The most important task of the preschool education system is to ensure the accessibility of quality education, its individualization and differentiation, which implies:

• protection of children's personal rights, ensuring their psychological and physical safety;
• pedagogical support and assistance to the child in problematic situations;
• qualified comprehensive diagnostics of the child’s capabilities and abilities.
• implementation of programs to overcome difficulties in learning and development;
• participation of support system specialists in the development of individual programs that are adequate to the capabilities and characteristics of children;
• psychological assistance to families of children at risk.

Concern for the realization of the child’s right to full and free development is today an integral part of the activities of any kindergarten, which determines the demand for psychological and pedagogical support for all participants in the educational process.

Children with a diagnosis of GSD (general speech underdevelopment) are admitted to the Skazka kindergarten. Psychological development Children with speech impairments have their own characteristics. In preschool children with general speech underdevelopment, higher mental functions closely related to speech suffer: memory, attention, thinking. Significantly reduced attention span, instability of attention and limited opportunities its distribution. Children forget the sequence of tasks complex instructions. Preschoolers with special needs development lag behind in the development of verbal and logical thinking and have difficulty mastering analysis and synthesis.

If general underdevelopment of speech is combined with disorders such as dysarthria, alalia, then general motor disorders (poor coordination of movements, motor clumsiness), underdevelopment of fine motor skills, and decreased interest in gaming activities may be observed.

Children with OHP often suffer emotionally - volitional sphere: children are aware of their impairments, so they develop negative attitude to verbal communication, are sometimes observed affective reactions misunderstanding of verbal instructions or inability to express their wishes. Due to these developmental features, children experience:

• aggressiveness, pugnacity, conflict;
• increased impressionability, fears;
• uncertainty, feeling of depression, state of discomfort;
• increased sensitivity, vulnerability;
• tendency to morbid fantasies.

Thus, in the process of psychological and pedagogical diagnostics, violations in the cognitive, emotional-volitional, and personal spheres are revealed in children with ODD.

Identification of the existing psychological characteristics of pupils is necessary for a teacher-psychologist to determine the main directions of correctional and developmental work in the process of psychological and pedagogical support for the development of children.

The program provides for the development of children's cooperative activities, cooperation, decentration, the development of volitional processes, and the development of self-awareness.

The lesson consists of 3 stages.

Stage 1 - Warm-up. At this stage, the psychologist welcomes the children. Tells what they have to do today. Asks about mood, well-being.

Stage 2 - Main part. This stage is accompanied by conversations, games and exercises that ensure the development of communication skills.

Stage 3 - Final part. The psychologist sums up the results of each lesson. Praises each participant for his achievements.

The principles for presenting the material are as follows:

• each subsequent lesson is not a continuation of the previous one;
• increased difficulty (introduction to the “zone of proximal development”);
• from “general to specific”;
• cooperation between children and within cooperation - the use of methods of support and understanding communication.

Program type: group

Conditions for the program: The main executor is an educational psychologist. It ensures the implementation of planned activities provided for in the program, the availability of comprehensive thematic planning, implementation of the content of the program classes, ensuring cooperation with the family, a variety of techniques and methods of psychological correction.

Logistics: To conduct classes, you need a separate room or office, it is good if upholstered furniture is placed in the room. The room should have a music center and stationery.

Program goals: Development and correction of the emotional-volitional and communicative sphere of preschool children, revealing their creative potential. Correction of interpersonal interaction skills with peers and adults.

Program objectives:

Create favorable conditions for:

• removing the egocentric position - decentration;
• formation of self-regulation and self-control skills;
• developing collaboration skills;
• developing constructive skills for interacting with others;
• developing skills for constructively expressing one’s own feelings and emotions;
• developing skills for constructively resolving conflicts with others;
• developing skills to assess one’s own behavior;

The program provides for the use of:

• art therapeutic techniques;
• psycho-gymnastic exercises;
• conversations;
• corrective exercises;
• relaxation exercises;
• gaming techniques.

Age and psychological characteristics of older people school age children 4-7 years old.

Age features of development of children 4-5 years old.
	Ages 4 to 5 years are the middle preschool period. It is a very important stage in a child's life. At this stage, the child’s character changes significantly. At this age, a significant change in the child’s emotional sphere occurs. This is the time of first sympathies and affections, deeper and more meaningful feelings. The child can understand state of mind an adult close to him, learns to empathize. Children are very emotional about both praise and comments; they become very sensitive and vulnerable. By the age of 5, a child begins to be interested in issues of sex and his or her gender identity. One of the distinctive features is vivid fantasy and imagination. It must be borne in mind that this can give rise to a variety of fears. A child may be afraid of a fairy tale character or imaginary monsters. At this age, contacts with peers become of paramount importance. If previously a child had enough toys and communication with his parents, now he needs interaction with other children. There is an increased need for recognition and respect from peers. Communication is closely related to other types of activities (play, joint work). The first friends appear with whom the child communicates most willingly. Competition and the first leaders begin to emerge in the group of children. Communication with peers is, as a rule, situational in nature. Interaction with adults, on the contrary, goes beyond specific situation and becomes more distracted. The child regards his parents as an inexhaustible and authoritative source of new information, and therefore asks them many different questions. It is during this period that preschoolers experience a special need for encouragement and are offended by comments and if their efforts go unnoticed. Sometimes adult family members do not notice these age-related characteristics of children 4-5 years old.
Play activity	Playing activity still remains the main one for the baby, but it becomes significantly more complicated compared to early age. The number of children participating in communication is increasing. Thematic role-playing games appear. The age characteristics of 4-5 year old children are such that they are more inclined to communicate with peers of the same sex. Girls prefer family and everyday topics (mothers and daughters, shopping). Boys prefer to play sailors, military men, and knights. At this stage, children begin to learn the first competitions and strive to succeed.
Gross motor skills	By the age of 4, the child is more mobile. Large muscles begin to grow and strengthen, while small ones remain the same. At 4 years old, the child walks and runs with free arm movements. Hand work is sometimes coordinated. Doesn't shuffle when walking. Can throw the ball with both hands. When jumping high, he lowers himself onto bent legs, when jumping, he lifts his legs off the floor, and knows how to restrain movement when given a signal. By the age of 5, a child can simultaneously perform two types of movements. The movements of the arms and legs are well coordinated. The child runs independently in circles and keeps his head straight when walking. At this age, you can already move on to working on more complex motor skills that require concentration. Drawing and coloring, creating appliqués from small elements are best suited for these purposes.
Mental development	At the age of 4-5 years, various mental processes quickly develop: memory, attention, perception and others. Important feature is that they become more conscious, voluntary: volitional qualities develop, which will definitely come in handy in the future. The type of thinking characteristic of a child now is visual-figurative. This means that most of the children’s actions are of a practical, experimental nature. Visibility is very important to them. However, as one grows up, thinking becomes generalized and towards older preschool age it gradually turns into verbal-logical thinking. The volume of memory increases significantly: he is already able to remember a small poem or an instruction from an adult. Voluntariness and stability of attention increase: preschoolers can concentrate on any type of activity for a short time (15-20 minutes).
Speech development:	In the fifth year of life, the child’s speech becomes more varied, more correct, and richer. He already constructs his answers from 2-3 or more phrases, and increasingly his speech includes complex and complex sentences. Increasing the active vocabulary allows the child to more accurately express his thoughts and communicate freely with both adults and children. Five-year-old children have a very strong affinity for rhyme. They create their own poems. They choose words that sometimes have no meaning. But this activity itself is far from meaningless: it promotes the development of speech hearing and develops the ability to select words that sound similar. By the fifth year of life, most children master clear and pure pronunciation of hissing sounds. At this age, you should continue to introduce the child to new words, teach him to accurately name the quality of objects, determine what they are made of, find similarities and differences in objects, know such temporal concepts as morning, afternoon, evening, yesterday, today, tomorrow; spatial relationships: right-left, front-back, top-bottom. .
Age features of development of children 5-6 years old
Social-emotional development		A 5-6 year old child strives to know himself and another person as a representative of society, gradually begins to realize the connections and dependencies in social behavior and relationships between people. At 5-6 years old, preschoolers make positive moral choices (mainly in the imaginary plane). People are starting to use more precise vocabulary to denote moral concepts more often - polite , honest , caring, etc. At this age, the possibility of self-regulation, that is, children begin to make demands on themselves that were previously placed on them by adults. This way they can, without being distracted by more interesting things, finish unattractive work(put away toys, tidy up the room, etc.). This is made possible thanks to awareness children generally accepted norms and rules of behavior and the obligatory nature of their implementation. The child emotionally experiences not only the assessment of his behavior by others, but also his own compliance with norms and rules, the conformity of his behavior with his moral ideas. However, compliance with norms (playing together, sharing toys, controlling aggression, etc.), as a rule, at this age is possible only in interaction with those who are the most sympathetic, with friends. At the age of 5 to 6 years, changes in ideas occur child about himself; the assessments and opinions of their comrades become significant for them. The selectivity and stability of relationships with peers increases. Children explain their preferences by the success of a particular child in the game (“It’s interesting to play with him,” etc.) or his positive qualities (“She’s good,” “He doesn’t fight,” etc.). Children communication becomes less situational. They willingly talk about what happened to them: where they were, what they saw, etc. Children listen carefully to each other, emotionally empathize with the stories of their friends. At the age of 5-6, the child develops primary gender identity system according to essential characteristics (feminine and masculine qualities, features of the manifestation of feelings, emotions, specific behavior, appearance, profession). When justifying the choice of peers of the opposite sex, boys rely on qualities of girls such as beauty, tenderness, affection, and girls rely on qualities such as strength and the ability to stand up for another. Opportunities increase life safety child 5-6 years old. This is due to the growth of awareness and arbitrariness of behavior, overcoming the egocentric position (the child becomes able to take the position of another).
Play activity		In game interaction, the joint discussion of the rules of the game. Children often try to control each other's actions - they indicate how this or that character should behave. In cases where conflicts arise during play, children explain their actions to their partners or criticize their actions, referring to the rules. When children of this age assign roles for play, one can sometimes observe attempts to jointly solve problems (“Who will...?”). At the same time, coordination of actions and distribution of responsibilities among children most often arise during the game itself.
Gross motor skills		Becoming more perfect gross motor skills: The child runs well on his toes, jumps over a rope, alternates on one leg and the other, rides a two-wheeled bicycle, and skates. Complex movements appear: he can walk along a narrow bench and even step over a small obstacle; knows how to hit the ball on the ground with one hand several times in a row. Children's posture and correct demeanor are actively being formed. Endurance develops (the ability to long time engage in physical exercise) and strength qualities (the child’s ability to use small efforts for a sufficiently long time). Agility and Development fine motor skills manifest themselves in a higher degree of independence of the child during self-care: children practically do not need the help of an adult when dressing and putting on shoes. Some of them can handle laces - thread them into a shoe and tie them with a bow.
Mental development		By the age of 5 they have quite a large stock of ideas about the environment that they receive thanks to their activity, desire to ask questions and experiment. Ideas about basic properties of objects go deeper: the child knows the basic colors well and has ideas about shades (for example, he can show two shades of the same color: light red and dark red); Can you tell me what the differences are? geometric shapes from each other; compare in size large number items.Child 5-6 years old can make equality out of inequality; arranges 10 objects from largest to smallest and vice versa; draws geometric shapes in a checkered notebook; highlights details in objects that are similar to these figures; oriented on a sheet of paper. Mastering time still not perfect: not precise orientation in the seasons, days of the week (the names of those days of the week and months of the year with which significant events are associated are well understood). Attention children become more stable and voluntary. They can do a not very attractive, but necessary activity for 20-25 minutes together with an adult. A child of this age is already capable act according to the rules which is asked by adults (select several figures of a certain shape and color, find images of objects in the picture and shade them in a certain way). Memory capacity does not change significantly. Its stability improves. At the same time, children can already use simple techniques and means to memorize (diagrams, cards or drawings can serve as hints). At 5-6 years of age, the leading role becomes visual-figurative thinking, which allows the child to decide more complex tasks using generalized visual aids(diagrams, drawings, etc.). TO visually effective Children resort to thinking in cases where it is difficult to identify the necessary connections without practical tests. At the same time, the tests become systematic and targeted. For tasks that can be solved without practical tests, a child can often decide in your mind. Developing predictive function of thinking, which allows the child see the perspective of events, foresee near and distant consequences of one's own actions and actions.
Speech development		For children of this age becomes the norm correct pronunciation sounds. By comparing his speech with the speech of adults, a preschooler can discover his own speech deficiencies. A child of the sixth year of life freely uses means intonation expressiveness: can read poetry sadly, cheerfully or solemnly, is able to adjust the volume of his voice and the pace of speech depending on the situation (read poetry loudly at a holiday or quietly share his secrets, etc.). Children start using generalizing words, synonyms, antonyms, shades of meaning of words, ambiguous words. Children's vocabulary is actively expanding nouns, indicating the names of professions, social institutions(library, post office, supermarket, sports club, etc.); verbs, denoting the labor actions of people of different professions, adjectives And adverbs, reflecting the quality of actions, people’s attitude towards professional activities. Uses synonyms and antonyms in speech; words denoting the materials from which objects are made (paper, wood, etc.). Preschoolers can use in speech difficult grammar cases: indeclinable nouns, nouns plural V genitive case, follow the orthoepic norms of the language; capable of sound analysis of simple three-sound words.Children learn independently build gaming and business dialogues, mastering the rules speech etiquette, use direct and indirect speech; in descriptive and narrative monologues they are able to convey the state of the hero, his mood, attitude to the event, using epithets and comparisons. TO reading circle a child aged 5-6 years is replenished with works of various subjects, including those related to family problems, relationships with adults, peers, and the history of the country. The baby is able to retain a large amount of information in memory, he has access to continued reading. The practice of analyzing texts and working with illustrations contribute to deepening the reader’s experience and the formation reader's sympathy By the age of 6, a child can freely state his/her first name, last name, address, parents’ names and their professions.

Age features of development of children 6-7 years old.
Social-emotional development	Overall the child is 6-7 years old self-aware How independent subject of activity and behavior.Children are able to define some moral concepts (“ kind man- this is one who helps everyone, protects the weak”) and distinguishes them quite subtly. They can make positive moral choices not only in the imaginary plane, but also in real situations(for example, they can independently, without external coercion, give up something pleasant in favor of a loved one). Their social and moral feelings and emotions are quite stable. By the age of 6-7 years, the child is confident has a culture of self-service: can take care of himself, has good habits, basic personal hygiene skills; determines the state of their health, as well as the state of health of others; can name and show what exactly hurts him, what part of the body, what organ; knows the culture of eating; dresses according to the weather, without getting too cold or overly insulated. An older preschooler can already explain to a child or an adult what needs to be done in the event of an injury (algorithm of actions), and is ready to provide basic assistance to himself and others (wash the wound, treat it, turn to an adult for help) in such situations. Motivational sphere preschoolers aged 6-7 years is expanding due to the development of motives that are social in origin: cognitive, prosocial (encouraging them to do good), as well as motives of self-realization. The child’s behavior also begins to be regulated by his ideas about what is good and what is bad. General self-esteem children is a positive attitude towards themselves, formed under the influence of the emotional attitude of adults. By the end of preschool age, significant changes occur in emotional sphere. On the one hand, children of this age have deep and varied emotions. On the other hand, children are more restrained and selective in emotional manifestations. Children's ability to understand continues to develop emotional state another person (sympathy) even when they do not directly observe his emotional experiences. By the end of preschool age they have formed generalized emotional representations, which allows them to anticipate the consequences of their actions. A child may refuse unwanted actions or behave well or perform an uninteresting task if he understands that the results obtained will bring benefit and joy to someone etc. Thanks to such changes in the emotional sphere, the preschooler’s behavior becomes less situational and is more often built taking into account the interests and needs of other people. It becomes more complex and richer in content communication between a child and an adult. Still in need of benevolent attention, respect from an adult and cooperation with him, on the one hand, the child becomes more proactive and free in communication with an adult, on the other hand, very dependent on his authority. For him it is extremely important to do everything right and be good in the eyes of an adult.Great significance for children 6-7 years old communication with each other. Their selective relations become stable; it is during this period that children's friendship. Children continue to actively cooperate, but at the same time they also have competitive relationships - in communication they strive to express themselves and attract the attention of others to themselves. However, they have every opportunity to give such competition a constructive character and avoid negative forms of behavior. At this age, children have generalized ideas about their gender, establish relationships between their gender role and various manifestations of male and feminine properties. By the age of 7, preschoolers begin to consciously follow the rules of behavior that correspond to the gender role in everyday life, public places, in communication, etc. By the age of 7, children determine the prospects for growing up in accordance with the gender role, and show a desire to learn certain ways of behavior focused on fulfillment. future social roles.
Play activity	In games, children 6-7 years old are able to reflect quite complex social events - a holiday, accident, war, etc. A game can have several centers, each of which reflects one or another storyline. Children can take on two roles during the game, moving from playing one to playing the other. They can interact with several play partners, playing both the main and subordinate roles (for example, the nurse carries out the doctor’s orders, and the patients, in turn, follow her instructions).
Gross motor skills	Ideas about yourself, your physical capabilities, and physical appearance expand. Walking and running improve, steps become uniform, their length increases, and harmony appears in the movements of the arms and legs. The child is able to move quickly, walk and run, keep correct posture. On their own initiative, children can organize outdoor games and simple competitions with peers. At this age, they master jumping on one and two legs, are able to jump high and long from a place and from a run with coordinated movements of the arms and legs; can perform a variety of complex balance exercises in place and in motion, and are able to clearly throw various objects at a target. Due to the accumulated motor experience and sufficiently developed physical qualities a preschooler of this age often overestimates his capabilities, commits rash physical actions.
Mental development	At the age of 6-7 years it occurs expansion and deepening of children’s ideas about the shape, color, size of objects. A preschooler can distinguish not only the primary colors of the spectrum, but also their shades, both in lightness (for example, red and dark red) and in color tone (for example, green and turquoise). The same happens with the perception of shape - the child successfully distinguishes both basic geometric shapes and their varieties, for example, distinguishes an oval from a circle, a pentagon from a hexagon, without counting the corners, etc. When comparing objects by size, the older preschooler perceives even not very pronounced differences quite accurately. The child is already purposefully and consistently examining external features items. At the same time, he focuses not on single signs, but on the whole complex(color, shape, size, etc.). By the end of preschool age, it increases significantly stability of attention, which leads to children being less distracted. The concentration and duration of a child’s activity depends on its attractiveness to him. Boys' attention is less stable. At 6-7 years old, children's attention increases memory capacity, which allows them to remember a fairly large amount of information without a special purpose. Children can also independently challenge yourself to remember something, using the simplest mechanical method memorization - repetition (whispering, or silently). The child can also use a more complex method - logical ordering(arrange the remembered pictures into groups, highlight the main events of the story). The child begins to use new tool - word: with its help, he analyzes the memorized material, groups it, relating it to a certain category of objects or phenomena, establishes logical connections. But, despite the increased ability of 6-7 year old children to purposefully remember information using various means and methods, involuntary memorization remains the most productive until the end of preschool childhood. Girls are distinguished by a greater volume and stability of memory. Imagination children of this age becomes, on the one hand, richer and more original, and on the other, more logical and consistent. Despite the fact that what they see or hear is sometimes transformed by children beyond recognition, the patterns of reality are more clearly visible in the final products of their imagination. For example, even in the most fantastic stories, children try to establish cause-and-effect relationships, and in the most fantastic drawings, they try to convey perspective. When coming up with a game plot, drawing theme, stories, etc., children 6-7 years old not only retain the original idea, but can think about it before starting the activity. However without targeted adult help there is a possibility that the imagination will be aimed not at understanding reality, but at relieving emotional stress and satisfying the child’s unfulfilled needs. At this age, development continues visual-figurative thinking, which allows the child to solve more complex problems using generalized visual aids (diagrams, drawings, etc.) and generalized ideas about the properties of objects and phenomena . Actions of visual-figurative thinking (for example, when finding a way out of a drawn maze) a child can do in mind without resorting to practical action even in cases of difficulty. Arranging And classification Children can carry out objects not only in descending or ascending order of a visual feature (for example, color or size), but also of some hidden feature (for example, ordering images of modes of transport depending on the speed of their movement). Use by a child (following an adult) words to denote essential features of objects and phenomena leads to the emergence of the first concepts. Of course, a preschooler’s concepts are not abstract, theoretical; they still retain close connection with his direct experience.
Speech development:	Children not only pronounce correctly, but also distinguish phonemes (sounds) and words well. Mastery of the morphological system of language allows them to successfully form fairly complex grammatical forms of nouns, adjectives, and verbs. In his speech, the older preschooler increasingly uses complex sentences(with coordinating and subordinating connections). At 6-7 years old, vocabulary increases. Children accurately use words to convey their thoughts, ideas, impressions, emotions, when describing objects, retelling, etc. Along with this, children’s ability to understand the meanings of words increases significantly. They can already explain little-known or unknown words, similar or opposite in meaning, as well as the figurative meaning of words (in sayings and proverbs). Dialogue and monologue forms of speech are actively developing. Children can consistently and coherently retell or tell. At this age, their statements increasingly lose the features of situational speech. Appears by age 7 speech-reasoning. The most important outcome of speech development throughout preschool childhood is that by the end of this period speech becomes a genuine means as communication, so cognitive activity, and also planning and regulation of behavior. By the end of preschool childhood, the child formed as future independent reader. At the age of 6-7 years, he perceives books as the main source of information. When communicating with an adult, he actively participates in a multifaceted analysis of the work (content, characters, themes, problems). Many preschoolers at this age are already able to independently choose a book to their liking from among those offered; It is quite easy to recognize and retell the text read using illustrations. Children show creative activity: come up with an ending, new plot twists, compose small poems, riddles, teases. Under the guidance of an adult, they stage excerpts from works and try on themselves various roles, discuss the behavior of the characters with peers; They know many works by heart, read them expressively, trying to imitate the intonation of an adult or follow his advice on reading. Children are able to consciously set a goal to memorize a poem or a role in a play, and to do this, repeatedly repeat the necessary text. By playing their favorite characters, children can transfer certain elements of their behavior into their relationships with peers. By the end of preschool childhood, the child accumulates sufficient reading experience. A craving for a book is the most important result of the development of a preschool reader. The place and significance of a book in life is the main indicator of the general cultural state and growth of a 7-year-old child.

• Children with severe speech impairments, the primary defect is speech underdevelopment;
• Children with speech disorders (dyslalia, erased dysarthria, stuttering, lexico-grammatical disorders, phonemic perception disorders);
• Children with mild delay mental development;
• Educationally neglected children;
• Children are carriers of negative mental states (fatigue, mental tension, anxiety);
• Children with behavioral disorders of organic origin (hyperactivity, attention deficit disorder)

Age characteristics of children 4-7 years old with general speech underdevelopment.

Age-related features of the development of children 4-7 years old with general speech underdevelopment.
Social-emotional development	Personality characteristics of children with ODD are also noticeable. During classes, some of them get tired much faster than their normally developing peers, get distracted, start fidgeting, talking, i.e. stop perceiving educational material. Others, on the contrary, sit quietly and calmly, but do not answer questions or answer them incorrectly, do not understand the tasks, and sometimes cannot repeat the answers of other children. In the process of communicating with each other, some children show increased excitability, while others, on the contrary, show lethargy and apathy.
Mental development	Attention: the productive work time of preschoolers with ODD is significantly lower. At the very beginning of training it takes 6-7 minutes and only towards the middle academic year reaches normal. Memory: preschoolers are able to retain and reproduce a series of 5-6 words, repeat the names of 5-7 pictures, and arrange the same number of objects in their original order. These children remember the first time and repeat clearly rhythmic couplets, short stories and tongue twisters. Thinking: the decrease in verbal and logical thinking in some children is secondary. Most of them easily carry out non-verbal classification: inclusion in a series, exclusion of an extra item from a series. The same tasks, but involving reasoning, inferences and indirect conclusions, cause serious difficulties for a preschooler.
Speech development	By the age of seven, the vocabulary of preschoolers with SEN is significantly expanded, but still lags behind the age norm, both quantitatively and qualitatively. Difficulties relate to the selection of synonyms and antonyms, related words, relative adjectives of words that have an abstract meaning, and some generalizations. The use of prefixed verbs, nouns denoting professions or names of athletes in sports reveals a significant number of errors. Children's vocabulary often lacks complex nouns and adjectives, possessive adjectives. Children cannot always accurately explain the meaning of a familiar word or select more than two or three adjectives or verbs for a given noun. The child is able to construct simple common and common sentences, including phrases with multiple definitions. However, even in such sentences, the majority continue to show violations of coordination and control, omissions or replacements of complex prepositions, and changes in word order.

The program is designed for children from 4 to 7 years old with disorders of the emotional-volitional and communicative sphere of personality.

Stages of program implementation:

No.	Stage name	Deadlines
	Preparatory		Selection and preparation of methodological literature, visual material.
	Correctional	April, 2016	Conducting correctional and developmental classes aimed at developing the emotional-volitional and communicative spheres of preschoolers.
	Final		Diagnostics of preschool children. Summing up the program.

The following methods are used to diagnose preschoolers:

1. Observing the child's emotional expressions.
2. Card for assessing the developmental characteristics of a child.
3. Questionnaire “The predominance of situational and personal reactions of behavioral and emotional disorders in children” by A. A. Romanov.
4. Diagnostic table “Diagnostics and criteria for assessing non-constructive behavior of children”
5. Graphic technique M.A. Panfilova “Cactus”

Criteria for assessing the effectiveness of the program:

• maintaining the physical, mental and social health of preschool children;
• Satisfaction of preschoolers with being in kindergarten.
• preschoolers’ acquisition of skills to establish contacts with others;
• preschoolers' satisfaction with relationships in the group;
• formation of skills of adequate behavior;
• formation of behavioral regulation and independence in preschoolers;
• reduction of aggressive manifestations in preschoolers;

Target Audience: preschoolers.

Number of children in the group: from 5 to 10 people of the same age.

The program is designed: for 11 lessons, for 3 months of training. Classes are held once a week, for 25-30 minutes.

Calendar and thematic planning.

	Lesson topic	Goals and objectives		Date
4-5 years
			Exercise “Chamomile”; Game "Locomotive with a name"; Preparation of business cards;	14.03.16 - 20.03.16
	My family		Exercise “Chamomile”; Conversation “What is a family?”; Finger gymnastics; Exercise “Call me kindly”; Yoga gymnastics; Game "Guess who's talking?"; Reflection.	21.03.16 - 27.03.16
	My mood	Developing skills to relieve emotional stress. Developing an understanding of the emotional state and actions of another person and the ability to express this in words. Learn to change a bad mood to a good one.	Exercise “Good morning”; Conversation “What is a mood?”; Game “Mood and gait”; Exercise “Drawing a mood.”	28.03.16 - 3.04.16
	Introducing Emotions: Joy	Introduce children to the emotion “joy”. Developing an understanding of the emotional state and actions of another person and the ability to express this in words. Developing a sense of empathy.	Exercise “Chamomile”; Listening to the work “New Doll”; Conversation on the topic “Joy”; Drawing on the theme “Joy”; Exercise “What is joy” Exercise "Round dance"	4.04.16 - 10.04.16
	Getting to Know the Emotions: Grief		Exercise “Good morning”; Listening to two musical plays by S. Maykapar “Anxious Minute” and “Thought”; Conversation on fairy tales: “Teremok”, “Zayushkina’s Hut”, “The Stolen Sun”, “The Wolf and the Seven Little Goats”; Reading excerpts from a fairy tale by K.I. Chukovsky “Fedorino’s grief”; Dramatization of the “Missing Dog” situation; Drawing on the theme “Grief.”	11.04.16 - 17.04.16
	Getting to Know the Emotions: Anger	Introduce children to the emotion “anger”. Developing an understanding of the emotional state and actions of another person and the ability to express this in words. Developing a sense of empathy.	Exercise “Wonderful greeting”; Reading excerpts from K.I. Chukovsky’s work “Moidodyr”, where the author describes the anger of the Washbasin and the Crocodile; Dramatization of an excerpt from a fairy tale by L.N. Tolstoy's "Three Bears"; Exercise “Mirror”; Exercise “Drawing of anger.”	18.04.16 - 24.04.16
	Getting to Know the Emotions: Fear	Introduce children to the emotion “grief.” Developing an understanding of the emotional state and actions of another person and the ability to express this in words. Developing a sense of empathy.	Game "Geese - Swans"; Exercise “Find the pictogram”; Discuss with children the saying “Fear has big eyes”; Reading an excerpt from S. Mikhalkov’s fairy tale “The Three Little Pigs”; Drawing on the theme “Naf-Naf is not afraid of the dire wolf.”	25.04.16 - 1.05.16
	Introducing Emotions: Surprise	Introduce children to the emotion “surprise”. Developing an understanding of the emotional state and actions of another person and the ability to express this in words. Developing a sense of empathy.	Exercise “Warm-up”; Reading an excerpt from a fairy tale by A.S. Pushkin “The Tale of Tsar Saltan...”; Exercise “Mirror”; Game "Fantasy"; Collage “Surprise”; Reflection “Thank you for.”	2.05.16 - 8.05.16
	Getting to Know Emotions: Sadness and Resentment	Introduce children to the feeling of resentment and the actions associated with it. Shape adequate assessment negative actions associated with the manifestation of feelings of resentment. Introduce ways to manage negative emotions; express negative feelings in a safe way.	Starting class ritual; Problem situation; Confidential conversation on the topic “What is resentment”; Getting to know the emotion of resentment; Pair exercise “Resentment”; Drawing "Resentment"; Getting to know Dunno's advice; Exercise “Balloon”; Exercise “Sky”; End of class ritual. "Present".	9.05.16 - 15.05.16
	Introduction to Emotions: Bragging, Shame, Guilt	Introduce children to feelings of self-righteousness, guilt and shame. Reinforce previously learned emotions. Development of empathy, collectivism. Development of volitional regulation of behavior. Introducing relaxation techniques to relieve stress.	Starting class ritual; Introducing the emotion of complacency; Conversation on the topic “When do we feel ashamed?”; Working with a fairy tale; Sketches for the expression of guilt; “Advice from Dunno”; Exercise “Working with poetry”; Game "Flower".	16.05.16 - 22.05.16
	Consolidating knowledge about feelings and emotions	To consolidate preschoolers' knowledge about feelings and emotions. Development of empathy, memory, speech, thinking, Enrichment of the vocabulary of emotions. Relieving tension and fatigue.	Starting class ritual; Exercise “Theater of Masks”; Game “One, two, three, take the right place”; Finger game “Funny men”; Conversation about the influence of mood; Reading of M. Shchelovanov’s poem “Morning”; Relaxation “Waterfall”; End-of-class “Eye to Eye” ritual.	23.05.16 - 29.05.16
5-7 years
		Meeting children, uniting the children's team, forming friendly relationships in the children's group.	Exercise “Chamomile”; Game "Locomotive with a name"; Exercise “How can you call a person by name”; Exercise “Lost Child” Preparation of business cards; Completion ritual “Friendship Relay”	14.03.16 - 20.03.16
	My family	Optimization of parent-child relationships. Developing skills to relieve emotional stress.	Exercise “Chamomile”; Conversation “What is a family?”; Finger gymnastics; Exercise “Call me kindly”; Yoga gymnastics; Game "Guess who's talking?"; Reflection.	21.03.16 - 27.03.16
	My group	Developing Comprehension Skills individual characteristics and intragroup processes, identification of intragroup processes. Development of intragroup interaction.	Exercise “My neighbor”; Exercise “Centipede”; Exercise “Handshake” Summing up; Reflection.	28.03.16 - 3.04.16
	Let's draw our group	Development of intragroup interaction. Developing a friendly attitude towards others.	Exercise “Let’s say hello in different ways”; Exercise “Bragging on your neighbor”; Exercise “Group Drawing”; Exercise “Switch places”; Reflection.	4.04.16 - 10.04.16
	Joy - sadness	Getting to know the feelings of joy and sadness, identifying feelings and emotions by bodily manifestations, through facial expressions and pantomimes.	Exercise “Rays of the Sun”; Sketch “Meeting with a Friend”; Drawing on the theme “Joy and Sadness” Reflection.	11.04.16 - 17.04.16
		Getting to know the feeling of resentment and ways of expressing it.	Exercise “Repetition”; Game "Imagine"; Game "We Quarreled"; Conversation about feelings of resentment; Exercise "Balls" Reflection.	18.04.16 - 24.04.16
	Anger and anger	Getting to know the feelings of anger and anger, and the forms of their constructive expression.	Exercise “Identify the emotion”; Sketch “Angry Grandfather”; Game "Zhuzha"; Game "ABC of Mood"; Exercise “Kind animal” Reflection.	25.04.16 - 1.05.16
		Getting to know the feeling of fear, studying the expression of an emotional state in facial expressions. Teaching fear control skills through play, facial expressions and pantomime.	Exercise “Candle”; Exercise “Repetition”; Exercise “Finish the sentence”; Game "Hunter and Animals"; Sketch “Galya and the Goose”; Exercise “Good animal”;	2.05.16 - 8.05.16
	Astonishment	Introducing a sense of wonder. Strengthening facial skills.	Exercise “Let’s sing the name”; Exercise “Depict an emotion”; Working with the story “The Living Hat”; Exercise “Surprised people” Reflection.	9.05.16 - 15.05.16
	What do I feel	Strengthening the ability to distinguish between feelings	Exercise “Locomotive with a name”; Game "ABC of Moods"; Game "Rhymes"; Exercise “Handshake”; Reflection	16.05.16 - 22.05.16
	Let's sum it up	Consolidating acquired knowledge, developing skills in conveying emotions through artistic means.	Exercise “I feel today”; Exercise “Russian roller coaster”; Completion of classes Exercise “Wishes to each other.”	23.05.16 - 29.05.16

Application

Lesson notes for children 4-5 years old.

Lesson No. 1

Topic: “My name”

Beginning ritual:"Chamomile"

Game "Locomotive with a name."

Start options.
1.
2.
3.
4.


- Do you love them? Why? (Because they are kind, affectionate, and care about me.)
- What does your mother do? (Ironing clothes, washing dishes, preparing food...)
- So, what is your mother like? (Hardworking, caring.)
— What do you usually call your mother? (Mom, mommy, mommy.)
-What do you call your dad? (Dad, daddy, daddy.)
— What do your grandparents call your mother? (Lena, Lenochka, daughter.)
— And when friends, acquaintances, what do they call her, come to see your mother? (Lena, Lenok.)
- Why do you think? (Because they have been friends for a very long time.)
- What is your dad's name? (Sasha.)
- What do you call him? (Daddy, daddy.)
- And mom? (Sasha, dear.)
- What about grandparents? (Son, Sasha.)
— What are the names of your grandparents? (Baba Anya, Grandfather Vanya.)
-What do your parents call you? (Mom, dad.)
- And when you are walking with your grandparents, and a neighbor comes up to you - what does she call your grandparents? (Anna Sergeevna, Ivan Petrovich.)
- Why? What do you think? (Because they are already elderly,
old people, they are older, they need to be respected.
- And if your grandparents get sick, what will you call them? (Dear, beloved.)

"Sasha, you are in the forest now.
We call you: “Ay!”

End of class ritual"Friendship Relay" .

Busy #2

Topic: “My family”

Beginning ritual:"Chamomile" . Children are invited to color the flower petal according to their mood. (Green - “calm”, yellow - “joyful”, red - “excited”, brown - “upset”, gray - “indifferent”.) After which the children in the circle hold hands, look into the neighbor’s eyes and silently smile at each other (“give a smile”)

Hold hands.

Conversation "What is family?"

Children look at a photo exhibition. The presenter asks how all photographs and postcards are similar? The children answer that all the photographs and postcards depict families. Then the host asks how they guessed. During the conversation, it is concluded that the family has parents and children. The presenter asks if grandparents can be considered part of the family?

It is concluded that grandparents are parents of parents. The presenter invites the children to talk about their family.

Finger gymnastics “My Family”

Fingers clenched into a fist. When reading a nursery rhyme from a fist, you should unclench your fingers one by one (if necessary, individual assistance for children with mental retardation)

That's my whole family. In the finale, you need to vigorously clench your hand into a fist several times.

The presenter hands out cards with pictures of people to the children. of different ages. You need to sort them from youngest to oldest.

Children with normal intelligence are offered 5 age periods (infant, preschooler, schoolchild, man, old man), and children with mental retardation are offered three age periods.

The children are laying them out. The presenter asks what age and what picture they can relate to at the moment; what happened before; what will happen next.

Game “Name it kindly.”

Children stand in a circle. The presenter, throwing the ball to one of the children, names a family member, and the child, returning the ball, must name him affectionately. (Mom, dad, grandfather, grandmother, brother, sister).

Yoga gymnastics:

Guess Who's Talking Game

Exercise “Portrait of a family”

The presenter asks: “What did we talk about in class?” Invites all children, at the forefront, to say a few words about their family. In conclusion, he invites the children, after class to music, to draw a portrait of their family, where all family members would be depicted, and take the drawing home. Depending on the level of development of fine motor skills, children are offered different materials (watercolor paints, finger paints, crayons, hard pencils).

Lesson No. 3.

Theme "My mood"

Exercise "Good morning"

Conversation “What is mood”

Guys, taking care of your mood is just as important as taking care of your body and your health. You need to learn to enjoy life.

This is what contributes to a good mood: friendliness, a smile, comfortable, beautiful clothes, music, what else?

(the psychologist listens to the children’s opinions).

Children, what can you compare your mood to? For example, what time of year, natural phenomenon, weather does your mood resemble? The psychologist gives an example: “My mood is like a white fluffy cloud in the blue sky.” What about yours? The psychologist throws the ball to all the children in turn. The teacher summarizes what the mood of the whole group is today: sad, cheerful, funny, angry, etc.

You are invited to listen to an English folk song translated by S. Marshak:

Two little kittens quarreled in the corner,
The angry housewife took her broom
And swept the fighting kittens out of the kitchen,
Without coping with this, who is right and who is wrong.

And it was at night, in winter, in January,
Two little kittens are cold in the yard.
They lay curled up on a stone by the porch,
They buried their noses in their paws and began to wait for the end.

But the hostess gave in and opened the door.
“Well,” she asked, “don’t you quarrel now?”
We quietly went to our corner for the night,
The cold wet snow was shaken off the skin,
And both of them fell asleep in a sweet dream in front of the stove,
And the blizzard rustled outside the window until dawn.

After reading, the psychologist asks the children: did their mood change while listening to the poem? How? Was it sad or fun? Children take turns depicting the facial expressions of the owner, the chilled kittens, sweet dream warm kittens. Then they act out the entire scene.

The game is played: “Mood and gait.”

The teacher shows the movements and asks to depict the mood: “We’ll start dripping, like small and frequent rain, and now like heavy, big drops. We flew like a sparrow, and now like an eagle. Let's walk like an old lady, let's jump like a funny clown. Let's walk like small child who is learning to walk. Let's sneak up carefully like a cat on a bird. Let’s run towards mom, jump on her neck and hug her.”

Exercise “Drawing a Mood”

All the children were in a good mood. Children are asked to stand in a circle and take turns passing their smile on to someone else.

To the sound of a calm melody, children are invited to draw their mood (what it looks like). Everyone tells what they depicted and why.

Lesson No. 4

Topic: “Getting to Know Emotions: Joy”

Beginning ritual:"Chamomile" . Children are invited to color the flower petal according to their mood. (Green - “calm”, yellow - “joyful”, red - “excited”, brown - “upset”, gray - “indifferent”.) After which the children in the circle hold hands, look into the neighbor’s eyes and silently smile at each other (“give a smile”)

Listening to a play by P.I. Tchaikovsky "New Doll"

Questions for children:

What did you think about when you listened to music?

How did you feel?

What do you want to do with this kind of music?

Repeated listening to a piece of music

Children are invited to imagine that they have been given a new doll or other toy and dance to this music. After the music ends, draw the children’s attention to what their faces were like and how they moved. Explain that this is how they expressed joy.

Conversation on the topic “Joy”

Emphasize that all children expressed their joy in their own way during the dance. Ask what determines how a person expresses his joy. During the conversation, bring the children to the conclusion that the degree of expression of joy depends on the person, his characteristics and the event itself.

Drawing on the theme “Joy”

Come up with a name for an album that can be made from children's drawings after class.

Exercise “What is joy?”

Joy is when everyone is happy. Sometimes joy is great, sometimes it is small. Small is when one person has it, and big is when everyone has it.

Joy is when there is a holiday.

Joy is when no one cries. Not a single person.

Joy is when there is no war.

My grandmother's heart hurts. And when it doesn’t hurt, she and I rejoice together.

Joy is me! Because mom says: “You are my joy!”

(M. Pototskaya “What is joy”)

Round dance

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

Lesson No. 5

"Introducing the Emotions: Grief"

Exercise "Good morning"

Children sit in a circle with a psychologist, everyone is invited to sing the words of greeting:

Good morning, Sasha (smile and nod your head).

Good morning, Masha (the names of the children are called in a circle).

Good morning, sunshine (everyone raises their hands, then lowers them).

Good morning, sky (similar hand movements).

Good morning to all of us (everyone spreads their arms to the sides and lowers them).

Listening to two musical plays by S. Maykapar “Anxious Minute” and “Thought”.

Questions for children:

What is the nature of these plays?

Are they similar to each other?

Children are asked to describe the first piece of music, then the second.

Conversation on fairy tales: “Teremok”, “Zayushkina’s Hut”, “The Stolen Sun”, “The Wolf and the Seven Little Goats”.

It is suggested to remember:

When did the heroes of these fairy tales experience grief?

How did they cope with grief?

Reading excerpts from a fairy tale by K.I. Chukovsky "Fedorino's grief"

Dramatization of the “Missing Dog” Situation

One child plays the role of the owner of the missing dog, and the children calm him down, each in their own way.

After dramatization, ask the child who played the role of the owner:

How did you feel when they calmed you down?

Who was the best person to calm you down?

Drawing on the theme “Grief”

Invite those who wish to tell us about their drawing.

Lesson No. 6.

Topic: “Introducing Emotions: Anger.”

Exercise “Wonderful greeting”.

The psychologist talks about the existence of many different ways greetings by people to each other, those that actually exist in a civilized society and those that are comic. Children are invited to stand up and greet each other with their shoulder, back, hand, cheek, nose, and invent their own extraordinary way for today's class and say hello to them.

Reflection (everyone shares their impressions).

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

Questions for children:

Why were Washbasin and Crocodile angry?

Looking at illustrations by artist A.M. Alyansky, which depicts the angry Washbasin and the Crocodile.

Children are invited to tell how the artist conveyed the anger of the characters.

Dramatization of an excerpt from a fairy tale by L.N. Tolstoy's "Three Bears"

Children act out an episode that describes how angry the bears are when they learn that someone has used their things.

Children's attention is drawn to how differently a bear cub, a she-bear, and a bear express anger.

Children's stories about situations when they were angry, angry, angry.

The psychologist asks the children to remember situations when they were angry. Why did this happen? How they expressed their emotions.

Exercise "Mirror"

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

Anger drawing

Invite the children to use a color to represent their anger.

Look at the drawings with the children. Pay attention to the color representation of anger, note the similarities and differences in children’s images of anger.

Lesson 7

Topic: “Getting to know emotions: fear.

Game "Geese-swans"

Children walk around the room, imagining that they are in a flowering meadow. When the presenter sounds the alarm, the children hide behind their chairs.

The game is repeated several times.

Exercise “Find the pictogram”

Children choose a fear pictogram from those prepared in advance.

Compare the children’s choice with the feeling they experienced when hiding from the geese.

Consider with the children the pictogram they have chosen, pay attention to the eyebrows, eyes, mouth.

Discuss with children the saying “Fear has big eyes.”

Note the direct and hidden meaning of the saying

Question for children: - Have you ever been so scared that the cause of the fear seemed much worse to you than it actually was?

Reading an excerpt from S. Mikhalkov’s fairy tale “The Three Little Pigs”(an episode that describes how piglets run away from a wolf and tremble with fear) Question for the children: - Why wasn’t Naf-Naf afraid of the terrible wolf?

Drawing on the theme “Naf-Naf is not afraid of the dire wolf.”

Invite children to draw an episode from S. Mikhalkov’s fairy tale “The Three Little Pigs.”

Look at the children's drawings. Pay attention to the features of the image of a brave pig.

Lesson 8.

Topic: “Introducing Emotions: Surprise”

Exercise "Warm-up"

Members of the group should, without talking to each other, stand by height, then by voice color, then by hair color (from lightest to darkest), then by birthday.

The exercise ends with a discussion.

Reading an excerpt from a fairy tale by A.S. Pushkin "The Tale of Tsar Saltan..."(about amazing miracles on the island of Prince Guidon)

Questions:

Why did all these miracles surprise and attract people so much?

Children are invited to compose a letter that could be sent to Prince Guidon, telling in it about the amazing things that the children encountered, or about the amazing events that happened to them.

Exercise "Mirror"

Invite the children to look in the mirror, imagine that something fabulous is reflected there, and be surprised.

Draw children's attention to the fact that each person is surprised in his own way, but despite the differences, there is always something similar in expressions of surprise.

Question:- What do you have in common in the way you pretended to be surprised?

Game "Fantasy"

Children are invited to continue the start of amazing adventures:

An elephant came to us...

We found ourselves on another planet...

Suddenly all the adults disappeared...

The wizard changed all the signs on the shops at night...

Collage “Surprise”

The psychologist suggests making up the emotion “surprise” from many cut-up pictures.

Reflection “Thank you for”

The children stand in a circle, and the leader invites everyone to mentally put on their left hand everything they came with today, their baggage of mood, thoughts, knowledge, experience, and on their right hand - what they learned new in this lesson. Then, everyone clapping their hands hard at the same time and shouting - YES! or THANK YOU!

Lesson No. 9

Topic: “Getting to know emotions: sadness and resentment

The ritual for starting class.

Let each of you call yourself by name and at the same time perform some movements or actions.

For example: I will call a name and clap my hands, you can stomp your feet or do something else, but so that everyone sitting in the circle can repeat your actions.

Problematic situation.

Dunno's mood is spoiled - Znayka offended him. An adult invites children to find out the reason using the example of a poem by V. Orlov:

Who offended whom first?

He me.

No, he me.

Who hit whom first?

He me.

No, he me!

You used to be such friends...

I was friends.

And I was friends.

Why didn't you share?

I forgot.

And I forgot.

Questions:

Why did Dunno and Znayka quarrel?

Why were you offended by each other?

Why did friends forget the reason for their quarrel?

Confidential conversation on the topic “What is resentment”

What is resentment? (a feeling that arises if you were insulted or were not allowed to carry out your plan, or your help or participation was not noticed. The closer to you the person (parents, friend) with whom this feeling is associated, the stronger the insult.

Why do people get offended at each other?

Have you ever been offended?

What do you want to do with the offender at the moment of resentment?

Getting to know the emotion of resentment.

Showing the pictogram, looking at it (eyebrows lowered, mouth lowered).

Training exercise “Resentment”

Children are distributed in pairs and, with the help of facial expressions and pantomimes, they must portray the role of the offender and the offended. During the training, children change places.

How did you feel when you were the one being offended?

What did you want to do?

How did you feel when you were the bully?

What did you want to do?

Which role did you like best?

Conclusion:

A kind person will not offend another by causing him heartache, humiliation.

An offended person feels unhappy and irritated.

Resentment is dangerous because it can cause feelings such as anger, hatred, and destroy good relationships.

A person who is under the influence of negative feelings may hurt others accidentally. In this case, you need to apologize and make peace (ask for forgiveness).

Drawing “resentment” (to music)

Children are invited to draw their grievances using colored blots. At the end of the lesson, ask if music and drawing helped you feel better?

Getting to know Dunno's advice

Tip #1: If you are very angry with someone who offended you, write him an angry letter, and then tear up this letter.

Tip #2: When you feel bad and you’re irritated by something, it’s better to retire to your room and try to cheer yourself up by remembering something pleasant.

Tip #3: You can express all your feelings that you can’t tell your dad or mom about to your reliable animal friend: a dog or a cat. Hold him close, stroke him, talk to him and it will become easier.

Tip #4: If you are upset that your desire is not fulfilled, you can dream about it, fantasize about it and even, what’s even better, draw your desire, and believe me, it will become easier.

Exercise "Balloon"

• Imagine that there is a balloon in your chest. Inhaling air through your nose, fill your lungs to capacity with air. As you exhale through your mouth, feel how it leaves your lungs.
• Exhale slowly through your mouth, as if the air is quietly coming out of a balloon.
• Pause and count to 5.
• Inhale again and fill your lungs with air. Hold it while counting to 3, imagine that each lung is an inflated balloon.
• Exhale. Feel the warm air passing through your lungs, throat, and mouth.
• Repeat 3 times, inhaling and exhaling air, imagine that each lung is an inflated balloon from which air comes out when you exhale.
• Stop and feel that you are full of energy and all tension has disappeared.

Exercise "Sky"

• Sit straight in a chair, leaning on the back (but without straining), your feet should touch the floor. (You can sit on the floor cross-legged). Close your eyes.
• Imagine a blue sky with clouds moving across it. You are watching them. If you are thinking about something, let your thoughts fly away with the clouds. You are focused on the sky.
• You feel peace, quiet and joy.
• Open your eyes, sit quietly for a while, then slowly stand up.

End of class ritual. "Present"

At the end of the lesson, we will play a game called “Gifts.” We all love receiving gifts, and giving them is also nice. Let's imagine that we can do anything. Take a close look at your neighbors on the right, try to guess what they want to receive as a gift. Now let’s take turns giving each other our gifts. Whoever receives a gift does not forget to say “thank you.”

This concludes our lesson. Goodbye!

Lesson No. 10

Topic: “Introducing Emotions: Bragging,shame, guilt»

The ritual for starting class.

Let's imagine that we have forgotten how to speak, and can only sing. Now each of you will sing his name, and we will all repeat after him.

Introducing the emotion of complacency.

Look at the cards I brought you today. What feelings do they depict? (joy, fear, surprise)

How did you know?

What helped you differentiate between feelings?

And here's another face. Does this person want to communicate with you or not? Why did you decide this?

Do you think he wants to play with someone with his favorite toy, or will he show it to everyone and not give it to anyone?

Yes, this person most likely will not give his toy to anyone. The feeling on his face is called smugness. When you brag, the same or very similar expression appears on your face.

Now, in a circle, you and I will brag about whoever wants what.

You can brag about what you have, you can come up with something. I'll start...

Acting out the fairy tale “The Braggart Mouse”

I will tell you the fairy tale “The Braggart Mouse”, and you listen to it carefully. Then we will role-play her.

The mouse was walking through the forest and met a little deer with golden horns.

Give me your golden horns,” the mouse asked the deer.

Why do you need my golden horns? “They will disturb you,” answered the fawn.

You are greedy! - the mouse began to tease the fawn

“I’m not greedy,” answered the fawn and put his golden horns on the mouse’s head.

The mouse was delighted and ran to show everyone the decoration. She was in such a hurry that she forgot to even say thanks to the fawn. When the mouse saw his girlfriends, he began to brag to them:

I am better than everyone, I am richer than everyone, I will not be friends with you, the gray ones!

Suddenly a cat jumped out from behind the bushes. All gray mice They quickly hid in their holes, and the mouse with golden horns got stuck. The cat attacked her and ate her. And only the golden horns remained on the grass. A little deer walks through the forest and sees its golden antlers lying there. He stopped, bent down and put them back on his head.

“How bad it is to be boastful,” the fawn sighed and shook his golden horns.

This is such a fairy tale. Now we will try to play it. Who wants to be a mouse? A fawn? A cat? Fine! And everyone else will just be mice.

The tale is played out several times. Very good! Like real actors!

Exercise to consolidate learned emotions “Working with poetry”

The teacher reads poetry, the children raise the corresponding pictogram.

1) " Scary bird"(fear)

A bird sat on the window,
The brother closed his eyes in fear:
What kind of bird is this?
He's not afraid of her!
This bird has a sharp beak,
Ruffled feathers.
Where is mom? Where are the sisters?
- Well, now I'm gone!
- Who offended you, son? -
Mom laughed.
- You saw a sparrow.

2) “What are the ships sad about”

What are the ships sad about?
Far from land?
The ships are sad, sad
About the shallows on the river,
Where can I take a minute?
Sit down and relax
And where there is absolutely nothing
It's not scary to drown. (A. Barto)

3) “Butterfly” (surprise)

Seeing a beautiful flower in a flowerbed
I wanted to rip it off.
But as soon as you touched the stem with your hand,
And immediately the flower...flew away. (V. Lunin).

4) "Joy"

Joy - if the sun is shining,
If there is a month in the sky.
How much joy there is in the world
Do not measure and do not count.
Only the joyful hear
Songs of the wind from above,
How quietly the grass breathes,
How flowers ring in the meadows.
Only the one who loves deeply
Believes in a bright dream,
It won't spoil it, it won't ruin it
There is beauty in this world! (V. Lunin).

Conversation on the topic “When do we feel ashamed?”

What do you think: “What is shame?” (Shame is a feeling that arises when evaluating one’s actions that contradict accepted norms of decency, self-respect, and dignity.)

Why do you feel ashamed?

What does shame look like?

What color is it?

How do you feel when you feel shame? (embarrassment, shame)

Why does a person need shame?

"Advice from Dunno"

When a person feels bad at heart, he can help himself.

If you have committed an offense because of which you yourself have become ashamed, then the most the right way regain the affection of your loved ones and friends - admit your guilt and ask for forgiveness.

To calm down yourself, you need to sit comfortably, close your eyes and breathe slowly, calmly and deeply: while inhaling, count to five, while exhaling, count to seven. Imagine that you are in a forest or on the seashore, where the air is fresh and where you can breathe freely and pleasantly, and you will immediately calm down.

Remember these tips and feelings when you imagined yourself in the forest or at the sea, and together with your children perform relaxation exercises to calm music.

Game "Flower"(to beautiful music)

Spring has come. I planted seeds in the ground. These seeds will be you, do you agree?

Whoever I touch with the “magic wand”, please squat down and hide your head in your hands and knees.

A warm ray of sun fell to the ground and warmed the seeds. A sprout has emerged from them (they slowly raise their heads and straighten up).

A beautiful flower grew from the sprout. The flower basks in the sun, exposing each petal to warmth and light. Turns his head to follow the sun. Show how “the flower has blossomed”: raise your arms to the sides, throw your head back, slowly turn towards the sun.

So many beautiful flowers! I will collect them in a bouquet (hugs the children).

Now let's weave a wreath! (we hug each other around the waist)

Now, let's say good words to those who are standing nearby and hug him.

This is how the wreath turned out.

Do you like him? Was it pleasant and joyful for you to play together?

Relaxation.

Lie on the mat, on your back, arms extended along your body, legs straight and not crossed. Sit back and close your eyes. A feeling of pleasant peace and relaxation covers my entire body and spreads throughout it. I'm resting peacefully. I'm resting

My arms, legs, nervous system are resting. A pleasant languor covers my body, I’m too lazy to move.

My breathing is completely calm. I can breathe easily and freely. My hands are relaxed and warm. I breathe easily and naturally. Each new breath relieves tension, calms me and brings pleasant relaxation. A feeling of pleasant peace fills me from within.

I'm resting. My body is completely relaxed. Pleasant laziness spreads throughout the body. I enjoy complete peace and relaxation, which brings me strength and self-confidence.

Exercise "Theater of Masks".

Guys! We will visit the “Theater of Masks”. You will all be artists, and I will be a photographer. I will ask you to portray the facial expressions of various characters. For example: show what the evil Baba Yaga looks like. Children, with the help of facial expressions and simple gestures, or only with the help of facial expressions, depict Baba Yaga.

- “Okay, great! Now hold still, I’m taking pictures. Well done!”

Depict the Crow from the fable “The Crow and the Fox” at the moment when she squeezes the cheese in her beak (clench your jaws tightly while stretching your lips to represent a beak). Attention! Freeze! I'm filming! Thank you! Well done!

Now show how scared the grandmother from the fairy tale “Little Red Riding Hood” was when she realized that she was talking not to her granddaughter, but to a gray wolf (open your eyes wide, raise your eyebrows, open your mouth slightly). “Freeze! Thank you!"

And how slyly did Lisa smile when she wanted to please the bun? Freeze! I'm filming! Well done! And they hammered in a nail (knock with fists).

When reading again, compare the quatrains: 1 and 3, 2 and 4.

What tones are present in quatrains 1 and 3? (dull)

In the 2nd and 4th? (bright, light).

Conclusion: A gloomy mood often makes everything around you dull, uninteresting, and joyless. And vice versa, a friendly, bright attitude makes it possible to see the beautiful, amazing, pleasant things around.

Relaxation "Waterfall"

Sit comfortably and close your eyes. Take a deep breath and exhale. Imagine that you are standing near a waterfall. But this is no ordinary waterfall. Instead of water, soft white light falls down. Now imagine yourself under this waterfall and feel how this beautiful white light flows over your head... You feel how your forehead relaxes, then your mouth, how your neck muscles relax... White light flows over your shoulders, the back of your head and helps them become soft and relaxed . White light flows from your back, and you notice how the tension in your back disappears, and it also becomes soft and relaxed.

And the light flows through your chest, through your stomach. You feel how they relax and you yourself, without any effort, can inhale and exhale deeper. This makes you feel very relaxed and pleasant.

Let the light flow through your chest, through your stomach. You feel how they relax and you yourself, without any effort, can inhale and exhale deeper. This makes you feel very relaxed and pleasant.

Let the light also flow through your hands, through your palms, through your fingers. You notice how your arms and hands become softer and more relaxed. The light also flows through your legs, down to your feet. You feel that they too relax and become soft. This amazing waterfall of white light flows around your entire body. You feel completely calm and serene, and with each breath you relax more deeply and are filled with fresh strength. (30 seconds).

Game "Locomotive with a name."
Our locomotive will be unusual, each carriage will have its own name. At first, the locomotive will not have carriages, and the one of you whom we choose to be the engine will “ride” in a circle, clap your hands and say your name. Then the engine will get bored and drive up to any boy or girl with the words: “Locomotive, chug-chug-chug” - and say his name. The child to whom the engine approaches will respond with his name and become the new engine, and the first one will become his carriage. Now they ride together and name the new engine. (The game continues until all the children are included in the “train.”
So, we have arrived in the fabulous Land of Names (two dolls appear). Before you are the inhabitants of this country. They want to get to know you. They will tell you their names, and we will tell them ours.

Exercise “How can you call a person by name.”
Start options.
1. Guys, this morning I went to kindergarten and saw two boys arguing about something and calling each other ugly names - Sashka, Mishka. It was so unpleasant to look at them! In our group, I also sometimes hear you calling each other rude names.
2. When I went to kindergarten, I saw a Katya doll on a bench in the yard. She sat and cried bitterly. When I asked her why she was crying, Katya said that the girls who play with her call her Katka. And she likes it when people call her affectionately: Katenka, Katyusha. How else?
3. Guys, you know that each of us has a name. This name is what your mom, dad, grandma, grandpa, and other people call you. Each name rewards a person with different distinctive features character. For example, a name... means... But a person can be called not only by a name, but by a favorite affectionate word (sunshine, bunny, fish, chicken, honey...). Maybe some of you are also called not by your name, but by such an affectionate word? What words? How can you call yourself? Listen to what I will call Lena: Lena, Alyonushka, Alena, Alenka, Lenochka... (Ask the children their options.) You know that names are given when a person is born. When he is little, his name is very affectionate and gentle - Olenka, Olyushka (ask the children what else), and when a person grows up, his name is different - Olga.
And my name is: Inna Georgievna. Why am I called that? What's your dad's name? Adults are more often called by their first and patronymic names. Here's what interesting names our guys.
4. How do you address each other? I know you have nicknames. I would like to hear why you call each other that?
What do you call Dima? What does Dima think, is this a good or bad nickname? How do children think about this?
Now we know what name our children have, what they are called differently, what they will be called when they become adults, what their friends call them now. And it will be very good if we call each other affectionate, gentle, kind names.
“What can you call your mom, dad, grandfather and grandmother?”
Every day you are surrounded by loved ones: mom, dad, grandma, grandpa. They are all very different. Everyone has their own names. Every day you communicate with them, talk. And let’s remember what you call your mom, dad, grandma, and grandpa.

• Do you love them? Why? (Because they are kind, affectionate, and care about me.)
• What does your mother do? (Ironing clothes, washing dishes, preparing food...)
• So, what is your mother like? (Hardworking, caring.)
• What do you usually call your mother? (Mom, mommy, mommy.)
• What do you call your dad? (Dad, daddy, daddy.)
• What do your grandparents call your mother? (Lena, Lenochka, daughter.)
• And when friends, acquaintances, what do they call her, come to see your mother? (Lena, Lenok.)
• Why do you think? (Because they have been friends for a very long time.
• What's your dad's name? (Sasha.)
• What do you call him? (Daddy, daddy.)
• And mom? (Sasha, dear.)
• What about grandparents? (Son, Sasha.)
• What are the names of your grandparents? (Baba Anya, Grandfather Vanya.)
• What do your parents call you? (Mom, dad.)
• And when you are walking with your grandparents, and a neighbor comes up to you - what does she call your grandparents? (Anna Sergeevna, Ivan Petrovich.)
• Why? What do you think? (Because they are already elderly, old, they are older, they need to be respected.
• What if your grandparents get sick, what will you call them? (Dear, beloved.)

Exercise “Lost Child”.
So, you and I walked through the forest, listened to birdsong, picked berries and mushrooms. But suddenly one of you got lost. We are very concerned and loudly, affectionately call him in turn, for example: “Hey, Sashenka!” We will put the “lost” one with his back to the group, and he will guess who called him. And the one I touch will call.
"Sasha, you are in the forest now.
We call you: “Ay!”
Come on, close your eyes, don’t be shy.
Who is calling you, find out quickly."
Psychologist. Today we talked about your names, you have heard many variations of your name, this knowledge will be useful to you. Now we will issue a personal business card. Your first and last name and something important about you should be written here (with the help of a psychologist). Color it beautifully or draw a picture. For example: Anya Solovyova, girl from the group “Gnome” A business card can be decorated with patterns along the edge of the sheet.

End of class ritual"Friendship Relay" .
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 comes back to me again. I feel like there is more friendship as each of you added a piece of your friendship. Let it not leave you and warm you. Goodbye!"

Busy #2

Topic: “My family”

Beginning ritual:"Chamomile" . Children are invited to color the flower petal according to their mood. (Green - “calm”, yellow - “joyful”, red - “excited”, brown - “upset”, gray - “indifferent”.) After which the children in the circle hold hands, look into the neighbor’s eyes and silently smile at each other (“give a smile”)

Hold hands. Yoga gymnastics:

Children with normal intelligence show movements by name, children with mental retardation repeat them by demonstration.

1. Children walk in a circle one after another and hum like trains: “Too-too-oo-oo-oo.”
2. They stop and stand in a circle.
3. “Set the alarm clock” - clench your palm into a fist, perform circular movements at the solar plexus: “Jik-jik-jik.”
4. “The alarm clock rang”: “Z-z-z.” We will stop him - the children lightly hit him on the head with their palms.
5. “Sculpt the face” - run your hands along the edge of the face.
6. “Sculpt hairs” - press with fingertips on the roots of the hair.
7. “Sculpt the eyebrows” - run your fingertips along the eyebrows.
8. “Make eyes” - touch the eyelids with your fingertips, draw your index finger around the eyes. They blink their eyes.
9. “Sculpt the nose” - run the index finger from the bridge of the nose along the wings of the nose down.
10. “Moulding the ears” - pinching the earlobes, stroking the ears.
11. “Sculpting the chin” - stroking the chin.
12. “They draw the sun with their nose” - they turn their head, draw rays with their nose - perform the corresponding movements with their head from bottom to top: “Zhzhik - zhzhik - zzhik”
13. They say in unison: “I am good, kind, beautiful,” and pat themselves on the head.

Children are divided into subgroups and collect a cut-out picture depicting a family. Children with normal intelligence make up a picture of 5 or 6 parts. A child with mental retardation is given a lighter version.

Guess Who's Talking Game

Your family decided to wish you a happy birthday. The presenter invites the child to listen to the sentence “Happy Birthday!” pronounced on behalf of the mother (in a medium-pitch voice), the father (in a low voice) and the child (in a thin, high-pitched voice), and guess which voice belongs to each family member.

The task can be complicated (for children with normal intelligence) by asking them to listen to a phrase spoken on behalf of their grandfather ( deep voice, dull timbre) and grandmother (voice of medium pitch, hoarse timbre).

Progress of the lesson

Greetings. Warm up.

Exercise “My Neighbor”

The presenter asks the children to look at each other carefully, pay attention to the hair, eyes, hairstyle, clothes of each participant and remember as much as possible. Then he asks one of the guys to close his eyes and asks questions about someone from the group.

• Who in the group has blonde hair? - what kind of eyes does A. have?
• who is wearing a green jacket? - what is O.'s hairstyle?
• What color is the neighbor on the right's hair? - What is the neighbor on the left wearing?

Development of intragroup interaction, development of reflection,self-esteem.Exercise "Centipede"

Children stand one after another, holding the waist of the person in front. At the command of the leader, the “Centipede” begins to move forward, then crouches, jumps on one leg, crawls between obstacles, etc. The main task is not to break the chain and preserve the “Centipede”

• who's in what mood
• name one good and one bad event that happened between our classes
• What was most memorable from the last lesson?
• what feelings arose in the children when they remembered the activity Study of intragroup processes. Exercise

"Bragging to your neighbor"

The presenter says: “Everyone really likes it when people say nice things about him. Today we will play braggarts. Only we will brag not about ourselves, but about our neighbor. After all, it is so pleasant and honorable to have the best neighbor. Look at the person sitting to your right. Think about what it is like, what is good about it? What can he do, what good deeds has he done? What might he like?”

Exercise “Group Drawing”

The presenter says that during the game the children learned something new and interesting about each other. Participants are asked to spend some time carefully looking at each group member and the group as a whole. Remind that thoughts can be expressed in poetry, in songs, in dances, and we will express them in drawings. Then they must come up with some symbol, with

It is important to avoid evaluation by participants. Everything that is drawn is good. The result is a drawing of the group. At the end of the drawing, a discussion takes place:

• what does the drawing look like?
• what feelings does it evoke in participants,
• do the guys like him?
• Do you want to change anything in it (changes are being made).
• What name can you give to the drawing?

The group drawing remains with the leader (it will be used when summing up the group).

Exercise “Switch places”

Instructions: “Now we will have the opportunity to find out more

about each other. Let's do it this way: the one standing in the center of the circle (for starters, I'll be me) offers to change places (change seats) to all those who have some common feature. He calls this sign. For example, I will say: “Change seats, all those who have sisters,” and everyone who has sisters should change places. At the same time, the one who stands in the center of the circle should try to have time to take one of the places, and the one who whoever remains in the center of the circle without a seat will continue the game.”

When conducting the exercise, it is advisable to name not only physical appearance, but also possible interests, hobbies, and character traits.

Summing up the lesson. Parting.

Lesson No. 5

"Joy - Sadness"

Goals: familiarization with the feelings of joy and sadness, identification of feelings and emotions by bodily manifestations - through facial expressions and pantomimes. Consolidation of knowledge and verbal and non-verbal expression of emotions.

Materials: pictograms “joy” and “sadness”; photos cheerful people; paper, pencils.

Progress of the lesson.

Greetings. Warm up.

Exercise “Rays of the Sun”

Children are asked to build a long narrow corridor in pairs. The leader stands at the head of the created corridor and turns into the sun. Children turn into rays, stretch their arms forward (arms symbolize the rays of the sun). From the opposite end, each child walks inside a row with eyes closed towards the leader, and the ray children stroke and caress him with their rays - their hands. The presenter quietly says all the time, “We are affectionate, kind, warm rays. We gently stroke the one coming towards us.” When a child reaches the sun, it hugs him, and the child himself becomes the sun.

At the end, thank everyone for their kindness and affection.

Now look at this person’s face (the “joy” pictogram). Do you think this person is sad? Or maybe he's angry? Or cheerful, joyful?.. Yes, this person is joyful. Let's try to portray joy on our face. What needs to be done for this?

But before that, let's play with the “Sunny Bunny”.

Exercise “Sunny Bunny” »

A sunbeam looked into your eyes. Close them. He ran further over the face, gently stroke it with your palms on the forehead, on the nose, on the mouth, on the cheeks, on the chin, gently stroke the head, neck, arms, legs. He climbed onto his stomach - stroke his belly. The sunny bunny is not a mischievous person, he loves and caresses you, make friends with him.

Great! We made friends with the “Sunny Bunny”, take a deep breath and smile at each other. How great it is that we met!

Now I will tell you a story...

Sketch “Meeting with a Friend”.

The boy had a friend. Summer came and they had to part. The boy stayed in the city, and his friend went on vacation with his parents. It's boring in the city alone. A month has passed. One day a boy is walking down the street and suddenly sees his friend getting off the bus at a bus stop. How happy they were for each other!

Methodological development

Correction and development of the emotional sphere of preschool children

Bakhteeva Maria Andreevna,
teacher GBOU pro-gymnasium No. 677
Vyborg district of St. Petersburg

Emotions- special area psychic phenomena, which in the form of direct experiences reflects a subjective assessment of the external and internal situation, the results of one’s practical activities from the point of view of their significance, favorableness or unfavorability for the life activity of a given subject.
Emotions have a number of functions.

1. Signal. Its essence is to give an emotional signal as a reaction to one or another influence of the external environment or internal state body.
2. Regulatory. Emotions can regulate the functioning of both individuals mental processes, and human activity in general. A positive emotional background improves the quality of activity. Fear, depending on the personality characteristics, can either paralyze a person or, on the contrary, mobilize all his resources to overcome danger.
3. Cognitive. Emotions can both stimulate and suppress the process of cognition. If a person is interested, curious about something, he will be more willing to engage in the process of cognition than if the object is unpleasant, disgusting, or simply boring to him.

The importance of emotions in a person’s mental activity and the development of his personality is enormous. They enrich the human psyche; the brightness and variety of feelings make him more interesting both for those around him and for himself. In a state of heightened interest and emotional upsurge, a child is able to observe an object for a long time, reason, enthusiastically craft, and draw. Without much stress, a preschooler remembers an event with all its nuances and details, if it is colored by emotion. The desire to re-experience a certain state can serve as a motive for his activity, a stimulus for the manifestation of activity.
Causes of emotional disorders
Disorders of emotional development in preschool age are caused by two groups of reasons:
. constitutional reasons - the type of the child’s nervous system, his biotone, somatic features - that is, a disruption in the functioning of any organs.
. features of the child’s interaction with the social environment. A preschooler has his own experience of communicating with adults, peers and a particularly significant group for him - the family, and this experience can be unfavorable:

1. If a child is systematically subjected to negative evaluations from an adult, he is forced to repress into the unconscious a large amount of information coming from the environment. New experiences that do not coincide with the structure of his “I-concept” are perceived negatively by him, as a result of which the child finds himself in a stressful situation;
2. when relationships with peers are dysfunctional, emotional experiences characterized by severity and duration: disappointment, resentment, anger;
3. the most important thing is that family conflicts, different demands on the child, and a lack of understanding of his interests can also cause him negative experiences, rejection, overprotection, and over-demandingness.

Methods for correcting emotional disorders

The leading method of correcting emotional disorders is children's imitation of various emotional states. Significance this method due to a number of features:

• active facial exercises prevent some emotions from developing into pathology;
• thanks to the work of the muscles of the face and body, active discharge of the body is ensured;
• when children voluntarily reproduce expressive emotions, the corresponding emotion is revived, and vivid memories of a previously unreflected experience arise, which helps relieve the root cause of nervous tension;
• There is an expansion of children's knowledge about emotions; the child can clearly see that different moods and experiences are expressed in different poses and gestures. This allows you to navigate the emotional states of others;
• imitation of emotional states contributes to the development of stability, concentration, switching of attention, and allows you to arbitrarily change muscle tone. This forms voluntary regulation of behavior in children;
• With the help of imitations, the image of another person is built, and at the same time the idea of ​​oneself is built and deepened.

The program consists of a set of gaming techniques that contribute to the formation of the emotional state of children 4-5 years old.
The content of gaming techniques is aimed at overcoming indecision, constraint, and understanding that in addition to speech, there are other means of communication. The ability to adequately express one’s emotions is developed, using verbal and non-verbal means. children learn to be aware of their emotions and recognize the emotional reactions of other people.
Target these games: relieving emotional stress, developing endurance, a tolerant attitude towards physical contact with other people; removal of aggressiveness; working off negative emotions; strengthening self-confidence, stimulating the desire for leadership; development of self-control; removing body clamps.
Main direction of work is an attempt to correct the emotional sphere of children 4-5 years old through play, overcoming and destroying problems in communication between them.
Age and size composition of the group, conditions for conducting the lesson: classes are conducted with a subgroup of children 4-5 years old (10 people), twice a week for 20 minutes.
Work plan designed for 10 lessons, for children 4-5 years old with emotional disorders.
The lesson lasts 20 minutes and consists of:

• greetings;
• main part;
• conversation on the topic;
• game exercise;
• final part (consolidating gaming and thematic skills).

Classes are conducted in a playful way. During play sessions, a friendly attitude towards each other is formed, emotional stress is relieved, the child becomes aware of his feelings and experiences, understands the feelings of another person, empathy develops, and the desire to help if necessary.
When addressing children, the presenter should:

• often use words: well done, wonderful, good, very nice, smart, beautiful, excellent, brilliant, amazing, etc.;
• if something irritates you, then contact

The structure of the program consists of 3 stages:
The task of the first stage is the development of the emotional sphere, the ability to differentiate the emotions and feelings of other people.
Our task at the second stage is to work out negative emotions and remove aggressiveness.
The next task of correctional work at the third stage is to develop endurance, a tolerant attitude towards physical contact with other people; development of observation, arbitrariness and self-control.
Personnel support for program implementation: psychologist, additional education teachers.
Material and technical resources: musical instruments(tambourine, pipe, accordion, metallophone), sticks with a light ball attached to them on a bright ribbon, handkerchiefs, a mouse toy, pillows, a soft chair, drawings, pencils, sheets of paper, paper flowers, a gnome toy, pictograms and drawings of fairy-tale characters with different emotions.
Thematic plan conducting classes in accordance with game methods and program goals.

Week no.	Purpose of the lesson	Tuesday	Thursday
	Development of the emotional sphere of children, the ability to differentiate emotions and feelings of other people	"Joy and Sadness"	"Kingdom of Emotions"
2.		"Bee in the Dark"	“Guess the mood of fairy-tale characters”
3		"Without words"	"Don't drop the ball"
4	Working off negative emotions, developing determination, removing aggressiveness	"The Leaning Tower"	"Release of Anger"
5		"Dinosaurs"	"Conversation with hands"
6		"Catch-Catch"	"Tender Paws"
7	Development of arbitrariness, self-control, strengthening self-confidence, stimulating the desire for leadership, developing observation skills	"Growing Flowers"	"Dog Barbos"
8		"Mice"	"Snail"

GAME DESCRIPTION
Game 1. “Joy and Sadness” (author I. Klimina)
Goal: development of the emotional sphere, the ability to differentiate the emotions and feelings of other people.
Age: 4-5 years.
Number of players: any.
Necessary equipment: drawings.
Description of the game: children carefully examine the drawings, and then arrange them in two rows - joy and sadness - depending on the color scheme.
Comment: the main task of an adult is to help children talk about their feelings about a particular drawing, explain why they consider one drawing cheerful and the other sad.

Game 2. “Kingdom of Emotions”
Goal: to expand children’s understanding of the emotion “envy”, to teach children to understand the reasons that lead to this or that mood.
Equipment: gnome toy, pictograms and drawings of fairy-tale characters with different emotions.
The gnome lays out pictograms of all the emotions known to the children in a circle and says that today they have entered the Kingdom of Emotions. “Guys, what emotions do you think can make friends with each other, and which ones will remain alone forever?” After the answers, each child is invited to make friends with emotions using a story. The one who quickly completed the task begins to tell his tale, the rest listen carefully.
After completing the task, the gnome always praises the children.

Game 3. “Bee in the dark.”
Goal: to consolidate the ability to express the emotion “fear”, to develop an active vocabulary of emotional states, to correct the fear of the dark, closed spaces, and heights.
Equipment: gnome toy, fear pictogram; cards depicting fairy-tale characters expressing the emotion “fear”; several chairs for adults; matter that does not transmit light.
The gnome chooses one child to play Bee. He says that Bee loves to collect honey. She flew to a clearing where many, many grow different colors. Flying from one flower to another, the Bee did not notice how evening had come. And in the evening the flowers close, so the Bee had to sit inside the flower in the dark until the morning.
Then the teacher, on behalf of the gnome, places the chairs so that the Bee child can climb onto the chair and walk on them without fear of falling. These are flowers. After evening has come, the Bee remains on one of the chairs and it is covered with a cloth that does not allow light to pass through. The child sits in the dark for several minutes, then morning comes, and the material is removed, and the Bee flies off to her home. Every child should play the role of Bee.
When performing this re-enactment, it is important to know how afraid each child is of the dark and it is best to have material with different densities in stock. For children who are very afraid of the dark, it is necessary to use almost transparent material.
At the end, the gnome Vasya praises all the children for their courage, regardless of whether they played the role of Bee well or poorly.

Game 4. “Guess the mood of fairy-tale characters.”
Goal: to consolidate children’s ability to compare emotions in a picture with the corresponding pictogram, to continue to teach children how to adequately compare an action and an emotion.
Equipment: gnome toy, “envy” pictogram, plot pictures depicting people in different poses, sets of pictograms (8 pcs.).
The gnome invites the children to play the following game. Each child has sets of pictograms (8 pcs.) on the table. The adult takes turns showing the children cards with different moods of fairy-tale characters. Children must raise the pictogram with the corresponding emotion. This exercise allows the teacher to most accurately identify children who have not yet fully mastered this skill.

Game 5."Without words."
Goal: to develop children's communication skills, to teach children to understand their interlocutor by his facial expression, gestures, and posture.
Equipment: toy gnome.
The driver is selected. He shows an object, an action without words, and tries to say something. The task of the other children is to guess what the driver is doing. The game continues until every child plays the role of driver. The teacher makes sure that all children guess as much as possible. If someone always finds it difficult to do this, they are helped with leading questions.

Game 6. “Don’t drop the ball.”
Goal: to develop children's communication skills, attention, the ability to work with a partner, promote unity of the children's team, teach children the ability to lose, and develop sympathy.
Equipment: gnome toy, Kinder Surprise toys (any quantity, but not less than 30 pieces for each pair), 2 small buckets, ball, tape recorder, recording of fun music, paper, colored pencils.
The gnome invites the children to stand in pairs facing each other and hold one ball with their hands. To the sound of music, children will need to perform the actions that an adult will talk about, and each pair should try not to let go of the ball. Actions: sit down, jump on two legs, on one leg, run, spin.
After completing the task, the children are asked to stand with their backs to each other, hold the ball with their backs and follow the gnome’s commands. Actions: sit down, spin around, walk around the room. At the same time, you must try to prevent the ball from falling.

Game 7. “The Leaning Tower” (author - N. Kryazheva)
Goal: working out negative emotions, developing sense of purpose, removing aggressiveness.
Age: 4-5 years.
Number of players: 2-5 people.
Necessary equipment: pillows.
Description of the game: children build a high tower from pillows, and then try to take it by storm, climbing to the very top. The winner is the first one to climb the tower without destroying it.
Comment: It is important to protect children from injury by removing dangerous objects in advance.
Building a tower gives children no less pleasure than conquering it. Moreover, this will also have therapeutic effect, will give you the opportunity to feel not only the joy of liberation from negative emotions, but also the joy of creation.

Game 8. “Release of Anger” (author - K. Rudestam)
Goal: working out negative emotions.
Age: any.
Number of players: any.
Equipment needed: a soft chair or a bunch of pillows.
description of the game: the pillows on which aggression will be taken out are placed in front of the child, and he must hit them hard - with a plastic knocker, a badminton racket, or simply with a relaxed hand. When struck, you can shout out any words expressing feelings of anger.
Comment: when you hit a pillow, dust usually flies out, so it’s better to do it outside, and explain to the child that by taking out his anger on the pillow, he also helped the adults clear the room of dust.
It is useful to carry out the game systematically, since negative emotions constantly require an outlet, and it is better if the child takes out his anger on the pillows than on others.

Game 9. “Dinosaurs” (author - N. Kryazheva).
Goal: removing negative experiences, removing bodily pressures.
Age: 4-5 years.
Number of players: 6-7 people.
Description of the game: children, imagining themselves as “dinosaurs,” make scary faces, jump high, run around the hall and make heartbreaking screams.

Marina Valentinovna Ryugina-Semenova
Correctional and developmental program for children with emotional disorders (emotionally dysfunctional)

The instability of our lives, numerous social problems, the costs of education children in the family, kindergarten, imbalance of mental states and a number of other factors - these are the reasons for the appearance of neurotic deviations in modern preschoolers. Therefore, one of the main tasks of educational institutions is to take care of physical and mental health children, providing them emotional well-being and well-being during a child’s stay in kindergarten.

Emotional The well-being of a child is the basis of his mental development. How the child feels, is he well? emotionally– determines its development. Emotional distress underlies disorders mental health, a number of psychological difficulties in childhood, deviations in personal development.

Emotional distress manifests itself in prolonged negative emotions, fears and tension. And also emotional distress generates defensive reactions, expressed in aggressiveness, which, in turn, provokes diliquence of behavior. In this regard, the problem emotional the child’s well-being becomes one of the central ones in the activities of the educational institution and the entire teaching staff led by a psychologist.

The purpose of this programs– maintaining mental health, preventing and coping emotional disturbances(emotional distress, stabilization and consolidation of the positive mental state of a preschool child, teach children cope with life's difficulties, react correctly to unpleasant situations, promptly set up defense mechanisms when someone intrudes into one's own psyche.

Tasks:

Help to cope with negative experiences that interfere with normal well-being children;

Promote skill development children better express your feelings and better understand the feelings of others;

Increasing self-confidence and overcoming communication difficulties;

Help children understand and overcome their leading fears;

Teaching constructive behavior;

Mechanism training psychological protection;

correction aggressiveness and motor hyperactivity;

Decline emotional tension when using relaxation psychotechniques;

Develop free skating ability mental self-regulation and self-control, i.e. the ability to manage one’s own emotions and actions, the ability to put your thoughts and feelings, desires in order and increase opportunities, behind which needs involuntarily increase.

Program consists of five blocks. Each block has its own tasks, which we will consider below.

Block 1. Language of communication

(For children with communication difficulties)

Tasks:

1. creating a positive emotional background;

2. development of communication skills and ability to negotiate;

3. increased self-confidence;

4. develop the ability to act together, achieve mutual understanding, maintain group unity and cohesion;

5. individual work with facial expressions and gestures of a preschool child.

Block 2. ABC of moods.

Tasks:

1. introduction to the basics emotions;

2. expressive image of the main emotions and some socially charged feelings;

3. training children understanding of relativity in assessing feelings;

4. develop the ability to feel the mood and empathize with others;

5. develop the ability to understand emotional the state of another person and the ability to adequately express one’s mental state;

6. learn to direct your attention to internal sensations (realize, distinguish, compare, analyze, make basic conclusions and reproduce through verbalization);

7. reduction emotional stress and training in repressive psychotechniques.

Block 3. Health - life

(health block)

Tasks:

1. to form the need for harmony of the psychophysical forces of the body;

2. awareness of bodily sensations associated with tension and relaxation;

3. develop the ability to voluntarily direct your attention to the muscles involved in the movement and control their relaxation, i.e. alternating load and relaxation - this is the effect of productive work;

4. develop the ability to distinguish and compare muscle sensations, determine the correspondence of the nature of sensations (tension - relaxation; heaviness - lightness, etc.) the nature of the movements accompanied by these sensations (strength - weakness; sharpness - smoothness; softness - hardness; tempo, rhythm, dynamics);

5. self-relaxation training (for availability for children level) ;

6. training of psychomotor functions.

Block 4. Funny fears and funny horrors.

Tasks:

1. increased self-confidence;

2. provide an opportunity to experience fear and overcome it;

3. provide active discharge emotions and relief of primary stress;

4. ensure the depreciation of some real fears of children;

5. withdrawal emotional tension through various psychotechniques, at the end of which emotional outburst(the result of a child’s victory over fear).

Block 5. Little pranks

(for aggressive children)

Tasks:

1. Reducing aggressiveness and weakening negative emotions;

2. give children the opportunity to show aggression (exit);

3. develop the ability to control your feelings and actions;

4. training in autogenic training techniques to reduce aggression and a relaxation complex.

Blocks Name Number of hours

1 Language of communication 6 hours.

2 The ABC of Moods 6 hours.

3 Health – life 6 – 8 hours.

4 Funny fears and

funny horrors 6 – 8 hours.

5 Little pranks 6 – 8 hours.

Total 30 - 36 hours

1. drawing "In kindergarten";

2. drawing "On the street, in the yard";

3. drawing "At home", "Family", "Grandmother and Grandfather", "My neighbors";

4. drawing "What I Dislike Most";

5. drawing “What scary things do I dream about and what am I afraid of during the day?”;

6. drawing “What was the worst thing that happened to me” (good)»;

7. drawing “What do I want to be when I grow up?”;

8. drawing "In memory of my friend";

9. drawing “In memory of everyone I love” etc.

Basic methods:

Thematic drawing (drawing psychotherapy Zakharov A.I. and Art therapy Kopytin A.);

Music ( emotional background who knows how to create a mood, help convey this or that action, and correctly understand the nature of the movement; with the help of musical rhythm you can establish equality in the activity of the nervous system - using series "Masterpieces of the World Classics", "Relaxation instrumental music", “Noises of living and inanimate nature”, “Noises of nature with instrumental accompaniment” etc.);

Examination of drawings, illustrations, photographs, paintings;

Conversations, discussions, stories, fairy tales, ballads, fables;

Sketches for the expression of basic emotions and shades of mood (Chistyakova M.I., Kryazheva N.L.);

Behavioral games (content taken from everyday situations and conflicts);

Outdoor games (aimed at general activity, joint movements and contact, cause healthy emotional excitement);

Psychomuscular training (self-relaxation Alekseev A.V., relaxation technique Mary Alfred, relaxation Tereshchenko Yu.V. and Levi V.);

Breathing exercises;

Dance-movement and body-oriented techniques (Gabriella Roth, Afonkin S).

Unconventional methods:

Elements of Hatha Yoga and Baby Yoga;

Asanas – static poses;

Breathing exercises;

Relaxation;

Elements of ancient Chinese gymnastics Tai-Di and ancient Indian finger yoga Ayurveda.

Construction of classes.

Correctively-developmental classes of each block have a structure that consists of four main parts:

1. Introductory and motivational.

2. Correction block.

3. Emotional pause.

4. Final.

Every part correctively-developmental activities in a specific block have their own content in accordance with the goals.

Muscle relaxation training

(For emotionally unstable children) .

The proposed training is based on a set of exercises developed by I. G. Vygotsky, E. L. Pellinger and L. P. Uspenskaya.

Learning to relax is in contrast to tension. Children first learn to distinguish between states of tension and relaxation and eventually relax their muscles at will.

The training takes place at two cycle:

1. muscle relaxation in contrast to tension;

2. muscle relaxation by presentation.

Each cycle has its own stages:

First cycle.

1. exercises to master and consolidate the posture of rest and relaxation of the arm muscles ( "Everyone can dance", "Fists", "Deer");

2. exercises to relax the leg muscles ( "Springs", "Let's sunbathe");

3. exercises to relax the muscles of the arms, legs and body ( "Barbell", "Ship");

4. exercises to relax the abdominal muscles ( "Ball", "High Chair");

5. exercises to relax the neck muscles ( "Curious Varvara" in three positions);

6. exercises to relax the speech apparatus (lips, tongue, jaws: "Proboscis", "Mouth shut", "Frogs", "Nut", "Angry Tongue", "Pea", "Slide").

Second cycle.

The point is that on children influence only by word. When they learn to relax muscles, it will be possible to remove emotional tension through suggestion. Through suggestion, the state of calm and muscle relaxation that is induced in children upon presentation. Exercises are performed under music:

"Magic Dream" in three versions;

"Journey to the Blue Star";

"Bird's Flight";

"In the Forest";

"Sea breeze" etc.

Dance-movement and body-oriented techniques.

Exercises develop plasticity, flexibility, lightness of the body, relieve muscle tension, give the child a feeling of freedom and joy, stimulate motor and emotional expressions. They develop the ability to control their body and regulate their behavior. Musical accompaniment is required, and melodies are selected from different types.

1st stage. Movements alternate 1-2 parts of the body.

- "Body Jazz";

- "Fun exercise".

2. stage. Movements of all parts of the body. Repeat after the leader.

- "Fire Dance";

- "Grasshopper Disco";

- "Dance of the Sea Waves";

- "Dance of the Five Movements".

3. stage. Free movements.

- "Create your own dance";

- "Give the gift of movement";

- "Dance with Eyes Closed";

- "Flight of Birds";

- "Air Ball" etc.

4. stage. A dance that arises as a result of internal reasons, without direct influence from the outside.

- "Calm Dance".

Relaxation techniques for anxious people children

1. "LEMON". Hands. Make a fist with your left hand. Imagine squeezing juice out of a lemon. The same is done with the right hand. Perform three times on each hand. Slow relaxation.

2. "KITTY". Arms and shoulder girdle. Raise your tense arms up, forward, back. Do it three times. Relaxation: slow, fast, slow.

3. "NUT". Facial muscles and jaw. Close your jaws, imagine as if you want to crack a nut, while lowering your head down. Relaxing with your mouth open.

4. "TURTLE". Head, neck and shoulders. Retract your head, raise your shoulders to your ears, bend your back. Do it twice. Relaxation: fast, slow.

5. "ELEPHANT". Stomach. Tighten your abdominal muscles. Imagine as if an elephant stepped on your stomach. Do it three times. Relaxation: fast, slow, fast.

A set of classes (program) for the correction of emotional disorders in children of senior preschool age

A correctional program for emotional disorders in children of senior preschool age was developed based on the work of L. Marder, A. I. Kopytina, A. L. Sirotyuk.

Group correctional work with children of senior preschool age is recommended to be carried out in subgroups of 4 to 5-6 children, so that all participants can be kept in mind, the dynamics of development can be tracked and the space can be adapted to the needs of each individual child.

The correctional program is aimed at responding to negative experiences, acquiring new skills to respond to various situations, consolidation of positive emotions, unleashing the creative potential of children.

The main method of the correction program is drawing. The program included various visual techniques, such as blotography, drawing with a tampon, scribbling, and cross-drawing. Taking into account the emotional state of the children (impulsivity and inertia), in addition to drawing, the program included elements of drama therapy (“Dramatization with masks”), relaxation exercises and games to relieve impulsiveness.

The complex of correctional classes consists of 4 stages:

1.Stage: “Experiencing other people’s emotions.”

At this stage, children experience the emotions of the heroes of fairy tales and stories and empathize with them.

2.Stage: “We turn to our emotions, become aware of them.” Children play and draw their emotions.

3.Stage: “Changing the attitude towards our emotions.” Children draw their fears and aggressive characters and make them funny or punish them.

4.Stage: “Creating new types of responses to old situations.” Children reason, realize, activate their imagination.

The thematic plan of the correction program is located in Table 1.

There must be ritual in group classes. Rituals give children a sense of security, help to generalize emotions, create a clear image of the past lesson, and help strengthen relationships within the group.

The structure of the correctional lesson consists of three parts: “Greeting”, “Main part”, “Farewell”.

For clarity, we present several classes of the correctional program.

Lesson 1. “Introduction to color.”

1.Greeting.

Children sit in a circle on the carpet. The psychologist sits down with the children and says:

Guys, let's get acquainted and help us with thisgame "Name and center". Next he explains the rules of the game.The first player goes to the center of the circle, says his name and makes some gesture (for example: raising his hands or clapping his hands). Everyone else should then also take a step forward, say his name and repeat his gesture as accurately as possible. So everyone is shown in turn.

2. Graphic task “Rays of the sun”

This task sets children up for further visual activities and relieves stress.

Materials and equipment: Whatman paper, A3 format, colored pencils, cards with pictograms of emotions in the form of circles with a diameter of 5 cm, glue pencil.

Psychologist: “During our meetings we will draw a lot. We will not draw, as they teach you in kindergarten lessons, but we will draw as best we can, just everyone will be themselves. Guys, each of you is the sun. If you are in a joyful mood, joyful rays come from you, if you are in a sad mood, sad ones. Let’s draw the sun, whose rays make you sad, surprised, happy, angry.” Children draw the sun with rays with colored pencils.

The psychologist controls the drawing process and adds comments. “Timur the sun’s rays are so long and bright, they must be in a cheerful mood.”

After the child finishes the drawing, he goes to the table with emotion cards and chooses those that depict his own emotions. Cards - circles are pasted onto the “rays” in such a way that those related to one child form a group.

The task is very simple, but it arouses great interest and a lot of emotions in children. Children very actively select cards and explain their choices.

After completing the task, each child’s work is discussed.

3.Diagnostic task “Colors of mood”.

The psychologist asks the children “What kind of mood does a person have?” The children answer.

Psychologist “Each of you will paint the silhouette of a person lying in front of you with those colors, those colors that can convey your mood.

There are already ready-made silhouettes, choose a brush, open the gouache and start drawing.”

Each child receives an A4 sheet of paper, on which a silhouette of a person is drawn in a static pose with proportions characteristic of children’s drawings (enlarged head, shortened body, etc.) While drawing, the psychologist draws the children’s attention to the fact that everyone is drawing in the same way. differently, since all people are different, each person is unique, unlike others.

Drawings of little men very often resemble the authors of the drawing themselves, and are very informative.

3.Result of the lesson.

Children take their drawings and attach them to the wall. After they sit on the carpet in a circle, the psychologist thanks the children for their activity. The class participants say goodbye and wish everyone a successful day. The psychologist reminds the children about the next meeting.

2. Lesson “Sadness”.

1.Greeting.

Children sit in a circle on the carpet. Psychologist: “During our meetings we will talk about your feelings and moods. Today is about sadness. In your opinion, what is “sadness”? When is it sad?

In this case, the task is not to get children's answers. Many of them experience serious difficulties in speaking, especially if the questions concern feelings. These questions create an atmosphere in which talking about feelings and emotional states is not only appropriate, but also desirable.

The psychologist places pictograms of emotions on the table, and invites the children to depict the face of a sad person, and then choose a sad image among the pictograms, the children choose a pictogram of sadness and describe the facial manifestations of sadness.

2.Graphic task.

The psychologist invites the children to draw something sad, an autumn leaf or rain. Children take pastels and pencils and draw sad pictures, then explain them.

3. Adaptation task in the space of the room.

Psychologist: “Try to find in game room some sad objects or toys. Think about why they are sad or make you sad. Your opinions may not coincide. One will decide that the chosen object is very sad, while the other will say that there is nothing sad about it. Everyone has their own opinion, let’s listen to everyone.”

Children find toys moving around the room, then sit down on the carpet to explain their choice.

4. D diagnostic task “Drawing in a circle”

This task is a “marker”. Children draw "Sadness". You need to prepare A4 sheets on which a circle is drawn with a simple pencil. For drawing, gouache and watercolor are offered. Often children do not follow the instructions and, instead of drawing on a specific topic, they depict something of their own, inspired by the shape of a circle. This is not only not forbidden, but also encouraged. Upon completion of the drawing, the child gives it a name and, again, to the best of his ability, talks about it. The painted circles must be signed (name of the author, title, date of creation, serial number of the lesson) and saved, since at the last lesson the children will be asked to draw a picture in a circle again, but on a free topic, and then both drawings will be compared.

Children themselves will choose the one they like best.

6. Summary of the lesson. Children choose among their drawings those that they want to keep for the exhibition, attach them to the walls or arrange them around the room. Having gathered on the carpet, the class participants say goodbye, the psychologist thanks the children for their activity, wishes them a successful week, and reminds them of the next meeting.

Lesson 9. “My mood.”

Greetings.

The children are sitting on the carpet, the psychologist says, “Guys, after our last meeting, some interesting events probably happened to you? Tell us." Children talk in circles about the events of the past week.

The psychologist invites children to draw their mood on paper.

Methodology “Mood Drawing”.

It is performed on a thick A4 sheet, folded in half (using the Rorschach inkblot method). A drawing in the form of strokes and spots is done in gouache on one half of the sheet, then folded in half and when unfolded, a drawing is obtained. Children enthusiastically complete the drawings. After completing the drawings, the psychologist suggests giving the drawings a rest.

Relaxation exercise “Mirror drawing”.

The psychologist plays a melody, sounds of nature, and says, “Guys, let’s draw music, I’ll give you a piece of paper and two pencils, but you need to draw with both hands at the same time. You can draw just circles or just zigzag lines, the main thing is to draw with both hands.”

Children are given A3 paper and two pencils.

When performing this exercise, children feel their eyes and hands relax. Regular performance of this exercise contributes to the development of higher mental functions.

At the end of the musical composition, the psychologist invites the children to take the drawings that were resting and discuss them. Children try to explain their mood with the help of drawings, and the psychologist helps them with leading questions.

Summary of the lesson.

The psychologist invites the children to take the completed drawings and place them anywhere in the office or, if desired, take them home.

Lesson 10. “Self-portrait”.

Greetings.

As usual, the children sit in a circle, and the psychologist says, “Children today is our last lesson, let’s do something that will remind you of our meetings.”

2. Diagnostic task “Drawing in a circle”

This is a repeated “marker” task. Just like in the second lesson, the guys color the circles. New drawings are compared with previously drawn ones. Children choose which one is more liked, more valuable, the first or the second.

3. Graphic task “Self-portrait”.

The psychologist invites children to draw self-portraits.

Children draw with pencils and pastels.

4.Result of the lesson.

The correctional program for emotional disorders in children of senior preschool age was developed taking into account age-related characteristics, to respond to negative experiences, acquire new skills in responding to various situations, consolidate positive emotions, and reveal the creative potential of children.

Table 1.

Thematic lesson plan

Subject

classes

Goals

Techniques

Material

Time

1

"Introduction to Color"

Set up children for subsequent meetings, teach them to recognize their emotional states.

graphic lesson “Rays of the Sun”, diagnostic task “Colors of Moods”, conversation

Sheets of paper, colored pencils, brushes, watercolors, graphic blanks - silhouette of a person

class,

35 min each

2

"Sadness"

To develop in children the ability to determine the emotional state of other people and recognize their own

“Drawing sadness”, task for adaptation in the space of the room, discussion, “drawing in a circle”, conversation

Sheets of paper, colored pencils, circle marker blank, brushes, watercolor.

30-35min

3

"Fear"

Experiencing other people's emotions of fear and your own, getting rid of fear.

Audio fairy tale “Not at all scary”, “Drawing a mask of fear” (dramatization with masks)

Paper, colored pencils, pastel, cord, scissors

35-40 min.

4

"Not at all scary"

Getting rid of fear, acquiring new ways of responding

“Drawing fear”, “Terrible - beautiful drawing”, ritual destruction of fears, “Magic point”.

colored pencils, sheet of paper, scissors, container

30min.

5

"Astonishment"

Formation of a state of surprise in children, intergroup interaction, cohesion

Motivational task “Sky”, “Non-existent animal”, “Star map”, conversation

Sheets of paper, whatman paper, pencils, gouache, brushes.

35-40min.

6

"Anger"

Reacting negative emotions.

Conversation, drawing grains and whims, drawing with marks

Sheets of paper, colored pencils, gouache, brushes.

30-35 min.

"Giant's Birthday"

Forming positive emotions

Let's draw a giant, joint drawing, "Fireworks", discussion.

Whatman paper, sheets of paper, colored pencils, gouache, brushes

25-35min.

"Joy"

We consolidate positive emotions, learn cohesive teamwork

Conversation, “Drawing a clown” (joint drawing), Drawing to the music “Joy”

Whatman paper, colored pencils, pastels,

25-30min.

"My Mood"

Forming positive emotions

“Drawing the mood” using the Rorschach method, talking, cross-drawing to the sounds of nature.

Sheets of paper, gouache, brushes,

25-30min.

"Self-portraits"

Summing up the lessons.

marker task, color the circles and compare them with the drawing from lesson 2, find the differences., “Self-portrait”

gouache, brushes, colored pencils, blanks in the form of circles, sheets of paper.

30-40min.