than others able to ensure that others fulfill his requirements, and is a leader.

"I'm the best, and you?"

For preschool children.

All children should feel solidarity and receive a portion of encouragement and approval, and in an atmosphere of mutual perception and good mood, children will forget about their fears and doubts at least for a while. The game is designed for the participation of not too many children (from 3 to 5).
One of the children, to the general exclamations of approval, is heaped onto a chair, and for a while the dream of being on stage and earning enthusiastic applause becomes a reality. The others form a tight ring around the chair and clap their hands.
Each of the players should visit this place of honor, and those who receive applause and those who applaud receive enjoyment from the game.

"On the main street with an orchestra"

For preschool children.

The game helps children get rid of negative emotions, as well as imagine themselves as an important conductor of the orchestra. This exercise not only invigorates, but also creates a sense of solidarity. For the game, a cassette with a recording of perky and cheerful music that children would like and cause them positive emotions is useful.
All children must remember the conductor and the movements that he performs in the orchestra pit. Everyone should stand together in a common circle, imagine themselves as conductors and “conduct” an imaginary orchestra. In this case, all parts of the body should participate: arms, legs, shoulders, palms ...

"Gardener"

For children of preschool and primary school age; It is desirable that the number of participants be at least 10.

Choose a leader. They often become an adult.
All children take the names of colors. The host starts the game by saying the following text: “I was born a gardener, I was seriously angry, I was tired of all the flowers, except ...”, and calls one of the flowers from among the chosen children. For example, "... except for the rose." "Rose" should immediately respond: "Oh!". The host or one of the players asks: "What's wrong with you?" “Rose” answers: “In love.” The same player or host asks: “Whom?” "Rose" replies, for example, "Into the violet." "Violet" should immediately respond: "Oh!" etc. If you didn't respond when your flower was called, or if you yourself "fell in love" with someone who isn't here, then you've lost.The game starts all over again.

Nose, mouth...

For preschool children. It teaches the ability to quickly respond to a situation, develops their attention and the ability to quickly switch it from one subject to another.

Usually an adult becomes the leader. Sit facing the children, seating them in a semicircle. Start the game by saying "Nose, nose, nose, nose...". At the same time, with an outstretched index finger, touch your nose. Children should do the same. Suddenly change the word: “Nose, nose, mouth ...”, but you should not touch the mouth, but another part of the head, such as the forehead or ear. The task of the children is to touch the same part of the head as you, and not the one you named. Whoever makes more than 3 mistakes is out of the game.
The winner is the player who stays the longest in the game.

"Product base"

For children of preschool and primary school age.

The leader is selected. He will be the "director of the product base." Another one is a “store manager”. The rest of the players are "sellers". The essence of the game is as follows - one "salesman" comes to the "director of the product base" and asks him about what products are available. The “base director” calls him a specific list, for example: “There is ice cream, Ostankinskaya sausage, Salami sausage, smoked sausages, Dutch cheese, Indian tea, milk, butter, margarine.”
The “seller” must remember everything and pass it on to the “store director”. The difficulty is that you can’t write down the name of the products, you can only remember. At the same time, the presenters themselves may well write down what they said in order to check the players later. For each correctly named product, the player receives a point. Those who collect the most win.

Games that develop communication skills

Catch if you can

We develop observation, the ability to perceive non-vebral signals, attention

Description: This is a team game designed for a large number of participants.

At the beginning of the game, a leader is chosen to start the first round. All other participants line up in one line. When the guys lined up, the leader picks up a toy and starts walking after them, trying to put it in one of their hands. The participant to whom he still gives must immediately run out of action. At this time, the rest of the participants should carefully monitor the leader, as they will need to catch the player in whose hands the toy will be. Moreover, they must do this without going beyond the line. If they manage to catch the fleeing participant, then he must return to his place. If this player still managed to escape, he becomes the leader, while the previous one takes his place.

Some small object that can be passed from hand to hand (it can be a ball or any other toy).

Investigation

We develop attention, memory, communication and analytical skills, observation

Description: all participants close their eyes, and the leader chooses one of them and puts him behind the curtain. Then everyone opens their eyes and the facilitator explains the task. The guys should find out who is behind the curtain (or just analyze who is missing among them). Then they must remember as many details of his appearance as possible (the color of his eyes, hair, what he is wearing, what hairstyle he has, etc.), that is, they must give as accurate a portrait of him as possible.

Once the guys have come up with all their guesses, the player hidden behind the curtain can come out and everyone else can see how accurate their description was.

If the participants in the game are very young, then the rules of the game can be explained before they close their eyes. So the stumps will be able to purposefully analyze each other's appearance and remember much more details.

Materials and visual aids for the game

Curtain.

Cheerful centipede

We develop communication skills, coordination, attention, observation

Description: This game is played by at least 6 people. More players are welcome.

All participants should stand one behind the other and put their hands on the shoulders of the person in front. The player who comes first will be the guide and leader. The guys should watch the leader and follow strictly in his footsteps. With the help of music, you can speed up and slow down the movement. If the guys cope with this task, it can be complicated. The leader can show not only the direction, but also some intricate movements. For example, jumping on one leg, moving in the rhythm of a lambada (music will help with this), some kind of hand manipulation, etc. Those participants who have not completed the task are eliminated from the chain.

Materials and visual aids for the game

Funny music.

Who is your friend?

Developing communication skills

Description: This game is designed to be played for a long time. It can last a whole evening, day or several days and be combined with other games. Even adults can take an active part in it.

Before starting the game, you need to write down the names of all participants on separate pieces of paper. Nearby you need to sign the role that the person who pulled out this piece of paper will play in relation to the one who is indicated on it. It can be a lover, a friend, a mother. Then all participants must draw out the name of a secret friend. His name can not be voiced, since no one else should know this yet.

After that, each participant in the game must behave towards the secret friend in such a way that he can guess what role his partner plays. You need to monitor your behavior throughout the game.

Materials and visual aids of the barking game

Blank sheets of paper, pencil.

forest brothers

We develop communication, artistic skills, attention.

The game promotes communication and mutual understanding of children

Description: At the beginning of the game, roles are distributed among the participants. These can be certain animals (a birthday hare, a fox deceiver, a protector bear, etc.), characteristic fairy-tale characters (Dunno, Malvina, Pinocchio, Znayka, Barmaley). Players can simply be given names that reflect their positive and negative human qualities (good, evil, outgoing, etc.).

When the roles are distributed, it is necessary to explain in detail to the guys that they must behave throughout the game as their character would behave in this situation. If a girl plays the role of Malvina, she, like her heroine, must be hospitable and friendly throughout the game (it would be better if a modest and inconspicuous girl gets such a role). If a boy plays the role of Pinocchio, then he should ask everyone questions, be a little intrusive. Similarly, it is necessary to disassemble and analyze all the roles.

You need to distribute the roles of those characters that are familiar to the guys. It is desirable that they be the complete opposite of the nature of the child. The leader must watch the game.

If one of the guys does not succeed in the role, it must be analyzed again or changed.

Materials and visual aids for the game

Loud cheerful music.

➢ There are no winners and losers in this game. It is ideal for the holidays, it can be used as a first introduction.

swap places

We develop communication skills, attention, coordination, analytical skills

Description: This game is suitable for initial acquaintance. It helps to establish contact between children, contributes to the emergence of an informal atmosphere.

All participants, except for one (he will be the first driver), must sit on chairs. At this time, the facilitator should name some sign that is common to all (or some) of the participants. This may be hair color, gender, wardrobe details, etc. Those participants to whom the named definition applies must change places. At the same time, the leader’s goal is to have time to take the vacant chair himself. The participant who did not have time to sit on a chair becomes the new driver. He must name a new quality that can unite several participants. Now, on command, they should change places.

It is important for the presenter to make the message suddenly, in order to have time to take the place himself.

Materials and visual aids for the game

Chairs for each participant except one.

Games that develop the moral and volitional qualities of a person

Help grandpa!

We teach the child to be attentive to the people around him, trust each other, concentration

Description: the facilitator invites the participants to divide into pairs and find out which of them will play the role of grandfather and who will help him. Then the “grandfathers” are blindfolded (the children need to be explained that the “grandfather” sees very poorly) and with the rest of the guys they come up with a route along which the “blind grandfather” will need to be guided. It will be better if you have to bypass trees, bushes in nature or some furniture in the apartment. Couples get up at the start and, at the whistle of the host, set off. The winner is the pair that quickly and without errors will overcome this path.

The game can be complicated by the rule according to which it will not be possible to touch the “grandfather”, and you can only control his movement with words.

Materials and visual aids for the game

Stopwatch, soft music.

Forbidden words

We expand the vocabulary tails, develop attention. purposefulness, good and fast reaction, self-confidence

Description: words are selected that will be considered forbidden (for example, “yes” and “no”). The game itself takes the form of a conversation. Participants walk around the room and try to start a conversation with each other.

The main goal is to get the opponent to utter one of the forbidden words. The one who violated the ban is considered the loser, and gives 1 token to the one who asked this tricky question.

Anyone who thinks over a question for more than 1 minute also loses a token. The one who lost all the tokens is considered out of the game.

Materials and visual aids for the game

Five tokens for each participant in the game (beads, buttons or other small items can be used as tokens).

What I like and dislike about myself

We teach children to adequately assess themselves and others, the ability to tactfully express their opinion about another person, even if he is not very nice; develop analytical skills, self-confidence

Description: the game will be timely if you notice that one of the children began to complex for some reason and close in on himself.

Each participant is given a sheet of paper and a pencil (it would be better if a small number of children take part in this game at first). Each sheet is signed and divided into 2 columns: in the first, the guys write out the qualities that each of them likes in themselves, in the second - the qualities that they do not like. Then these leaflets are collected and distributed to other children. On the reverse side of this sheet, they write out the positive and negative qualities that, in their opinion, the owner of this sheet has.

Then the sheets are handed over to the leader (adult). He reads these notes, all together analyze them. So it turns out what positive and negative qualities really are in every child, and which ones he invented for himself.

Materials and visual aids for the game

Sheets of blank paper and pencils according to the number of participants.