Communication games: 25 interesting communication games for developing communication for children and adults.
Communication games.
Communication games– this is the name of games for developing the ability to communicate, the ability to cooperate and interact with people in a variety of life situations. Communication games can be played both at home and in the yard, in children's center, at a holiday or family party, at a training session, or use it as a moment of relaxation after class. The article contains games that I use in my communication with children and which we love very much. I’ll tell you a secret that I also played them with teachers when I taught them classes on the topic of developing communication in children. And even the “adult aunts” played them with pleasure!
I wish you joyful games! Start playing communication games with us.
Communication game 1. “Hello”
You need to have time in a limited time (1 minute or while the music is playing) to say hello to as many people present as possible. The way in which we will greet each other is agreed upon in advance - for example, by shaking hands. At the end of the game, the results are summed up - how many times they managed to say hello, whether anyone was left without a greeting, what the mood of the players is now.
Communication game 2. “Confused”
There are two options in this communication game.
Option 1. “Confused woman in a circle.” The players stand in a circle and join hands. You can’t unclasp your hands! Players tangle the circle - without releasing their hands, stepping over their hands, turning around, and so on. When the prostitute is ready, the driver is invited into the room. He needs to untangle the players back into the circle without releasing their hands.
This is a very fun and exciting game that kids, teenagers and adults play with great pleasure. Try it - you will like it!
Option 2. “Snake” (author of the option is N.Yu. Khryashcheva). The players stand in a line and join hands. Then they get entangled (the first and last players - that is, the “head” and “tail” of the snake pass under the players’ hands, step over the hands, and so on). The driver’s task is to untangle the snake without releasing the players’ hands.
Communication game 3. “Locomotive”
The players stand one after another. The first in the chain is a steam locomotive. His eyes are open. All other players – the “carriages” – have their eyes closed. The locomotive carries its train straight, snake-like, and with obstacles. The task of the “carriages” is to follow the “locomotive” forward without releasing their hands. The task of the “locomotive” is to walk in such a way as not to lose the trailers behind you. If the “car” is unhooked, then the train is “repaired” and moves on.
Communication game 4. “Kangaroo and baby kangaroo”
They play in pairs. One player is a “kangaroo”. He's standing. The other player is the little kangaroo. He stands with his back to the kangaroo and crouches. Kangaroo and baby kangaroo hold hands. The task of the players in pairs is to reach the window (the wall). The game can be played even with the smallest children both at home and on a walk.
Communication game 5. “Mirror”.
Players are divided into pairs. One player in a pair is a mirror. “Mirror” synchronously repeats all the movements of the second player in a pair. Then they change places. This is not as simple as it seems at first glance - try to keep up with the player as a mirror!
Then, when the children have mastered the option of playing in pairs, it will be possible to play this game with a group of children. Children stand in a line, and the driver is in front of them, facing the players. The driver shows the movement, and the whole group synchronously repeats this movement behind him (note that the group repeats in a mirror image, that is, if the driver raised right hand, then the “mirror” raises his left hand).
Communication game 6. “Hold the ball”
In this game we will learn to adapt our movements to the movements of our playing partner.
Players stand in pairs and hold one common large ball. Each player holds the ball with both hands. On command, players must sit down without dropping the ball from their hands, walk around the room with it, and jump together. The main task is to act in concert and not drop the ball.
When players can hold the ball with both hands without any problems, the task becomes more complicated - the ball will need to be held with only one hand for each player in the pair.
Communication game 7. “Favorite toy”
Everyone stands in a circle. The game leader has a soft toy in his hands. He says a few words about her - compliments: “Hello, little mouse! You're so funny. We really love to play with you. Will you play with us? Next, the presenter invites the children to play with the toy.
The toy is passed around in a circle, and each player who receives it says affectionate words about the toy: “You have such a cute face,” “I really like your long tail,” “You are very funny,” “You have such beautiful and soft ears.” .
The game can be played even with small children - offering them the beginning of a phrase that the baby will finish: “You are very...”, “You have beautiful...”.
Communication game 8. “Greeting” (“Clapperboard”).
I really love the different rituals created with children. We, adults, very often think that this is a trifle, nonsense. But how important they are for children!
My children and I make a “cracker” when we meet. Everyone stands in a circle, arms extended forward. I open my palm, the children place their palms on my palm, one on top of the other (it turns out to be a “slide” of our palms). Then we lift this “slide” up and all together make a “cracker” on command. I say: “One, two, three” (to these words we raise our hands and stretch up - and we stretch as high as we can reach without separating our hands). "Pop!" At the word “clap,” our common clapper claps to everyone’s joy—the arms quickly spread to the sides like a fountain.
If there are few children, then during the circle before the clap we greet each other: “Hello, Tanya (Tanya’s palms rested on our clapper), hello, Sasha,” and so on.
Communication game 9. “Needle and Thread” (folk game).
All players stand next to each other. One player is a needle. Other players are a thread. “Needle” runs, changing the direction of movement - straight, and in a snake, and in a circle, with sharp turns and smoothly. The rest of the players must keep up and adapt their actions to their team.
Communication game 10. “What has changed?”
The players are divided into two groups. One group will make riddles, the other will guess. Those who guess correctly leave the room. Players remaining in the room make several changes to their appearance. For example, you can take someone else’s purse on your shoulder or unbutton one button on your shirt, tie a new elastic band on your pigtail, change places, change your hairstyle. When the players are ready, they call their comrades into the room. The other team must guess what has changed. Then the teams change places. The game can be played not only by a team, but even by a couple.
It’s good if there is a mirror in the room where changes will take place - this is very convenient. But you can do without it and play this game even on a camping trip. It turns out to be a lot of fun. Bring props for this game (neck scarves, straps, hairpins and other things that can be used to change your appearance).
Communication game 11. “Compliments.”
All players stand in a circle and take turns complimenting each other. Compliments can include mood, appearance, personal qualities and much more.
This is a very enjoyable game - try it.
Communication game 12. “Guess”
All players sit on the carpet. One player - the driver - turns his back to everyone. The players take turns patting him on the back. The driver's task is to guess who stroked him now. Then the players change places so that everyone can play the role of leader. The game can be played not only on the carpet, but also while standing (for example, while walking).
A similar game can be played in another version - call the driver by name - you get the game “Guess who called.”
Communication game 13. “Find your child”
This is a game for family groups and family celebrations. The game is a favorite, wonderful, fun, we have already played it many times. I love her very much!
The players are divided into two teams. On one team there are parents, on the other there are their children. Parents take turns being blindfolded and need to find their child among all the other children by touch. Children are prohibited from saying or suggesting anything. On the contrary, you need to confuse the parents - for example, change a jacket or remove a bow from your hair, run to another place in the room, sit down (so that they don’t guess by your height), and so on. As soon as the parent guesses his baby, he says: “Here is Anya!” (says the child’s name) and removes the bandage. If the parent does not guess correctly, then he receives a forfeit, which is won back at the end of the game.
The game is wonderful, we always play with pleasure. Play with your friends!
Communication game 14. “Lame duck”
The duck broke her leg and now walks poorly. One of the children plays her role. The child, playing the role of a duck, tries to show how painful, bad and sad he is. All the other children console him, stroke him, say kind words, hug him, and support him. You can play so that the children take on the roles themselves, or you can use toys and speak for them. In this communication game, kids learn to show empathy.
Communication game 15. “Looking for a friend.”
This game can only be played in a large group of children. You will need a set of pictures or a set of toys (2-3 bears, 2-3 bunnies, 2-3 dolls, 2-3 ducks, and so on). Each child is given one toy or one picture, which has “friends” - the same pictures.
Children are invited to find friends for their toys (find paired toys, that is, for a bunny, find other bunnies, for a bear, other bears). Children look for friends while listening to music. When friends for the toy are found, the children with the toys dance together and have fun to the music.
This is a game for young children who are still learning to interact with each other.
Communication game 16. “Catch the Eye”
This game develops mutual understanding. The game is led by an adult.
Players sit on the carpet or on chairs. The presenter looks at the players, and then fixes his gaze on one of them for a few moments, as if calling him to him. The one on whom the presenter's gaze rests must stand up. The players' task is to guess by their gaze when the game host calls you.
Then, when the players become familiar with the rules of the game, the children lead and try to understand each other by looking at each other.
The game can be played not only with a group of children, but also in a family.
Communication game 17. “Swap places”
We are all different, but we have so much in common! We will see this during the game.
Players either stand in a circle or sit on chairs. The host of the game invites those who… to change places. (The following are the tasks: “Swap places those who love candy”, “Who cleans their bed every day”, “Who has a cat at home” and so on).
Communication game 18. “I want to be friends with you”
This game is developed by O.V. Khukhlaeva. The game helps to establish a friendly atmosphere in a group of adults and children.
The driver says: “I want to make friends...” and then describes one of the group members. The participant, who guessed that they were describing him, quickly runs up to the driver and shakes his hand. And he himself becomes the driver in the game.
A very pleasant and friendly game.
Communication game 19. “Box with a secret”
This communicative game was also proposed and described by O.V. Khukhlaeva. You will need a fairly large cardboard box (for example, from a computer or other household appliance). You can always find her among friends. In this box you will need to cut large holes - such that your hand can fit through them freely. In total you need to make 4-6 holes. 4-6 people play accordingly (the number of holes in the box, the number of players there can be in your game). The players put their hand into the box (the presenter holds the box on the table at this time), they find someone’s hand there, get acquainted with it and guess who it was, whose hand they just met.
A very fun and mischievous game! It is interesting for adults too.
Communication game 20. “Balls”
Players need to hold hands and form a closed figure of any shape. If there are many people playing, then you need to first divide them into teams. A team can have several players (4-6 people).
Each team is given 3 colorful balloons. The team's task is to keep your balls in the air without releasing your hands for as long as possible (you can toss the balls with your shoulder or even your knee, blow on them and use all the methods that come to your mind). The team that keeps the balls in the air the longest wins.
If adults are playing, then during the game you can add 2 more balls to each team - this is much more difficult and more interesting!
For the youngest children, you need to offer 1 ball, which is held in the air by a pair of three players. You can play with kids not only with a ball, but also with a fluff of cotton wool, which you need to blow on (an ancient Russian folk game).
Communication game 21. “Animal piano”.
This communication game was developed by O.V. Khukhlaeva and develops the ability to cooperate with each other. Children sit in one line (it turns out to be a piano keyboard). The game leader (an adult) gives each child his voice - onomatopoeia (meow, oink, woof, mu, kokoko, eider and others). The presenter, that is, the “pianist,” touches the children’s heads (“plays the keys”). And the “keys” each make their own sound.
You can also play on your knees – the keys. Then you can also introduce sound volume into the game. If the pianist touches the key lightly, it sounds very quiet, barely audible, if more strongly, it sounds loud. If it is strong, then the “key” is to speak loudly.
Communication game 22. “Snowball”.
This game is good for dating, but can be used in other cases. They play like this. The first player says his name. The next player says the first player's name and his own name. The third player is the name of the first and second player and adds his name. And so on in a circle. We end with the first player calling out all the names. Names are very easy to remember with this weight.
Not necessarily in this communication game name names - you can name who likes or doesn’t like what, who has what dream, who came from where (if we play with children at a country camp) or who has what pet (that is, what we say, you can choose and come up with yourself, depending on the topic )
Communication game 23. “Make the Nesmeyana laugh.”
One player is Nesmeyana. All the others are trying to make Nesmeyana laugh. The one who succeeds becomes Nesmeyanaya in the next game.
Communication game 24. “Conspirator”
This game was developed by V. Petrusinsky. All players stand in a circle. The driver is in the center of the circle. He is blindfolded. The players dance around the driver. As soon as the driver says: “Stop,” the round dance stops. The driver's task is to recognize the players by touch. If the driver recognizes the player, then the player leaves the game. The task is to become the best conspirator, that is, to make sure that you are not recognized at all or are the last to be recognized.
A very fun and entertaining game. What children just don’t do is stand on a chair or crawl on all fours, disguise their hairstyle under a cap and tie the bow of their dress in reverse (from the back, where it was, to the stomach). Try it - you will like it!
Communication game 25. “Ears – nose – eyes.”
All players stand in a circle. The presenter begins to speak out loud and at the same time show a part of the body: “Ears-ears” (everyone shows ears), “Shoulders-shoulders” (everyone shows shoulders), “Elbows-elbows” (everyone shows elbows). Then the driver begins to deliberately confuse the players: he shows one part of the body and names another. If the driver makes a mistake, children should not repeat his movements. The one who never makes a mistake wins.
Both kids and teenagers play this game with equal delight. It is also suitable for studying foreign languages. The vocabulary of the game (named body parts) depends on the age of the children playing. For the smallest children, it is enough to name the parts of the body that they know - nose, ears and others. For older people, you can use more difficult words– chin, elbows, forehead, eyebrows and others.
Communication game 26. “Complete the picture.”
The game is very simple. You can even play it together. One person begins to draw - draws a squiggle on a piece of paper. The second player of the pair continues the drawing and again passes the paper and pencil to the first player. The first player continues again and so on until the drawing is completed.
If you play with a group, the game is played a little differently. All players sit in a circle. They simultaneously begin to draw a drawing on a sheet of paper and, at the leader’s signal, pass their drawing to the neighbor on the left. And they themselves receive a drawing from the neighbor on the right. Each player completes the received squiggle and, at the leader’s signal, again passes the sheet of paper to the neighbor on the left. So all the drawings move in a circle until the presenter signals the end of the game. Then the resulting drawings are examined. We discuss what was planned by the first player who started drawing, and what happened.
The game gives all children the opportunity to express themselves; here imagination is not constrained by anything. Even very shy children enjoy playing this game.
Communication game 27. “Conversation through glass.”
They play in pairs. One player appears to be in the store. And the second one is on the street. But they forgot to agree on what to buy at the store. The player “on the street” communicates with gestures to the player “in the store” what he needs to buy. It's useless to shout: the glass is thick, they won't hear you. You can only communicate with gestures. At the end of the game, the players exchange information - what needed to be bought, what the buyer understood from the gestures of his friend in the game.
You can also play this game in teams. One team makes a wish and its representative shows with gestures what is wished for. The other team guesses. Then the teams change roles.
The game is interesting for both children and adults. You can “go” to different stores - to the “Children’s World”, and to the “pet store”, and to the “supermarket”.
Communication game 28. Sculptor and clay.
For this communicative game with preschoolers, you will need pictures (photos) of people in various poses. They can be copied online and printed.
They play in pairs. One child in the pair is a sculptor, the other is clay. Each pair receives a picture of a person in a certain pose. The child “sculptor” needs to sculpt this figure from his own “clay”. You can’t talk, because clay doesn’t understand words, you can just “sculpt.” Then the “sculptor” and “clay” switch roles.
With teenagers and adults, you can use more complex versions of the game: for example, sculpt a whole sculptural group of several people on a given theme. And then switch roles.
Communication game 29. The blind man and the guide.
This game is played in pairs. One player in a pair is blind. He is blindfolded. The other must lead him from one end of the room to the other end. Before the start of the game, obstacles are created in the room - boxes, toys, chairs are placed and other objects are laid out. The guide must guide the “blind” person so that he does not stumble. After this, the players change roles.
Communication game 30. “Competition of braggarts.”
This game was developed by E. O. Smirnova (I highly recommend to teachers her book “Communication of Preschool Children with Adults and Peers”, publishing house Mosaic - Synthesis, in which you will find a system of wonderful games with preschoolers to develop communication).
The players sit in a circle. The presenter suggests holding a braggart competition. And the winner will be the one who best boasts about... the neighbor on the right! You need to tell about your neighbor, what is good about him, what he can do, what actions he has done, why you like him. The task is to find as many advantages as possible in your neighbor.
Children can name any advantages (from the point of view of adults, these may not be advantages - for example, very loud voice- but the child’s opinion is important to us)!
Although this communication game is intended for children, it is very good to play in a group of employees at work. We played and everyone was very happy! It’s so nice to praise your colleagues and hear their words of support addressed to you.
Posted by: Valasina Asya, author of the website “Native Path”, presenter of the Internet Workshop of educational games “Through the game - to success!”, candidate pedagogical sciences, specialist in the field of preschool pedagogy and methods of children's speech development.
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These games are aimed at achieving the main goal - to establish partnerships between children - and related goals - to develop communication skills, social activity, the ability to determine one’s emotional state and one’s attitude towards events and people, to overcome isolation, shyness, aggressiveness, to form an adequate perception of both reality and other people, and oneself.
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Meeting and greeting game - “Caps”.Children are encouraged to say hello and get to know each other in an unusual way. To do this, the presenter distributes wooden sticks and several caps made of colored cardboard to the participants. Participants must pass the caps to each other with chopsticks (to whomever they wish) and at the same time say: “Hello! My name is....”, respond when taking the cap, “I’m very pleased! ", touching the caps with your hands is prohibited.
Game "Touch...» The teacher suggests: “Touch the blue! " All children must instantly orient themselves, find something blue in the participants’ clothes and touch this object. The colors change periodically; those who didn’t have time are the presenter. The teacher makes sure that each participant is touched.
Game "Compliments".The rule is not to repeat yourself. Children, looking into each other's eyes, wish their neighbor something good, praise, promise, admire and at the same time pass the flashlight from hand to hand. The receiver nods his head and says: “Thank you, I’m very pleased.”
Game "Good Animal".The presenter says in a quiet, mysterious voice: “Please stand in a circle and hold hands. We are one big kind animal. Let's listen to how it breathes. Now let's breathe together! When you inhale, take a step forward, when you exhale, take a step back. Now, when you inhale, take two steps forward, and when you exhale, take two steps back. So not only does the animal breathe, its big, kind heart beats evenly and clearly, a knock is a step forward, a knock is a step back, etc. We all take the breath and heartbeat of this animal for ourselves.”
Game "Magic Candies".Show the box with a lid. Shake it and the children must determine by ear what is there. It's actually candy. But they are not simple. As soon as you eat them, you will turn into wizards and will be able to wish all people something that will make them happy. Let's think about what we can wish for all the people who live on earth...
Examples of children's statements:
Let them get rid of diseases
May everyone live long
Let everyone have a home
Let everyone live together
May everyone be happy
"Golovoball." Children, divided into pairs, lie on their stomachs opposite each other. A ball is placed between their heads. Touching the ball with only their head, they try to stand up and pick the ball up off the floor. When children learn to cope with this task, the game can be complicated: increase the number of people lifting one ball to three, four, five people.
Game "Stand up, all those who..."The presenter gives the task: “Stand up, all those who...
Loves to run, enjoys good weather,
Has a younger sister - likes to give flowers, etc.
If desired, children can play the role of leader.
After completing the exercise, children are asked questions summarizing the game:
Now we will see who was the most attentive in our group. Which of the guys remember who in our group loves sweets? Who has a younger sister? etc.
“Hands are getting to know each other. Hands quarrel. Hands are making peace."The exercise is performed in pairs with eyes closed, children sit opposite each other at arm's length. An adult gives tasks (each task takes 2-3 minutes): - Close your eyes, stretch your hands towards each other, introduce yourself with one hand. Try to get to know your neighbor better. Put your hands down.
Stretch your arms forward again, find your neighbor's hands. Your hands are fighting. Put your hands down.
Your hands search for each other again. They want to make peace. Your hands make peace, they ask for forgiveness, you part as friends.
Discuss how the exercise went, what feelings arose during the exercise, what did you like more?
"Artist of words."Each child takes turns thinking of someone from the group and begins to draw his verbal portrait - his external features(and, if possible, internal, psychological), without specifically naming the name of this person. The rest of the children try to guess who we're talking about.
"I'm good - I'm bad."Children are asked to draw a picture, a self-portrait, in which both their good and bad qualities should be drawn. If children find it difficult, then you can talk to them about which qualities they consider bad and which are good and why. How can you draw a bad quality, and how can you draw a good one? What color and shape can they be?
"Find a friend." The exercise is performed among children or between parents and children. One half is blindfolded, given the opportunity to walk around the room and asked to find and recognize a friend (or their parent). You can find out with your hands, feeling your hair, clothes, hands. Then, when a friend is found, the players switch roles.
"Mittens." To play, you need mittens cut out of paper; the number of pairs is equal to the number of pairs of participants in the game. The presenter scatters mittens with the same pattern, but not painted, around the room. The children scatter around the hall. They look for their “pair”, go to a corner and use three pencils different colors They try, as quickly as possible, to color the mittens exactly the same.
“Roar, lion, roar; knock, train, knock."The presenter says: “We are all lions; big lion family. Let's have a competition to see who can growl the loudest. As soon as I say: “Roar, lion, roar!” let the loudest roar be heard.”
“Who can growl even louder? Roar well, lions." You need to ask the children to roar as loudly as possible, while pretending to be a lion.
Then everyone stands one after another, placing their hands on the shoulders of the person in front. This is a steam locomotive. It puffs, whistles, the wheels work clearly, in time, everyone listens and adapts to their neighbors. The locomotive travels around the room in different directions, sometimes quickly, sometimes slowly, sometimes turning, sometimes bending, making loud sounds and whistles. The driver at the stations changes. At the end of the game there may be a "crash" and everyone falls to the floor.
"Walk Along the Stream"A stream is drawn on the floor with chalk, winding, sometimes wide, sometimes narrow, sometimes shallow, sometimes deep. Tourists line up one after another in one “chain”, put their hands on the shoulders of the person in front, spread their legs the width of the stream in the place where their path begins, slowly move all together, changing the width of their spread legs, stepping along the banks of the stream. The one who stumbles gets his foot into the stream and stands at the end of the chain.
"Guide". “Obstacles” are laid out and placed in the room. Children are divided into pairs: leader - follower. The follower puts on a blindfold, the leader guides him, telling him how to move, for example: “Step over the cube,” “There is a chair here.” Let's go around it."Then the children change roles.
"We are good." D The kids are sitting on the carpet. The teacher tells them how good they are and invites them to pet themselves. Children stroke their arms, legs, nose, cheeks, saying at the same time: “we are good, we are good...”. This exercise can be used as a relaxation exercise during any activity.
preschool child socialization game
Childhood is a special state, the essence of which is the process of the child growing up, his entry into the social world of adults, which involves the acquisition of the properties and qualities of a mature person. The child begins to focus on other people, on the values in their world, and learns norms of behavior and relationships. For him, both the society of adults and the society of children are already important, since each of them enriches his social experience in its own way.
Entry into the social world occurs directly through the child’s interaction with adults. This interaction between man and society is designated by the concept of “socialization”. However, the function of socialization is not limited to the possibility of interaction between a person and society. It also ensures the preservation of society, as socialization helps new citizens internalize ideals and values.
Socialization is the process of personality formation, the individual’s assimilation of language, social values and experience, culture inherent in a given society, social community, group, reproduction and enrichment of social connections and social experience.
Socialization falls into stages, each of which “specializes” in solving certain problems: the formation of adequate self-esteem, the ability to find a constructive way out of conflict situations, the reduction of aggression and self-doubt in children, without which the next stage may not occur.
Adaptation is the adaptation of the individual, independent and forced, to the conditions social environment.
Social adaptation is a person’s active adaptation to the conditions of the social environment, thanks to which the most favorable conditions are created for self-expression and natural assimilation, acceptance of goals, values, norms and styles of behavior accepted in society.
Integration is the joining of any parts into a whole.
Integration of a preschooler is a combination of the emotional sphere, the nature of perception, adequate response, and the child’s own activities.
Personalization is a process as a result of which a subject receives ideal representation in the life activities of other people and can act in public life as a person (Petrovsky).
The result of socialization is socialization.
Socialization in the most general form is understood as “the formation of traits specified by status and required by a given society,” from another point of view - the assimilation of personal and social qualities. The main criteria for socialization include: the content of formed attitudes and values; adaptability of the personality, its normal behavior; social identity. Socialization acts as an achievement at every age stage a certain balance of adaptation and isolation in society. IN preschool age successful socialization is determined by the development of the ability to overcome difficulties in communicating with peers, the ability to find a constructive way out of conflict situations, as well as the presence of adequate self-esteem.
The successful formation of socialization skills, at present, is facilitated by various means of socialization of preschool children, exercise, story, conversation, various options for observing children, visual activity and design, but preference is given to means play activity, because the game, being a simple and close way for people to understand the surrounding reality, should be the most natural and accessible way to mastering certain knowledge, skills, abilities.
Play is the leading activity of preschoolers, in which they take on “adult” roles and, in play conditions, reproduce the activities of adults and the relationships between them. A child, choosing a certain role, also has an image corresponding to this role - a doctor, a mother, a daughter, a driver.
The child’s play actions also follow from this image. The figurative internal plan of the game is so important that without it the game simply cannot exist.
Through images and actions, children learn to express their feelings and emotions. In their games, mother can be strict or kind, sad or cheerful, affectionate and tender. The image is played, studied and remembered. All children's role-playing games (with very few exceptions) are filled with social content and serve as a means of getting used to their full potential. human relations.
Through play, a child learns the world around us objects and people, “grows” into the community of adults. The child must master this activity and get enough of it, so that by school age he no longer confuses educational motivation with gaming motivation, distinguishes when it is necessary to fulfill requirements, and when only to imitate their understanding.
Play has a significant impact on a child's development. In play, the child learns the meaning of human activity, begins to understand and navigate the reasons for certain people’s actions. By learning the system of human relations, he begins to realize his place in it. In play, children learn to communicate with each other and the ability to subordinate their interests to the interests of others. The game contributes to the development of the child’s voluntary behavior. The mechanism of controlling one’s behavior and obeying the rules develops precisely in a role-playing game, and then manifests itself in other types of activities (for example, in educational activities). In a developed role-playing game with its complex plots and roles, which create wide scope for improvisation, children develop a creative imagination. The game promotes the development of voluntary memory, attention and thinking of the child.
The game creates real conditions for the development of many skills and abilities necessary for a child to successfully transition to educational activities.
The game takes its origins from the object-manipulative activity of the child during the period early childhood. At first, the child is absorbed in the object and actions with it. When he masters action, he begins to realize that he is acting on his own and as an adult. He had imitated an adult before, but did not notice it. In preschool age, attention is transferred from an object to a person, thanks to which the adult and his actions become a role model for the child.
At 3-4 years old, a child actively moves from objective interaction to the reproduction of human relationships; his play reflects the norms and rules of social contacts that influence the development of his moral sphere. An adult, despite the child’s need to act independently, is interesting to the child as a carrier of various information. Therefore, when playing independently, the child feels the need to constantly communicate with an adult so that he can look at it and express his attitude towards its construction and actions: “Did I do a good job? How should it be done?”
Preschool age is considered the classic age of play. During this period, the most developed form a special type of children's game, which in psychology and pedagogy is called role-playing. A role-playing game is an activity in which children take on labor or social functions adults and, in playful, imaginary conditions specially created by them, reproduce (or model) the lives of adults and the relationships between them.
According to the concept of children's play by D.B. Elkonin, role play is an expression of the child’s growing connection with society - a special connection characteristic of pre-school school age. Role-playing game expresses the child’s desire to participate in the life of adults, which cannot be realized directly, due to the complexity of the tools and their inaccessibility to the child. In role-playing play, children reflect their surrounding world and its diversity; they can reproduce scenes from family life, from relationships between adults, labor activity and so on. As the child grows up, the plots of their role-playing games become more complex. So, for example, the game of “mother and daughter”. Ethnographic research by D.B. Elkonin showed that in more primitive societies, where children can take part in the work activities of adults very early, there are no objective conditions for the emergence of role-playing games.
In children aged 2-4 years, in a role-playing game using toys, its content is enriched by combining individual actions: the bear washes its paws - eats - sleeps. Using methods of direct and partially indirect guidance, the teacher promotes the development of short play chains. For example, a mother combs her daughter’s hair, her daughter puts on a dress, her mother feeds her daughter, she takes her daughter to kindergarten. You can build such a chain using leading questions (“What will your daughter do now?”).
Theatrical game is a performance of literary works in the faces of a theatrical performance based on fairy tales. For children three to four years old, it is typical to accept the actions of adults as a model. It is through a role in a theatrical play that a child learns the norms of command accepted in the adult world.
Children's amateur play reflects the literary and artistic material that the teacher introduces them to throughout the year. Experts say that only bright artistic images, memorable, fascinating plots, close to the life experience of a child, become the basis for free children's play.
Directing acting is a type of creative acting. In them, as in all creative games, there is an imaginary or imaginary situation.
Through director's play, the child acquires the ability to act out plots, act for all the characters, and combine different storylines; his ability to take the character’s position improves. The director's games reflect the everyday life surrounding the child; there is an operation with concepts that are understandable to him. The baby is able to grasp the situation as a whole: the daughter doll has come from a walk, will undress, wash her hands, and her mother will feed her lunch. The ability to take on a role, speak on behalf of the character and reflect his mood and emotions gradually develops; the child masters role behavior.
A didactic game is an educational game: “Couples”, “Pick up a picture”. Such games are created by adults for the purpose of raising and educating children. As noted by A.N. Leontyev, didactic games belong to the “boundary games”, representing a transitional form to the non-game activity that they prepare. These games help develop cognitive activity, intellectual operations that represent the basis of learning.
At the age of 3-4 years, didactic games can cover the entire lesson, including different types of activities (game, music, speech, movement, visual activity). These games also include dramatizations. Imitation of animal images through the heroes of favorite fairy tales helps to express children’s attitudes to the depicted phenomenon through facial expressions, gestures, and intonation. For example: “Cat and Mice”, “Cars and Pedestrians”.
In children 4-5 years old role-playing game occupies a leading place in their life. They develop not only a desire to play, but also to fulfill one or another role: salesman, driver (“Toy Store”, “Garage”).
Games with rules are didactic games where the fulfillment of game obligations is required: “Merry Lotto”, “Wonderful Bag”, “What’s Missing?”, the rules of the game are educational, organizational and disciplinary in nature. Teaching rules help to reveal to children what and how to do: they relate to game actions, strengthen their role, and clarify the method of execution; organizing - determine the order, sequence and relationships of children in the game; disciplining - warn about what and why not to do.
At this age, collective games begin to predominate among children, in which there is a place for invention, competition, and initiative: “Bus”, “Ship”. They gladly fulfill the teacher’s request to teach the game to a peer who does not know how to play it or does not understand the rules of the game. In this case, learning is active, children obey the rules and jealously monitor the implementation of the rules by other children.
In middle preschool age, a child, having assumed a role, behaves in accordance with the rules that it imposes on him. The content of the game is the relationships between people. The substantive content of the role requires the fulfillment of game circumstances (for example, the teacher teaches children to wash their hands, make the bed, feeds them lunch); this expresses the unity of the objective and social content of the preschooler’s play. In games, the plot helps to obey the rules: imagining himself as a driver, the child sets off at the traffic light signal.
Games with rules teach children to come up with new game actions and foster a creative attitude towards the game in general.
D.B. Elkonin concludes that the method of acting with an object can be mastered through a model, and the meaning of the action will be understood only through the inclusion of the action in the system of human relations. Children in the middle group are keenly interested in the professional activities of adults. They love to watch how goods are weighed in a store, how mother irons clothes. In real life, a child is not yet ready to master many activities, but he can do it with pleasure in a game, for example, the games “Shop”, “Family”, “Garage”. To develop role-playing games, the teacher must expand children’s life and play ideas by explaining the meaning of relationships between people in professional activities: reading books, taking them on excursions, etc.
Work on the formation of theatrical activities of preschoolers must begin with their accumulation of emotional and sensory experience. Children of middle preschool age, subject to systematic training in theatrical play, develop an increasing interest in transformation. Children willingly act out familiar fairy tales and works that have made a strong impression on them. When playing a role, children in the middle group strive to authentically portray the character. If previously they were dominated by the desire to participate in dramatization, to play a role, then at this age high-quality performance of the role becomes important.
At this age, the director's acting also develops. Boys arrange fights, and girls dress up dolls. Tabletop theater occupies an important place in the director's game. Children enjoy playing free time fairy tales: “The Fox, the Hare and the Rooster”, “Mashenka and the Bear”. Reflected in independent play, these fairy tales promote identification with different characters, entry into an imaginary situation, manifestation of emotions and feelings, and experiencing all plot collisions together with their characters. For example, a theatrical performance based on the fairy tale “Teremok”.
Role-playing play reaches its peak at 5-6 years of age. Imitation of the relationships of adults in their social life intensifies due to the expansion of children’s ideas about the world around them, the further development of gaming skills, and the complication of gaming plans. There is a need for a chain of roles (loaders - drivers - sellers - buyers), coordination of role actions (loaders unload the goods brought by the driver, the seller checks the availability of goods, buyers are waiting for new products), the ability to agree on a game, determine role behavior according to plot twists. For example, in the game “Shop,” while the loaders are unloading goods, customers decide in different ways what to do: stay at home at this time, go to another store, or stand in line until the end of unloading. The teacher plays the role of an adviser and partner in the game and can offer several stories, for example, in the game “Theater” he asks: “Who works in the theater? How to behave in the theater? What can you see in the theater? What is intermission? Leading questions give the most general idea about the content that should be specified.
Dramatizations provide invaluable assistance in developing a role-playing game. In dramatization games, children of this age act out plots of various works of art. Children can imagine the theater, the work of its employees, and the behavior of the audience based on their existing experience (they attend performances in kindergarten or visit the theater with their parents), gain knowledge from conversations about the theater, and themselves find themselves in the role of prop men, directors, and costume designers.
As children develop independence, more and more new ideas for theatrical games appear, the impetus for the development of which are fairy tales, stories, stories, cartoons, which evoke a desire to play with their bright images and interesting plots. Work on the development of theatrical activities and the formation creativity children brings tangible results. The art of theater, being one of the most important factors aesthetic education, promotes the comprehensive development of preschool children, their inclinations, interests, and practical skills. In the process of theatrical activity, a special, aesthetic attitude towards the surrounding world develops, and general mental processes: perception, imaginative thinking, imagination, attention, memory.
By this age, as a rule, children have played many roles in dramatizations. Showing the advantage of one or another role, the teacher encourages them to change roles in order to try themselves in a different role, learn differently, and interpret the same image. Exchange of roles provides a chance to feel different and in this “shell” to master new roles, selecting means of expression characteristic of a given image - intonation, gestures, posture.
The development of consciousness leads to the fact that children begin to understand the social value of certain roles. They have less and more preferred roles. When distributing them, conflicts can often arise. In order to remove them, it is necessary to introduce appropriate norms for play activity: rules according to which children take turns playing attractive roles, or a strategy according to which a less attractive role can become more attractive thanks to new play actions.
At this age, director's acting receives a new level of development. It becomes more developed, the child uses many additional details for it: builds fortifications, erects the necessary buildings.
In didactic games, children 5-6 years old show independence and stability of attention, increased interest in solving mental problems: “Loto”, “Collect a square”, “Logic train”.
If in the middle group children were mainly fascinated by the process itself, now the result, winning a prize, is more important. Children 4-5 years old act emotionally during the game, enjoying the action itself, and at 5-6 years old they show concentration and purposefulness, trying to perform the action as accurately as possible. Their desire to overcome obstacles and complete the task increases. This has a positive effect on the quality of the game and makes you want to play on your own. E.I. Radina notes the independence and sociability of children of this age, which has a positive effect on the ability to self-organize.
Children 6-7 years old in the process of play activities, children reflect mainly relationships between people, which is expressed in the presence of such plots that reflect characteristic life situations (for example, the birth and raising of a child, choice of profession, human illness, etc.) At the same time, play the activity may cover a wide play space, in which several play centers may exist, representing special system interactions (for example, a center-hospital, a center-hairdressing salon, a center-shop can exist at the same time), moving between which children play one or another role.
At this age, a conscious attitude towards fulfilling the rules of role behavior reflects the depth of mastery of the sphere of reality. Fulfilling a role becomes a significant motive for gaming activity. The role encourages children to obey certain rules behavior and follow social norms. If earlier in choosing a role the main place was occupied by its external attractiveness, now it is the perceived benefits of the role. Stories about courageous people (rescuers, pilots), fantastic adventures, and fascinating stories are very popular among children of this age. The guys eagerly determine their share of participation in the game, striving to get the most socially significant role. The location of the game is transformed beyond recognition: children use various available materials, toys, and interior items. They use knowledge in the game, borrowed from various sources: from life experience, from books, films, stories, works of music and fine arts, excursion impressions, special conversations, themed evenings: “Journey into Space”, “Firefighting”, “Beauty Salon”.
In children aged 6-7 years, one can often observe games of a mixed type, in which dramatization and active play, fun and didactic play, travel game and joke game, entertainment, etc. are combined. What is common is the presence of an imaginary situation and the children’s desire for knowledge, and also the desire of the teacher to improve the game, in which their gaming skills and personal qualities will develop.
In the minds of children of this age, role-playing play and dramatization are closely related to each other. All external structural elements of the game are common: an imaginary situation, action, role, plot; the sensations in the role are also similar: in the dramatization, the child, for example, in the dramatization game “Ball,” plays out the state of Cinderella in anticipation of the ball, and in the plot-role-playing game, when fighting the enemy, he truly feels anger, and the feeling of revenge completely owns him. In both types of games, the child is interested in relationships between people. Both dramatization and role-playing games can only have a certain outline for the development of a full-blooded plot; children’s actions in them can be creatively free; they have a lot of room for improvisation. There is an opinion that role-playing play fades away by the end of preschool childhood, but if we proceed from the concept of the continuity of play in a child’s life, then we can rather say that it is transformed and combined with other types of games.
Children are also interested in theatrical games. Children are keenly interested in theater as an art form; they are captivated by stories about the history of theater and theatrical art, special excursions, photo and video materials telling about the external features of the theater building (advertising, name of the theater, repertoire list), the internal arrangement of the theater room for spectators (foyer with photographs of artists and scenes from performances, wardrobe, auditorium buffet) and for theater workers (stage, auditorium, rehearsal rooms, costume room, dressing room, art workshop). They are also interested in theatrical professions (director, actor, make-up artist, artist). Children are attracted to acquiring basic knowledge and skills in these professions (applying makeup, choosing music, coming up with design), which are in demand in the immediate preparation for the performance.
Researchers believe that the joy of contact with art is often lost with age if it is not consciously practiced. When working on the embodiment of expressive means, on specific skills, it is important not to lose sight of cultivating an attitude towards the theater as a temple of art; do not simplify or belittle its impact on the spiritual and moral differences of children. It should be remembered that children of this age are looking for their hero in the theater, whom they would like to be like, and if such a meeting does not happen, they turn to action films, are forced to adopt the habits of superheroes and actively imitate them.
A theatrical game in kindergarten should give the child a positive hero whom he would like to imitate and believe.
Children aged 6-7 years begin to develop personal mechanisms of behavior, in which the main place is occupied by awareness and indirectness of their own behavior. At this age, arbitrary behavior and intellectual activity develop effectively in games with rules. Didactic games should become one of the most important steps in preparing children for school. By the end of preschool age, children have accumulated quite a lot of experience in didactic games: “Fold the square”, “What first, what then?”, “Read it”, “Mathematical lotto”. Playing independently, they can teach each other unfamiliar games, introduce new rules, conditions in famous game. Mutual learning plays an important role in shaping the activity of children and the development of their intellectual sphere.
So the game is an important condition social development of children. Aged three years children learn about the world through manipulation with toys; for this age, didactic games are recommended, which are also a form of learning. By the age of four to five, a child begins to learn about the system of human relationships, therefore, children of this age are characterized by role-playing games that teach the child to become imbued with the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds. Children six to seven years old are interested in relationships with peers, in which conflicts often occur. Children of this age are characterized by games that contribute to the development of the ability to overcome difficulties in communicating with peers, to reduce aggression and self-doubt; these are mixed-type games.
In the game, children get acquainted with different types activities of adults, learn to understand the feelings and states of other people, empathize with them, acquire communication skills with peers and older children. The game has an excellent psychotherapeutic effect, since in it the child can, through play actions, unconsciously and involuntarily release accumulated negative experiences and “play out” them. The game gives him special feeling omnipotence and freedom. Play is the most natural and productive way to master the culture of the society in which a child lives.
Play is an effective form of child socialization
Description: This methodological development contains didactic games for teachers who organize the process of an individual (student) entering a group or children's team. Games that promote the socialization of the individual are presented.Target: socialization of the personality of a child of preschool and primary school age through play
Tasks:
- To develop children’s interest in play, to develop the ability to independently engage themselves in play (individual and joint with peers).
- Use a minimum number of toys so that manipulation with them does not distract the child’s attention from role-playing interaction.
- To develop in children new, more complex ways of constructing role-playing games.
- Provide conditions for free, independent individual play (director’s), support emotional and positive state child.
- To develop in children more complex gaming skills and behavior in accordance with different roles partners, change the playing role.
Relevance. A child’s entry into the modern world is impossible without inclusion in the system social relations. Personal socialization occurs throughout a person’s life, but the foundations for its successful implementation are laid in childhood. Preschool and school childhood is a period of active mastery of the mechanisms of socialization and assimilation of norms social behavior. By socializing, the child masters the world around him and determines his place in it. IN educational space Games (educational, didactic, role-playing, active, intellectual...) for preschool and school-age children will help to establish the process of child socialization.
Regularly conducting such joint games will enrich students with new impressions, contribute to the formation of social competence skills, and give them new social experience, which is so important for the development of their personality.
1.Game “Hugs”
Target: teach children to physically express their positive feelings, thereby promoting group cohesion.
Progress of the game: The teacher invites the children to stand in a large circle. Then he asks the children to try to express their friendly feelings towards the other children by hugging them. And he starts with a light little hug, then the children continue to hug each other in a circle, each time, if the neighbor does not object, intensifying the hug.
After the game questions are asked:
-Did you like the game?
-Why is it good to hug other children?
-Do you enjoy being hugged?
- Do you get hugs often?
2. "Telegraph"
Target: developing the ability to establish “feedback” when interacting with other people.
Progress: Four children are “signalmen”; the rest are observers; teacher – sender of the telegram; one child is its recipient. The signalmen and the recipient of the telegram go out the door. The teacher invites one signalman and reads the text of the telegram to him once. The first signalman, in order to better remember the text, can ask clarifying questions. Then he invites the second signalman and gives him the text he heard; second to third; third to fourth; the fourth - to the recipient. The recipient retells what he heard to the observers and asks: did he understand everything correctly?
Sample text. I'm leaving on flight 47. Meet me at 13.00 Moscow time. Don't forget about sweets and flowers. See you. Your friend.
3. "Radio"
Target: development of sustainable interest in a peer.
Progress: Children playing sit in a semicircle so that they can clearly see each other. According to the counting rhyme, a driver is selected (for the first time there may be a teacher), he chooses one of those sitting to describe him and turns his back to them and says into the microphone: “Attention! Attention! A girl (boy) got lost... (gives a description of one of the children). Let her (he) approach the announcer.” All children determine by description who they are talking about. Then the role of announcer is played by the child who was described.
This game will help children establish contact with each other in a team, will promote the ability to listen to the opinions of others, and form a positive attitude towards peers
4. "Suitcase".
Target: developing the ability to establish positive relationships with other people.
Progress: In order to play this game, we need to split into two teams. For this, I have cut pictures, each take one fragment of the picture for yourself. Your task is to collect the picture and find a place for your team. Next, the teacher offers the children an imaginary situation: they are going on vacation without adults. The day before, you pack your suitcase yourself. In order not to forget anything, you need to make a list of what you need and what will help you quickly get to know other children. The list must be compiled using diagrams, drawings, and icons.
Teams need to prepare materials, discuss and sketch what they need to take for the trip. To do this, you are given 10 minutes (an hourglass is set). After time has passed, the presenter offers to exchange lists - sketches and guess what the other team is taking with them on the trip.
Organizing this game, we used the rules of socio-game technology: work in small groups, changing the leader, changing the mise-en-scène, integrating activities (socialization, communication, productive, search, etc.).
5. “Riddle letters”
1. "A letter through the air." Children choose a leader. He, standing with his back to the players, writes a large letter in the air, and the others guess. Letters can be written with your hand, shoulder, head, leg, knee, etc., in a mirror image.
2. “Letter-round dance”. A group of children, holding hands, follow the leader in a round dance like a snake and write down the letter he wished for. The rest guess the letter.
3. “Building letters”. A group of children “constructs” the intended letter as a frozen living pyramid, the rest guess, write down, sketch. “Riddle letters” can be short riddle words (cat, poison, mustache, catfish, chorus)
6. “Undamaged phone”
Children pass the word to each other in a whisper in their ears, the children “catch” the word by ear. The success of the transfer is assessed by the following criteria: the word was “not caught”, all players participated in the transfer, the last one “received” the word transmitted by the first player.
-word, difficult word, phrase, tongue twister (counting book),
-two telephone lines (relay race): fast, undamaged telephone.
7. “Typewriter”
All participants in the game perform a series of movements synchronously:
-clap their hands in front of themselves
-clap the knees with two hands (right hand on the right, left hand on the left)
- throw your right hand up to the right, snapping your fingers
- throw your left hand up to the left, snapping your fingers
8. "Adult name"
Children sit in a circle. Instructions:“Close your eyes. Try to see yourself as an adult. How will you sit? What will you wear? Sit now as if you were already an adult. How will you talk? How will other people contact you? Probably by name and patronymic.
Open your eyes. Let's play. I will take turns calling you by your first and patronymic names. The one I name will get up from his seat and walk around the room, like adults walk. Then he (she) will give a hand to each of the children and introduce himself by name and patronymic, for example: “I am Maria Igorevna,” “I am Mikhail Nikolaevich.”
A card index of games and play exercises aimed at the social and personal development of a preschooler.
Educator
MDOU "No. 78 Combined type"
G. Saransk, RM
Relevance.
Modern society needs an active, creative personality who is capable of establishing conflict-free communication in order to avoid interethnic and interstate conflicts.
The period of development of the emotional and personal sphere of a child is preschool childhood, because relationships with other people arise and develop most intensively in preschool age. The first experience of such relationships becomes the foundation on which further personal development is built. How the child’s relationships will develop in the first team in his life - a group kindergarten– the subsequent path of his personal and social development, and therefore his further fate.
Currently, the main focus is on the problem social and personal development and education of preschool children, which is one of the components of the project State standard preschool education. The social and personal development of a preschooler, that is, the formation of the child’s attitude towards himself and the environment, his development of social motives and needs, the formation of his self-knowledge, is a rather complex process, requires considerable labor from the teacher and, in terms of effectiveness, is usually delayed in time. Socialization occurs in the child’s interaction with the outside world and thanks to game activity, preschoolers master the basic techniques of instrumental activity and norms of social behavior.
Preschool childhood is short, but important period personality formation. It is during these years that the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character. The leading activity during this period of children’s lives is play; it clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, need for communication, and the formation of all aspects of the personality occurs.
The child strives for active activity, and it is important not to let this desire fade away; it is important to promote his further development. The more complete and varied a child's activities are, the more significant they are for the child and the more consistent with his nature, the more successful his development is. That is why games and active communication with others - with adults and peers - are the closest and most natural for a preschooler. The main attribute social essence human is speech, which develops exclusively in a social environment. The richer and more correct a child’s speech, the easier it is for him to express thoughts, the wider his opportunities in the field of knowledge of the surrounding reality, the more meaningful and fulfilling his relationships with peers and adults. Therefore, it is so important to take care of the timely formation of children’s speech.
Observing children during the period of their adaptation to the conditions of kindergarten, I increasingly note with alarm that many of them experience serious difficulties in communicating with others, especially with peers: these children are fussy and loud, or, conversely, passive, communicating in short, distorted phrases, shy, withdrawn, conflict-ridden, children with low self-esteem, emotional instability, aggressiveness. Therefore, these children have communication problems with both children and adults. This determined the theme of my work with children in this category, “Use gaming technologies in the social and personal development of preschoolers."
Greeting games.
Relevance:
Create favorable atmosphere At the beginning of the day it can be difficult, but how the day starts depends on a lot. To create a warm, friendly atmosphere in a group of children, you can use psychological speech settings. It is best to carry out speech adjustments after morning appointment children. Their main goal is to develop a positive attitude and a friendly attitude of children towards each other and towards the teacher. This is why I propose based on simple techniques, which create a friendly, creative, calm atmosphere - greeting games, accompanied by fabulous instructions.
Psychological games help unite children in a group, relieve conflict, develop the ability to understand the feelings of other people and respond to them, correct behavioral disorders in children, and create a positive psychological microclimate in the group.
Greeting games can be used daily and become a good ritual that helps to put everyone in a certain mood: high level creative activity, mutual understanding, group work, team unity, creating a calm and friendly environment. The games have no age limit; both teenagers and even adults enjoy playing them.
1.
Stand up children, stand in a circle,
Stand in a circle, stand in a circle
You are my friend and I am your friend.
The best friend. (Children clap their hands.)
2. Our hands are like flowers,
Fingers like petals.
The sun wakes up -
The flowers are opening.
All day long they are again
Everyone will play together.
3. - Are you having fun? What's your mood? (funny)
How are you living? - Like this!
Are you swimming?
Are you running?
Are you looking into the distance?
Are you waiting for lunch?
Are you waving after me?
Do you sleep at night?
Are you naughty?
Are you in a hurry to get to class? (For each question, children show movements and answer “like this”).
4. I love our kindergarten
It's full of:
Mice? - No
Chickens? - No!
Ducklings? - No!
Baby squirrels? - No!
Guys? - Yes!
5. I am your friend and you are my friend!
Let's hold hands together
And let's smile at each other.
We'll join hands
Let's smile at each other.
We'll go in circles.
Let's start a round dance (walking in a circle)
6.
In our group every day
Let's do exercises
Doing the exercises
Strictly in order:
Everyone sat down
We stood up together
Turned their heads
Stretch, turn around
And they smiled at each other!
7. Hello sun!
Hello sky!
Hello, my whole Earth!
We woke up very early
And we welcome you!
8. Hello, golden sun!
Hello, the sky is blue!
Hello, free breeze!
Hello, little oak tree!
We live in the same region -
I greet you all!
9.
Let's stand side by side, in a circle,
Let's say "Hello!" to each other.
We are too lazy to say hello:
Hi all!" and "Good afternoon!";
If everyone smiles -
Good morning will begin.
- GOOD MORNING!!!
10.
We count together: “One!”
The month in the sky suddenly went dark.
Let’s count together: “Two!”
The dawn is breaking.
Let's count together: “Three!”
- The sun is clear, shine!
...The morning begins -
The counting clock ends!
Games for the development of communicative perception.
Relevance:
From the mandatory minimum content of the educational program implemented by a preschool educational institution (DOU), communicative competence of a preschooler
includes recognition emotional experiences and the states of others, the ability to express one’s own emotions verbally and non-verbally.
In addition, by the senior preschool age, the child should already have mastered communication skills. This group of skills consists of well-known skills."
Cooperate;
Listen and hear;
Perceive and understand (process) information;
Speak for yourself.
But practical work shows that in connection with the implementation of other areas of general education programs of preschool educational institutions, the targeted formation communication skills preschoolers often remain outside of attention. The lack of time in the classroom leads to the fact that teachers’ questions require monosyllabic answers from children; situations for interaction and dialogue are not created often enough.
1. Game “Goose, goose, I’ll stick as fast as I can.”
Target: Developing group cohesion, relieving tension.Game description: Children stand one after another and hold on to the shoulders of the person in front. In this position they overcome obstacles:
get up and get off the chair,
crawl under tables
go around the “wide lake”,
get through the "dense forest"
hide from “wild animals”.
2. Game “Pass the signal”.
Target: Group cohesion, development of communication and sense of responsibility.Game description: Participants stand in a circle holding hands. The presenter asks everyone to close their eyes and gives some signal (shake hand twice, raise your hand up, etc.). The one who receives the signal from the right or left must pass it on to the next one in the chain. The game is over when the host receives the signal he sent. The game uses the “damaged phone” principle.
3. Game “Crossing the bridge”.
Target: development of communication skills, motor dexterity.
Game description: An adult invites the children to cross the bridge across the abyss. To do this, a bridge is drawn on the floor or on the ground - a strip 30-40 cm wide. According to the condition, two people must walk simultaneously on the “bridge” from both sides towards each other, otherwise it will turn over. It is also important not to cross the line, otherwise the player is considered to have fallen into the abyss and is eliminated from the game. The second player is eliminated along with him (because when he was left alone, the bridge turned over). While two children are walking along the “bridge”, the rest are actively “cheering” for them.
4. Game "Mirrors"
Target: development of observation and communication skills.
Game description: The presenter is selected. He stands in the center, the children surround him in a semicircle. The presenter can show any movements, the players must repeat them. If the child makes a mistake, he is eliminated. The winning child becomes the leader.
5. Game "Newspaper"
Target: development of communication skills, overcoming tactile barriers.
Necessary equipment: newspaper, 4 children playing.
Game description: An unfolded newspaper is placed on the floor, on which four children stand. Then the newspaper is folded in half, all children must stand on it again. The newspaper is folded until one of the participants can stand on the newspaper. During the game, children must understand that to win they need to hug - then the distance between them will be reduced as much as possible.
6. Yes-no game
Target: development of children's communication skills, development of auditory attention.
Game description: The adult says the sentences, and the children must evaluate whether this is true or not, clapping their hands if they agree, or stamping their feet if the statement is incorrect.
7. Game “I want to become...”
Target: development of communication skills.
Game description:adults and children play. The adult begins the game with the words: “I would like to become... (baby, bird, cat, etc.). Why do you think?” The child expresses his opinion. When the child finishes speaking, they change roles with the adult. But you cannot judge his desire and you cannot insist on an answer if he does not want to confess for some reason.
8. Game “Associations with a toy”
Target: Finding positive meaning in unexpected things.Game description: Teachers are offered a black, opaque bag with soft toys. The leader in the circle suggests touching any toy and thinking about how this toy is similar to him. Next comes a discussion in a circle.
9. Game “Going to the Zoo”Target: development communication skills, the ability to recognize the language of facial expressions and gestures, removing bodily clamps.
Game description: It’s more interesting to play in teams. One team portrays different animals, copying their habits, poses, and gait. The second team is the spectators - they walk around the “menagerie”, “photograph” the animals, praise them and guess the name. When all the animals have been guessed, the teams change roles.
10. Game “Help the old man”
Target: development of communication skills, trust, empathy, development of motor dexterity.
Game description: children are divided into two teams - grandmothers (grandfathers) and grandchildren (granddaughters). The “old people” are blindfolded - they are very old, so they don’t see or hear anything and they must definitely be taken to a doctor. You will have to walk across a street with heavy traffic. Their grandchildren (granddaughters) should accompany the grandparents, trying not to be hit by a car.
Then a street is drawn with chalk, and several children become “cars”, running back and forth along the “street”. The grandchildren’s task is not only to take the “old people” across the road, but also to show the doctor (one of the children plays his role), and buy medicine at the pharmacy, and then bring them home.
Mirilki games.
Relevance. All children, without exception, quarrel. And everyone is offended. Sometimes a quarrel can proceed quite peacefully, lasting only a short time, and sometimes with a fight and the subsequent announcement of long-term hostilities. The loud phrase “conflict resolution” sounds completely different for children: “let’s make peace,” says the kid. But not all children know how to put up. Let's teach them this.
Adults, as best they can and as best they can, try to reconcile quarreling kids, but this is not always possible. But don’t think that conflict is bad. It is a quarrel that helps a child learn how to build relationships correctly. adult life, find a compromise, and sometimes defend your beliefs. Children who prefer not to quarrel at all, as a rule, behave this way because their parents regulate their behavior too strictly. This is something that in the future will seriously interfere with the child’s ability to adapt to the children’s team.
The ability to put up is a very important skill. Parents should teach their child to forgive, this will help in life. Everyone knows that children's play is not complete without quarrels. Mirilki were invented for this case. Mirilki are magical good poems in case of a quarrel, helping to make peace and forgive all grievances, because sometimes it is so difficult to utter the first words of reconciliation.
1. We've had enough of being angry already.
Everyone around is having fun!
Let's make peace quickly:
You are my friend!
And I'm your friend!
We will forget all the insults
And we will be friends as before!
2.
So that the sun smiles
Tried to warm you and me,
You just need to become kinder
And let us make peace soon!
3.
Finger, finger - help me out!
Promise to reconcile us!
Hug pinky to pinky!
Sasha and Katya (insert your names)
Make peace!
4.
Give me your little finger quickly.
Hook it to mine.
One, two, three, four, five -
We are friends again!
5.
Make up, make up, make up
And don't fight anymore.
And if you fight,
I'll swear.
But we can't argue
After all, you and I are friends again!
6.
The sun will come out from behind the clouds,
A warm ray will warm us.
And we can't swear,
Because we are friends.
7.
We will share a smile,
And walk through life with friendship.
Please, we won't do it again
We offend each other.
8.
I want to make peace with you
I want to be friends with you.
We'll play together
Run for a long time, laugh.
9.
Why swear and tease
It's better for us to put up with you!
It's very boring to live in a quarrel,
Therefore - let's be friends!
10.
Don't fight, don't fight
Come on, make up quickly!
Games to correct negative emotional experiences, remove emotional stress.
Relevance: Positive relationships between children in a group are the key to success and communicative behavior in the future, because it is so important to teach children of this age to play together, and not side by side. Meanwhile, in a children's team it is inevitable conflict situations. The teacher’s task is not only to skillfully resolve acute situations among students, but also, more importantly, to prevent their occurrence. And this can only be done by creating friendly relations between the guys.
A preschool child always strives for something unusual and fun. Positive emotions reliably protect children from mental overload, because what entertains never tires. Joyful emotions are brought to the child by games aimed at removing emotional stress, because they completely lack edification.
1. Handshake game
Purpose of the game:removing the emotional barrier between children.
Game description:Hold hands and pass a handshake like a baton. The teacher begins: “I will convey my friendship to you, and it goes from me to Masha, from Masha to Sasha, etc., and finally returns to me again. I feel like there is more friendship as each of you added a piece of your friendship. Let it never leave you and warm you. »
2. "Dreamers"
Target: develop attention, defuse the emotional situation in the group.
Game description: Children move to cheerful music, pretending to be clowns. At the signal “Stop!” they stop, and the teacher puts on one of the children a dreamer’s hat (paper cap) and asks: “What doesn’t happen in the world?” The child must answer quickly (for example, a flying cat).
3. Game “The Soldier and the Rag Doll”
Target: teaching children to relax means teaching them to take turns strong voltage muscles and subsequent relaxation.
Game description: Invite your child to imagine that he is a soldier. Remember with him how to stand on the parade ground - standing at attention and standing still. Have the player pretend to be such a military man as soon as you say the word "soldier". After the child stands in such a tense position, say another command - “rag doll”. When performing it, the boy or girl should relax as much as possible, lean forward slightly so that their arms dangle as if they were made of fabric and cotton wool. Help them imagine that their whole body is soft and pliable. The player must then become a soldier again, etc.
Note. Such games should be completed at the relaxation stage, when you feel that the child has had enough rest.
4. Game "Well of Resentments".
Purpose of the game: helps the child get rid of grievances and complaints.
Game description: it is necessary to build a well or something replacing it. You can take a toy one, you can make one out of an exercise mat or create chairs. We remember our grievances, or ask the child to remember his own. If we can write, we write on a piece of paper; if we can’t, we draw. Now crumple up all your grievances and throw them into the “well”. Place chairs near the “well”, climb on them with your child and look at your grievances from above. They will become small and insignificant.
5. Game"Doctor Aibolit"
Purpose of the game: develop imagination, expressiveness of movements and speech, group cohesion, empathy; teach techniques to help relieve emotional stress.
Game description: a teacher or child plays the role of Doctor Aibolit. The rest depict sick monkeys. The doctor approaches each monkey, takes pity on it, and treats it. After the doctor has visited everyone, the monkeys recover and are glad that nothing hurts them.
6. Game Catch the ball!
Purpose of the game: relieving emotional tension in the group.
Game description: the teacher stands in the center of the circle. He holds a stick in his hands, at the end of which a ball is tied with an elastic band. The presenter raises the stick, and the children’s task is to catch the ball, which constantly flies upward.
7. Game "Let's make a fairy tale."
Target: Working with plasticine makes it possible to shift the “energy of the fist.” By kneading plasticine, the child directs his energy to it, relaxes his hands, which allows him to indirectly realize aggressive feelings.
Game description: Children are invited to create a fairy tale together. When choosing a fairy tale, it is important to take into account that there should be enough heroes in it so that each child can sculpt one of them. Before the game, children discuss the fragment that they are going to depict and compare their ideas with each other.
8. Game "Barbell"
Target: relieving emotional stress. Promotes muscle relaxation.
Game description: children stand in a circle. Lift up imaginary barbells from the floor, ranging from light to heavy. Prerequisite, show all emotions when lifting “weight” on your face.
9. Game "Velcro attachment."
Target: The game helps develop the ability to interact with peers, relieve muscle tension, and unite the children's group.
Game description: all children move, run around the room, preferably to fast music. Two children, holding hands, try to catch their peers. At the same time, they say: “I am a sticky stick, I want to catch you.” The Velcro take each caught child by the hand, joining him to their company. Then they all together catch others in their “nets”. When all the children become Velcro, they dance in a circle to calm music, holding hands.
Note: If musical accompaniment impossible to implement, an adult sets the pace of the game by clapping his hands. In this case, the pace, which is fast at the beginning of the game, slows down as it progresses.
10. Game “Guess who came.”
Target : the game helps you relax, helps you cope with your negative emotions.
Game description: The teacher, one by one, invites the children to remember characters from fairy tales and try to portray his character, his facial expression, his behavior. You cannot say out loud who you are portraying; the rest of the participants must guess for themselves who the presenter is portraying.
Games to develop the ability to express and
understand the emotions of others.
Relevance: Emotions play an important role in children's lives, helping them perceive and respond to reality. A child’s emotions are a message to others about his condition. For children early age emotions are the motives of behavior, which explains their impulsiveness and instability. If kids are upset, offended, angry or dissatisfied, they begin to scream and cry inconsolably, knock their feet on the floor, and fall. This strategy allows them to completely release all the physical tension that has arisen in the body.
At preschool age, development occurs social forms expressions of emotions. Thanks to speech development emotions of preschoolers become conscious, they are an indicator general condition the child, his mental and physical well-being.
Organized pedagogical work can enrich the emotional experience of children and significantly mitigate or even completely eliminate shortcomings in their personal development. Preschool age is a fertile period for organizing pedagogical work on the emotional development of children. The main task of such work is not to suppress and eradicate emotions, but to properly direct them. It is important for a teacher to specifically introduce children to a kind of emotional primer, teach them to use the language of emotions to express their own feelings and experiences and to better understand the state of other people, and analyze the causes of different moods.
1. Game "Fourth wheel".
Target : development of attention, perception, memory, recognition of various emotions.
Game description: The teacher presents the children with four pictograms of emotional states. The child must highlight one condition that does not fit with the others:
Joy, good nature, responsiveness, greed;
Sadness, resentment, guilt, joy;
Hard work, laziness, greed, envy;
Greed, anger, envy, responsiveness.
In another version of the game, the teacher reads out the tasks without relying on picture material.
Sadness, grief, joy, sadness;
Joy, fun, delight, anger.
2. Game “What would happen if. "
Target:
Game description : The teacher shows the children a plot picture, the hero(s) of which does not have a face(s). Children are asked to name which emotion they consider appropriate for this case and why. After this, the adult invites the children to change the emotion on the hero’s face. What would happen if he became cheerful (sad, angry, etc.?
3. Game “What happened? »
Target: teach children to recognize different emotional states and develop empathy.
Game description : the teacher exhibits portraits of children with various expressions of emotional states and feelings. Participants in the game take turns choosing any state, calling it and coming up with a reason why it arose: “Once I was very much offended because...” For example, “Once I was very offended because my friend...” »
4. Game “ABC of Moods”.
Target: teach children to find a constructive way out of a situation, to feel the emotional state of their character.
Game description: The teacher shows the children pictures with the words: “Look at the pictures I brought you (cat, dog, frog). They all feel a sense of fear. Think and decide which of the heroes each of you can show. At the same time, you need to say about what your hero is afraid of and what needs to be done to make his fear disappear.
5. Game "Guide".
Target: develop trust in each other.
Game description: “obstacle” objects are laid out throughout the group. Children are divided into pairs: leader-follower. The follower puts on a blindfold, the leader guides him, telling him how to move. For example:
- Step over the cube,
- There’s a chair on the way, let’s go around it,
- There is a stream ahead, jump over.
Then the children change roles.
6. Game "Pictograms".
Target: teach children to correctly express their emotions and “see” the emotions of other people.
Game description:
Children are offered a set of cards depicting various emotions. There are pictograms of various emotions on the table. Each child takes a card for himself without showing it to the others. After this, the children take turns trying to show the emotions drawn on the cards. The audience, they must guess what emotion is being shown to them and explain how they determined what that emotion is. The teacher makes sure that all children participate in the game.
7. Game “I rejoice when...”
Target: Teach your child to understand his emotions and desires.
Game description: teacher: “Now I will call one of you by name, throw him a ball and ask, for example, like this: “Sveta, please tell us when you are happy?” The child catches the ball and says: “I am happy when...”, then throws the ball next child and, calling him by name, will in turn ask: “(child’s name), please tell us when you rejoice?”
Note: This game can be diversified by inviting children to tell when they are upset, surprised, or afraid.
8. Game “Broken Phone”.
Target : Teach children to understand the emotions of others.
Game description: All participants in the game, except two, are “sleeping.” The presenter silently shows the first participant some emotion using facial expressions or pantomimes. The first participant, having “awakened” the second player, conveys the emotion he saw, as he understood it, also without words. Next, the second participant “wakes up” the third and conveys to him his version of what he saw. And so on until the last participant in the game.
After this, the presenter interviews all participants in the game, from the last to the first, about what emotion, in their opinion, was shown to them. This way you can find the link where the distortion occurred, or make sure that the “telephone” was completely working.
9. “Little Raccoon.”
Target: develop the ability to recognize and express various emotions.
Game description: One child is Little Raccoon, the rest are his reflection (“The One Who Lives in the River”). They sit freely on the carpet or stand in a line. The raccoon approaches the “river” and depicts different feelings (fear, surprise, joy), and the children accurately reflect them with the help of facial expressions and gestures. Then other children are chosen one by one to play the role of Raccoon. The game ends with the song: “A smile will make everyone brighter.”
10. Mimic game: “Transfers”.
Target: develop the ability to control your emotions.
Game description:
Give a smile to your neighbor (in a circle)
Pass the “angry” (angry facial expression)
Pass the clap (claps can be different - on the table, with both palms, with one palm on the table, on the knees; combined claps: clap above the table and two on the table). Complication - clapping can convey a rhythmic pattern.
Say "fear".
Pass on the "horror story"
Pass the laugh
Say hello, etc.
6. Games for emotional unity of the group.
Relevance: At preschool age, the child’s world is no longer limited to the family. The people who are significant to him now are not only his mother and father, but also other children and peers. And as the child grows up, contacts and conflicts with peers will become more and more important for him.
Almost every group of children experiences a complex, sometimes dramatic scenario. interpersonal relationships children. The kids are friends, quarrel, make up, get offended, are jealous, and help each other.
The experience of first relationships with peers is the foundation on which the further development of the child’s personality is built. A person cannot live and develop outside of human society. At the same time, he not only “functions” next to other people. For his own development and personal flourishing, he needs this to be a relationship. Positive, friendly, collaborative relationships.
In communicating with children, we increasingly observe the manifestation of such qualities as cruelty, unwillingness and inability to help a peer, sympathize, rejoice with him, and inability to give in. Children show intolerance towards each other's individual characteristics.
Therefore, important tasks of the teacher are the formation of humane interpersonal relationships between older preschoolers and the establishment of a positive microclimate in the group. After all, this is where children spend most of their time, and their peers in the group are their main social circle.
The teacher’s friendly smile, nod or shake of the head, gaze, facial expressions, joint implementation difficult tasks for a child, listening, sympathy, approval, support, laughing at the child’s jokes, creating a general emotional and positive microclimate in the group - all this influences the formation of the moral qualities of the child’s personality.
Game "Find a friend".
Game description: Children are divided into two groups, one of which is blindfolded and given the opportunity to walk around the room. They are invited to come and get to know each other. You can find out with your hands, feeling your hair, clothes, hands. Then, when a friend is found, the players switch roles.
2. Game “The wind blows on...”.
Target: Cultivate children to be friendly towards each other.
Game description: With the words “The wind blows on...” - the teacher begins the game. In order for all participants in the game to learn more about each other, questions could be as follows: “The wind blows on the one who blonde hair“- all the fair-haired ones gather in one pile. “The wind blows on the one who has a sister... brother... who loves sweets the most... etc.” The presenter must be changed, giving each participant the opportunity to ask questions.
3. Game “Let’s make a story.”
Target: Learn to interact with each other, getting joy and pleasure from it.
Game description: The teacher begins the story. “Once upon a time there were children in the middle group of one kindergarten...”, the next participant continues, and so on in a circle. When it’s the presenter’s turn again, he adjusts the plot of the story, makes it more meaningful, and the exercise continues.
4. Game "Dragon".
Target: To promote the formation of responsibility for one’s actions and a reverent attitude towards each other. Help children feel a sense of love and trust.
Game description: The players stand in a line, holding their shoulders. The first participant is the “head”, the last one is the “tail” of the dragon. The “head” should reach out to the “tail” and touch it. The dragon's "body" is inseparable. Once the "head" grabs the "tail", it becomes the "tail". It is advisable that more participants played two roles.
5. Game "Compliments".
Target: Continue to cultivate a friendly attitude towards each other, the ability to show attention and care.
Game description: Sitting in a circle, everyone joins hands. Looking into your neighbor's eyes, you need to tell him a few kind words, to praise for something. The recipient of the compliment nods his head and says, “Thank you! I am very pleased.” Then he compliments his neighbor. The teacher encourages, advises, and sets the children up.
6. Game "Candles".
Target: Develop the ability to manage your emotional state, relax, talk about your feelings and experiences.
Game description: Children sit in comfortable positions around a candle, look intently at the flame for 5-8 seconds, then close their eyes for 2-3 seconds (the candle goes out). Having opened their eyes, they tell what images they saw in the candle flame, what they felt at the same time.
7. Game “Pyramid of Love”.
Target: cultivate a respectful, caring attitude towards the world and people; develop communication abilities.
Game description: Children sit in a circle. The teacher says: “Each of you loves something or someone; we all have this feeling, and we all express it differently. I love my family, my home, my city, my work. Tell me who and what you love. (Children's stories). Now let's build a “pyramid of love” from our hands. I will name something you love and put your hand, then each of you will name your favorite and put your hand (Children. they are building a pyramid). Do you feel the warmth of your hands? Do you like this state? Look how tall our pyramid is, because we are loved and we love ourselves.”
8. Game "Crystal Water".
Target: Develop the ability to manage your emotional state and relax.
Game description: Sit down, scoop up handfuls of “water”, raise your hands with “water” up and pour “water” on yourself, often jumping in place and uttering a loud and joyfully long sound “ee-ee-ee”. Do it 3 times.
9. Game “Touch ...”.
Target: Continue to foster a friendly attitude among children towards each other, develop an atmosphere of warmth, love and affection.
Game description:
The teacher suggests taking a good look at who is wearing what, saying the colors out loud. Then he says: “Touch... blue!” Everyone must instantly orient themselves, find something blue in the participants’ clothes and touch this object. The colors change periodically; those who didn’t have time are the presenter. The teacher makes sure that each participant is touched.
10. Outdoor game “Cobweb”.
Target: teach children negotiate and interact within a peer group.
Game description: The teacher says that the children, like spiders, will now weave a tangled web. Children stand in a circle, hold hands and, crawling under their arms one by one without unclenching their hands, tangle the web and then unravel it. The teacher says that we often worry too much, cannot concentrate on something, worry, and worry.
We must learn to help ourselves.
Conclusion.
What does play mean for a preschooler? That means she means a lot to him. It is in the game that a child’s personality traits are formed; it is through the game that he learns communication skills, learns to demonstrate his abilities, begins to strive for success, learns to independently obtain knowledge and find solutions. In addition, a child who played various games as a child is more self-confident, has a well-developed imagination and curiosity, and the ability to adhere to certain rules.
Games create a special space in which children gain new experience, develop social, emotional, physical, intellectual abilities, prepare for new life demands, including school ones.
Game for preschoolers is in a special way knowledge of the surrounding world. Under the influence of games, children develop various interests, their vocabulary expands, and such complex feelings as love for the Motherland, their people, i.e. are cultivated. the personality of the future citizen of the country is formed. In preschool age, play is the type of activity in which a personality is formed and its internal content is enriched. The main significance of the game associated with the activity of imagination is that the child develops the need to transform the surrounding reality, the ability to create something new.
Play has a polar influence on the development of a child, depending on the content of the activity: through play you can raise a beast, or you can raise a wonderful person needed by society. In numerous psychological and pedagogical research It has been convincingly proven that the diversified development of a child occurs through play.
Under favorable conditions for the use of gaming technologies, children master social skills . The ability to establish relationships with peers in play is the first school of social behavior. Social feelings and habits are formed on the basis of relationships; The ability to act collaboratively and purposefully develops.
And it depends on you and me how we can teach children to navigate play activities in order to maximize the desire to experiment, the desire to see and love the world so beautiful and multifaceted!
