Communication games. Card index (junior, middle group) on the topic: Didactic games on the social and communicative development of children of primary and secondary preschool age

Didactic games on the social and communicative development of children of primary and secondary preschool age

The card index of didactic games was prepared by:

teacher at the Municipal Preparatory Educational Institution of Nizhnevartovsk

DS No. 38 "Domovenok"

Muzhipova Gulnaz Ilshatovna

Preschool age is the period when the foundation of a child’s preschool life is laid. The problem of the emotional development of older preschoolers is relevant because the emotional world plays an important role in the life of every person. This problem was dealt with by many teachers who argued that positive emotions create optimal conditions for active brain activity and are a stimulus for understanding the world. These emotions are involved in the emergence of any creative activity of the child, and of course, in the development of his thinking. Then, as negative emotions force one to avoid unwanted or harmful actions, they protect and protect the child. If you look at our daily life, you can see that our attitude towards people, events, and assessment of our own actions and actions depend on emotions.

From the practice of working with preschoolers, it is clear that year after year children come to kindergarten with a depressed emotional sphere. They cannot express their feelings, and if they do express them, it happens in a harsh form, which causes problems in communicating with peers and adults. The child withdraws into himself with his problems and fears.

Emotions help a child adapt to a particular situation. Thanks to emotional development, the child will be able to regulate his behavior, avoiding those actions that he could commit under the influence of random circumstances and fleeting desires. Therefore, it is necessary not only to study, but also to develop the emotional sphere of a preschooler, since emotions “tell” the adults around him about the state and inner world of the child.

Research shows that children of older preschool age are able to correctly perceive the state of another person, while they more accurately define joy, delight, admiration and find it difficult to define sadness, sadness, fear, surprise. Children pay attention to facial expressions without attaching importance to pantomime (posture, gestures). Often the child simply does not know how to show his emotions.

"Emotion Constructor"

This game will introduce the child to facial expressions of various emotions and feelings. Having awakened imagination and creativity, this construction set will help each child create his own image of a hero, play out various situations, expressing his feelings and emotions, and will also help him get acquainted with his problems that may arise both in the children's group and in the family.

This manual will be useful for children of primary and senior preschool age, teachers and parents. The manual can be used for individual and collective activities of children.

Target: the ability to identify and distinguish between human emotions and feelings.

Tasks: promote the development of constructive skills; to form the social and emotional sphere of the child; develop imagination; develop fine motor skills; develop spatial and logical thinking; develop monologue and dialogic speech of children; cultivate a feeling of love for a loved one.

The game is played with a group, in pairs and individually.

They are used in any part of the day depending on the situation (for example, in routine moments - “morning greeting”, and are also included in educational activities - “surprise moment”).

The didactic manual consists of the following elements:

2 face ovals (you can use more);

4 pairs of painted eyes;

A set of schematically depicted lips;

3 pairs of eyebrows;

Hairstyles (boy, girl, mother, father, grandfather and grandmother).

"Collectors"

Option 1. Invite children to collect this or that emotion, label it and discuss why the created character has such a mood. What happened to him, what happened? Or help the hero change sadness to joy and fear to surprise, simply by rearranging parts of the face, and then come up with a story.

Option 2. The game is played in pairs. Children jointly come up with a story, while composing one or another facial expression - an emotion. Then you can play out the situation in the form of a dialogue between the created images. For example: a dialogue between grandmother and grandson.

"Show it on yourself"

To play, you need to create a certain facial expression from the “emotion constructor”, and children use mirrors to repeat this expression. Next, the children can talk about which emotion was closer and more pleasant to them, and which one was the opposite and why. Invite them to remember life situations that caused them sadness, joy, surprise, fear, etc.

"Listen to the clapping"

Target . Development of attention and voluntary behavior.

Children move freely around the room, but when the leader claps, they must stop and turn into a stork(raise one leg, arms to the sides),They should respond to two claps by turning into a frog (sit down, heels together, toes apart, hands between the toes). Three claps allow them to move freely again.

A comment: The game helps in developing voluntary attention, the ability to quickly switch from one type of action to another.

"Magic Transformations"

Target. Development of imagination, ability to transform.

Children are offered to “transform” into berries, fruits, a steamboat, a toy, etc.Adult (or one of the children)begins the game with the words: “We are entering...(pause - for the children to concentrate) garden… (pause - each child must decide what kind of fruit he will be).One two Three!" After this command, the children take the form of the intended fruit.

Comment: adult (or the leader is a child)must creatively approach the further continuation of the game. He needs to come up with some kind of story involving children. But first, of course, he must guess who has turned into whom.

"What do you hear"

Target . Development of the ability to concentrate, correlate sounds and actions.

The adult invites the child to listen and remember what is happening outside the door. Then the child must tell what he heard. After this, they also pay attention to the window, then back to the door. Subsequently, the child must tell exactly what happened outside the window and outside the door.

A comment : The adult himself must focus on the sounds in order to help the children in case of difficulty or correct them in case of mistakes.

You can make the task more difficult by asking the children to take turns telling the story.

"Hot Ball"

Target. Development of attention, reaction speed, motor dexterity.

Children stand in a circle, very close to each other. They pass the ball to each other quickly, trying not to drop it. The one who misses the ball is out of the game. The last two remaining children win.

Comments: other game options are based on changing the position of the children.

You can line up the children in a column, and pass the ball either over your head up, or, bending over, through your legs. You can also build children in a zigzag.

"Shapes"

Target. Development of attention, fine motor skills, imagination.

An adult arranges the counting sticks in the form of a certain figure. The child must form exactly the same figure. The complexity of the task is constantly increasing: first they show simple figures, then more complex ones; first, the child makes the figures by looking at the sample, then the sample is removed, giving the child the opportunity to remember the figure.

Comments: Counting sticks can be replaced with matches with cut heads.

This game can be used most effectively when working with children who have difficulty concentrating and are characterized by disinhibition.

"Fly of butterfly"

Target. Development of attention and expressiveness of movements.

Children are asked to memorize several movements and repeat them accurately. To make memorization easier, you can first learn blocks of movements, giving them original names, like: “butterfly flight”, “cat step”, etc.

Comments: it is necessary to discuss movements with children using the question “How does our bear walk?”(For example)?" When all the children understand the principle of movements, then you can start playing directly.

The game can also carry a cognitive load if it is included in classes to study types of professions, animals, transport, etc.; those. propose, for example, to imitate only the movements of a car, airplane, steam locomotive, etc.

A change of movement must occur either at the command of an adult or at the sound signal. The most attentive child wins.

"Mirror"

Target. Development of attention, reaction speed, motor skills.

Children choose a leader, he stands in the center, and the rest of the children form a semicircle around the leader, who shows various poses and demonstrates different facial expressions. Children must repeat them.

Comments: the change of poses and facial studies should be quick. An adult must monitor the pace and correctness.

"Hat Dance"

Necessary equipment:hat, audio cassette with a recording of a piece of music.

Target. Development of attention, motor coordination.

Children sit in a circle, and at the first sounds of music, they begin to pass the hat, putting it on the neighbor’s head. When the music stops, the participant with the hat on his head must show some movement, and all the other children must repeat it. Then the game continues.

Comments: in this game the hat is essentially a “red herring” because... Children happily try to dress up their neighbor, forgetting about the music. If children are embarrassed to perform the movements one at a time, you can invite the child on whom the music stopped to choose a partner and dance with him.

"Guess and Find"

Necessary equipment: toys.

Target. Development of attention, perception, memory.

An adult talks about a toy. The child asks questions if he does not yet understand what is being said, and then he must find the toy in the room.

One of the indicators of the full and correct development of a preschooler is the ability to interact with peers and elders.

Sociability and the ability to communicate with other people are a necessary component of a person’s self-realization, his success in various activities, the disposition and love of the people around him. The formation of this ability is an important condition for the normal psychological development of a child. In kindergarten there are children with communication disorders, increased shyness, anxiety, aggressiveness, hyperactivity, and children who lack self-confidence. Emotional difficulties and deviations can lead to frequent conflicts, interfere with the development of activities, and prevent the child from communicating with others. These data indicate the importance and necessity of carrying out work on the social and communicative development of children in a preschool educational institution. Social experience is acquired by a child through communication and joint activities with other people.

The social and communicative development of children can truly only be carried out in contact with adults. When a child enters kindergarten, a new stage in his social development begins. Of particular importance for the development of a child’s personality is the establishment of warm, affectionate relationships with the teacher and the emotional and psychological climate of the group in which the child is located. If a child is understood and accepted, he can more easily overcome his internal conflicts and become capable of personal growth.

Stable and sustainable relationships between children in a group, as we know, do not develop immediately; the forms of practical interaction themselves are still far from perfect: children do not know how to coordinate actions, make requests, offer help, or resolve conflicts. Emerging conflict situations not only interfere with the normal communication of children, but also interfere with the educational process as a whole.

Among the various ways to correct emotional difficulties, play occupies a significant place. And this is quite understandable. Play is the leading type of activity for children; it occurs without coercion from adults. This means that the most important changes in the child’s psyche, in the development of his social feelings, and behavior occur during play. The social and communicative development of preschool children occurs through play as a leading children's activity. Communication is an important element of any game. Play gives children the opportunity to recreate the adult world and participate in an imaginary social life. In the game, the first shoots of friendship appear, common experiences begin, and great opportunities open up for developing such qualities as goodwill, politeness, caring, and love for one’s neighbor. And our task is to correctly and skillfully help children acquire the necessary social skills through play.

Children learn to resolve conflicts, express emotions and interact appropriately with others. By entering into real relationships with his partners in the game, the child demonstrates his inherent personal qualities and reveals his emotional experiences. In the game, on the one hand, the methods and habits of emotional response already developed in children are revealed, on the other hand, new qualities of the child’s behavior are formed, his social and communicative experience develops and is enriched.

Taking into account the specifics of emotional behavior, different types of games should be used: role-playing games, dramatization games, games with rules. This requires the teacher to know the patterns of development of play activity and the ability to direct the game in such a way that the undesirable qualities of the child’s personality or negative emotions are successfully overcome.

Role-playing games are a source of formation of the child’s social consciousness and the possibility of developing communication skills. The teacher uses various gaming techniques to develop in children sociability, sensitivity, responsiveness, kindness, mutual assistance - everything that is required for living in a team. Education through play is a school of cultural communication skills.
Role-playing play, or as it is also called creative play, is an activity of children in which they take on “adult” roles and, in play conditions, reproduce the activities of adults and the relationships between them.

In their games, children usually display events, phenomena and situations that caught their attention and aroused their interest. Reflecting life, the child relies on known patterns: on the actions, deeds and relationships of the people around him.

By teaching a child to play, the teacher makes the complex world of adult affairs and relationships accessible to him. The role of the educator here is enormous. The teacher must play with the children in order for them to master gaming skills. This is a demonstration of simple and understandable situations, demonstration of game actions, setting game tasks that reflect life situations familiar to the child. When teaching children, it is important for the teacher to convey to the child the meaning of the game situation, and, complicating the plot if necessary, to develop their gaming skills. Needless to say, how important it is for a teacher to be able to interact “as an equal” with a child in a game, helping him solve game problems. After all, a child learns from an adult, first of all by imitating him, his play actions and, most importantly, his emotional attitude towards the character. It should be especially noted that the game does not tolerate authoritarianism. “Managing” the game is possible only as if from the inside, when the teacher himself enters the imaginary world of the game and unobtrusively offers the child (using game means) new turns in the development of the plot. Taking on the role of an adult, he directs the game with the help of direct and indirect hints, questions and suggestions.

The formation of a new experience of interaction between children and peers requires the teacher, firstly, to be able to create special conditions in joint games to overcome negative emotions and eliminate the influence of character traits such as shyness, uncertainty, high self-esteem and others on the game. Secondly, it is necessary to specifically set gaming tasks for children that contribute to the development of appropriate methods of communication.

So, for example, a child who is shy in the game “Journey to Other Planets” receives the role of commander of a spaceship; he must perform active actions in relation to the crew. By creating various dangerous situations during the course of the plot, the adult forces the child to solve game problems and get out of difficult situations. The child receives great pleasure from successful play. He asserts himself in his role and in the children's team. The role behavior of an adult is the core on which business interaction in the game rests. By setting play tasks, the adult supports the child’s cooperation with other children.

Particular attention is paid to emotional education and communication skills in the process of theatrical performance. Theatrical play is aimed at developing gaming behavior, aesthetic sense, the ability to be creative in any task and the ability to communicate with peers in various life situations. By participating in theatrical games, children learn about the world around them and become participants in events from the lives of people, animals and plants. The themes of theatrical games can be varied. The large and diverse influence of theatrical games on a child’s personality allows the use of their strong but unobtrusive pedagogical means of developing the speech of preschoolers, who during the game feel relaxed, freely and actively interact with each other and adults. Favorite heroes become role models.

Various techniques of theatrical games, in which children seem to get closer to the characters of the work, allow not only to identify the emotional response of each child, but also create conditions for the formation of emotional responsiveness in him, both in relationships with peers and in relationships with adults. A role can reveal a potential communicative resource in a child. While playing a role, a child can not only imagine, but also emotionally experience the actions of his character. This certainly affects the development of the preschooler’s senses. Children's desire to show what a character experiences helps them master the ABCs of relationships. Empathy for the heroes of dramatizations develops the child’s feelings and ideas about good and bad human qualities. The emotional-volitional sphere develops, behavior is corrected, a sense of collectivism and responsibility for each other develops, and the development of creative activity and independence is stimulated. Obviously, the emergence of this kind of ability opens up broad prospects for the further development of children’s communicative abilities through theatrical activities. Theatrical activities performed jointly with peers and adults have a pronounced psychotherapeutic effect on the child’s affective and cognitive spheres and provide correction of communication disorders.

One of the forms of play common in preschool age is games with rules. Relationships in these games are no longer determined by roles, but by rules and norms. It is in them that children develop their ability to accept and obey rules and norms. Games with rules necessarily require a partner, and the teacher, by creating special conditions, can turn the child’s attention to his peers playing with him, developing their relationships. Often, a child, without noticing it, begins to act in a game with rules, especially in an outdoor game, in a way that he cannot do either in real conditions or in a role-playing game. Playing with rules also involves specific forms of communication – relationships of equals within the same team. This makes it possible to go beyond role relationships to personal relationships and develops a sense of cohesion in children. This is especially important due to the fact that the relationships that arise within games with rules begin to be transferred to further real life.

Work aimed at overcoming various kinds of emotional difficulties by a child is a long process. But it is necessary to continue it, showing patience and perseverance in search of targeted influences, in search of those gaming methods that best contribute to the goals of correction. The widespread use of techniques where play acts as a unique sphere in which the child’s relationships with the outside world and people are established allows the child to actively study and master the world around him and is an indispensable condition for the versatile development of the individual. By carrying out this work, it is possible to achieve high results in the development of children’s personality, their self-awareness, self-esteem, pride, self-affirmation, and the development of their own “I”.

BIBLIOGRAPHY:

. “On the possibility of play for the development and correction of social emotions of preschool children // Play and independent activity of children in the educational system.” - Abramyan L.A Tallinn, 1984

“Emotional development of preschool children” edited by Kosheleva Moscow “Enlightenment” 1985

“Game in the correction of a child’s mental development” Karabanova O.A. Textbook. - M., 1997.

“Preschooler’s game” - Zvorygina E.V. 1986.

Game index:

for the social and personal development of preschool children.

Goal: to develop auditory perception.

Children are invited to catch an imaginary mouse in a group, pick it up, stroke it, watch it, say goodbye and release the mouse.

2 "Bell"

Goal: to develop children's attention.

At the initial stage, the teacher shows the children a bell and invites them to listen to how it sounds. Then he gradually introduces the rule: if the bell rings, you need to put aside all your work and direct your attention to the teacher.

3 "Arms - legs"

Goal: to develop attention, intelligence and resourcefulness.

Children are asked to perform simple movements at the teacher’s signal: with a clap they raise their hands up, with two claps they stand up. If the hands are already raised and one clap sounds, they need to be lowered, and if the children are already standing, after two claps they should sit down. By changing the sequence and tempo of the claps, the teacher tries to confuse the children, training their composure.

4 "Scouts"

Goal: develop the ability to communicate calmly with each other.

Each child, at a signal, without leaving his place, finds with his eyes the one who is looking exactly at him and fixes his gaze on him. For some time, the “scouts” remain motionless, looking into each other’s eyes. This is how pairs are formed, which can then perform a certain task.

5 “Day comes - everything comes to life, night comes - everything freezes”

Goal: develop the ability to collaborate and achieve the desired result.

After the words “The day comes - everything comes to life! The participants in the game move chaotically (running, jumping, etc.). When the teacher says: “Night comes, everything freezes!” children freeze in bizarre poses. The game gradually becomes more complicated when the “condition of the day” is set: each participant must make certain movements in a common situation for everyone, for example: harvesting, a zoo, a train station, etc. In this case, children can unite in pairs or small groups.

6. “Freeze!”

Goal: develop listening skills and organization.

The point of the game is the teacher’s simple command “Freeze!”, which can be heard at different moments in the children’s activities, in a variety of situations.

7 "The Hearers"

Goal: to develop organization, listening and hearing skills.

A driver (or a team of the three most active, playful children) is selected and he (they) leave the room. The rest of the children think of a word, for example “paper”, are divided into three groups (according to the number of syllables in the word), choose a well-known musical motive - one for all. When the driver walks between the singers and tries to guess what word was intended.

8 "Glue Stream"

Goal: to develop the ability to act together and exercise self- and mutual control over activities; learn to trust and help those with whom you communicate.

Before the game, the teacher talks with the children about friendship and mutual assistance, that together they can overcome any obstacles.

Children stand one after another and hold on to the shoulders of the person in front. In this position they overcome various obstacles.

1. Get up and get off the chair.

2. Crawl under the table.

3. Go around the “wide lake”.

4. Make your way through the “dense forest”.

5. Hide from wild animals.

An indispensable condition for the guys: throughout the entire game they should not become detached from each other.

9 "Let's Get Together"

Goal: coordinate individual actions, develop the ability to establish partnerships in a team.

Participants are divided into small groups of six people. The presenter offers a wide variety of tasks:

Line up in a row with a certain numbering of numbers; in accordance with the proposed color scheme or color on clothing;

It will be built according to the house number;

Find your own way of building a group.

10 "Magic Wand"

An ordinary object (pen, pencil, ruler, etc.) is, by common agreement, turned into a magic wand. Children sit or stand in a circle and pass the stick to each other in a random order or clockwise, while pronouncing phrases according to a previously established rule, for example: the transmitter names the object, and the receiver names the action that can be performed with it (carpet - lies), you can call a fairy tale and its characters.

11 "Body"

Goal: forming the child’s ideas about the capabilities of his own and his peers.

Children sit around a table on which there is a basket. The presenter addresses a specific participant: “Here’s a box for you, put everything you need in it - ok. If you say anything, you’ll give the deposit.” Children take turns saying words ending in - ok: “I’ll put a ball in the box, etc.”

Next, the pledges are played: the presenter, without looking, takes an object out of the basket and asks: “Whose pledge will be taken out, what should he do?” Participants assign a ransom to each pledge, for example: sing a song, jump, pretend to be someone, etc.

12 "Tourists and shop"

Goal: forming the child’s ideas about the capabilities of his own and his peers.

Children are divided into two teams: the first builds a “bus” from chairs, the second makes a “store counter”. The teacher invites the children to choose what kind of store it will be - “Haberdashery”, “Household Goods”, “Household Appliances”, etc., suggesting, if necessary, what they sell. The members of the second team decide who will be the seller. Then the “seller” displays his product - shows each team member what item needs to be depicted and how to arrange it (for example, a box for threads - a child folds his hands in front of him, showing that there are a lot of multi-colored threads there).

When each team member takes his place “on the counter”, the teacher claps his hands and the “product” freezes, a “bus” drives up to the “store” - the children of the first team approach. In order for the “tourists” to be able to buy the “product”, they must unravel it: name what the member of the second team is depicting. Before purchasing, the “tourist” can ask the “seller” to show how to use this or that “product.” The game ends when all the “goods” are sold out, the “store” closes, and the “tourists” leave.

Then the team members change roles.

13 "Polite Words Store"

Goal: develop goodwill, the ability to establish contact with peers.

Beforehand, a conversation is held with the children about “magic words.”

Educator: In my store on the “shelf” there are polite words: thanks (thank you, thank you), requests (I ask you, please), greetings (hello, good afternoon, good morning), apologies (sorry, forgive me, very sorry), affectionate addresses (dear mommy, daddy, dear mommy, granny, etc.). I will offer you various situations, and in order to behave correctly in them, you take turns going to the “shelf” and buy the necessary words from me.

Situation 1. Mom brought delicious apples from the store. You really want to try them, but mom said you need to wait until lunch.

How can you ask her to give you a piece of a delicious apple?

Situation 2. Grandma is tired and lying on the sofa. You really want her to finish reading an interesting book to you. What will you do? How will you ask her?

Situation 3. Mom brought your favorite cake from the store. You've eaten your share, but you want more. What will you do?

Situation 4. In the morning the whole family gathered for breakfast. You got up, washed your face, combed your hair, got dressed and came to the kitchen. How will you behave? What do you say?

14 "The Blind Man and the Guide"

Goal: develop the ability to trust, help and support fellow communicators.

Children are divided into pairs: “blind” and “guide”. One closes his eyes, and the other leads him around the group, gives him the opportunity to touch various objects, helps him avoid various collisions with other pairs, and gives appropriate explanations regarding their movement. Commands should be given while standing behind you, at some distance. Then the participants change roles. Each child thus goes through a certain “school of trust.”

At the end of the game, the teacher asks the children to answer who felt reliable and confident, who had the desire to completely trust their friend. Why?

15 "Magic Algae"

Goal: removing bodily barriers, developing the ability to achieve goals using acceptable methods of communication.

Each participant (in turn) tries to penetrate the circle formed by the children. Algae understand human speech and feel touch and can relax and let them into the circle, or they may not let them in if they are asked poorly.

16 "Polite words"

Goal: developing respect in communication, the habit of using polite words.

The game is played with a ball in a circle. Children throw a ball to each other, saying polite words. Say only the words of greeting (hello, good afternoon, hello, we are glad to see you, we are glad to meet you); gratitude (thank you, thank you, please be kind); apology (sorry, pardon, sorry, sorry); farewells (goodbye, see you later, good night).

17 “Flower – Seven Flowers.”

Purpose: to introduce various emotional states; develop the ability to make friends, make the right choice, cooperate with peers, and sense of team.

The children are given the task: “If you were a wizard and could work miracles, what would you give to all of us now?” or “If you had Tsvetik - Seven-Tsvetik, what wish would you make?” Each child makes one wish, tearing off one petal from a common flower, uttering cherished words with different emotional overtones.

Fly, fly petal, through the west to the east,

Through the north, through the south, come back, making a circle,

As soon as you touch the ground, in my opinion, you will.

Order to...

At the end, you can hold a competition for the best wish for everyone.

18 “Magic bouquet of flowers”

Goal: To learn to show attention to others, establish friendly relationships, notice the positive qualities of others and express this in words, give compliments.

Equipment: Green fabric or cardboard, cut out petals for each child.

Teacher (points to a piece of cloth lying on the floor). This is a green meadow. What is your mood when you look at this clearing?

Children. Sad, sad, boring.

Educator. What do you think is missing from it?

Children. Colors.

Educator. Not a fun life in such a clearing. This is how it is between people: life without respect and attention turns out gloomy, gray and sad. Would you like to please each other now? Let's play "Compliments".

Children take turns taking one petal at a time, complimenting anyone their age and laying it out in the clearing. Kind words should be said to every child.

Educator. Look guys, what beautiful flowers have grown from your words in this clearing. What's your mood now?

Children. Cheerful, happy.

The teacher, thus, leads to the idea that we need to be more attentive to each other and say good words.

19 “Game-situations”

Goal: to develop the ability to enter into a conversation, exchange feelings, experiences, emotionally and meaningfully express your thoughts using facial expressions and pantomime.

Children are asked to role-play a number of situations

1. Two boys quarreled -make peace their.

2. If you really want to play with the same toy as one of the guys in your group, ask him.

3. You found a weak, tortured kitten on the street - take pity on it.

4. You really offended your friend - try to ask him for forgiveness, make peace with him.

5. You came to a new group - meet the children and tell us about yourself.

6. You have lost your car - go up to the children and ask if they have seen it.

7. You come to the library - ask the librarian for a book you are interested in.

8. The guys are playing an interesting game - ask the guys to accept you. What will you do if they don't want to accept you?

9. Children are playing, one child does not have a toy - share with him.

10. The child is crying - calm him down.

11. If you can’t tie your shoelace, ask a friend to help you.

12. Guests have come to you - introduce them to your parents, show them your room and your toys.

13. You came from a walk hungry - what will you tell your mother or grandmother.

14. The children are having breakfast. Vitya took a piece of bread and rolled it into a ball. Looking around so that no one would notice, he threw it and hit Fedya in the eye. Fedya grabbed his eye and screamed. – What can you say about Vitya’s behavior? How should you handle bread? Can we say that Vitya was joking?

20 “Hands get to know each other, hands quarrel, hands make peace”

Goal: develop the ability to express your feelings and understand the feelings of another person.

The game is played in pairs with eyes closed, children sit opposite each other at arm's length. The teacher gives tasks

Close your eyes, stretch your hands towards each other, introduce your hands, try to get to know your neighbor better, lower your hands; stretch your arms forward again, find your neighbor’s hands, your hands are quarreling, lower your hands; your hands are looking for each other again, they want to make peace, your hands are making peace, they ask for forgiveness, you part as friends.

21 “Rug of reconciliation”

Goal: To develop communication skills and the ability to resolve conflicts.

Coming from a walk, the teacher tells the children that two boys had a fight on the street today. Invites opponents to sit opposite each other on the “Rug of Reconciliation” in order to find out the cause of the discord and find a way to peacefully resolve the problem. This game is also used when discussing “How to share a toy.”

22 “Draw a proverb”

Goal: to develop the ability to use non-verbal means of communication.

Children are invited to depict a proverb using gestures and facial expressions:

“The word is not a sparrow - it will fly out and you won’t catch it”

“Tell me who your friend is and I’ll tell you who you are.”

“If you don’t have a friend, look for it, but if you find it, take care.”

“As it comes around, so it will respond”

23 "Talking Through Glass"

Goal: to develop the skill of facial expressions and gestures.

Children stand opposite each other and perform the game exercise “Through the Glass”. They need to imagine that there is thick glass between them, it does not allow sound to pass through. One group of children will need to be shown (for example, “You forgot to put on your hat,” “I’m cold,” “I’m thirsty...”) and the other group will have to guess what they saw.

24 "Squiggle"

Goal: Develop respect in communication. Consider the interests of other children.

The teacher offers the children a magic felt-tip pen that turns simple squiggles into different objects, animals, plants. The first player takes a felt-tip pen and draws a small squiggle on the sheet. Then he offers this sheet to the next player, who will complete the squiggle so that it turns out to be some object, or animal, or plant. Then the second player draws a new squiggle for the next player, and so on. At the end the winner of the game is determined

25 "Press Conference"

Goal: to develop the ability to politely answer interlocutors’ questions, formulate a response briefly and correctly; develop speech skills.

All children in the group participate in a press conference on any topic (for example: “Your day off”, “Excursion to the zoo”, “Friend’s birthday”, “At the circus”, etc.). One of the participants in the press conference, the “guest” (the one who will be asked all the questions), sits in the center and answers any questions from the children.

26 "Understand Me"

Goal: to develop the ability to navigate people’s role positions and communicative situations.

The child comes forward and comes up with a speech of 4-5 sentences. Children must guess who is speaking (tour guide, journalist, teacher, literary character) and in what situation such words are possible. For example, “And then everyone went to the starting line. 5,4,3,2,1 – start! (The situation is a competition between athletes, says the sports commentator).

27 "Unmasked"

Goal: develop the ability to share your feelings, experiences, mood with friends.

Before the game starts, the teacher tells the children how important it is to be honest, open and frank towards their loved ones and comrades.

All participants sit in a circle. Children, without preparation, continue the statement started by the teacher. Here is the approximate content of unfinished sentences:

“What I really want is...”;

“I especially don’t like it when...”;

“Once I was very frightened by the fact that...”;

“I remember an incident when I felt unbearably ashamed. I.

28 "Name"

You can invite your child to come up with a name that he would like to have, or leave his own. Ask why he doesn't like or like his name, why he would like to be called differently. This game can provide additional information about the baby's self-esteem. After all, often giving up one’s name means that the child is dissatisfied with himself or wants to be better than he is now.

29 “Playing out situations”

The child is offered situations in which he must portray himself. Situations can be different, invented or taken from the life of a child. Other roles during the enactment are performed by one of the parents or other children. Sometimes it is useful to switch roles. Example situations:

You took part in the competition and took first place, and your friend was almost last. He is very upset, help him calm down.

Mom brought 3 oranges for you and your sister (brother), how will you divide them? Why?

The guys from your group in kindergarten are playing an interesting game, and you are late, the game has already started. Ask to be accepted into the game. What will you do if the children don't want to accept you?

(This game will help your child learn effective behavior patterns and use them in real life.)

30 "Blind Man's Bluff"

This old, well-known game is very useful: it will help the child feel like a leader, which, if successful, can have a significant impact on self-esteem. You can play the classic “Blind Man’s Bluff” game (with a blindfold, the “blind man’s buff” searches for children by voice and guesses by touch who it is); You can give the children a bell, etc.

Olesya Nazarova
Didactic games for the social and communicative development of children of primary and secondary preschool age.

One of the main aspects of readiness for systematic learning is social and communication skills. Sociability and the ability to communicate with other people are a necessary component of a person’s self-realization and his success in various types of activities. The social and communicative development of preschool children occurs through play as a leading children's activity. Communication is an important element of any game. During play, the child’s social, emotional and mental development occurs.

Play gives children the opportunity to recreate the adult world and participate in an imaginary social life. Children learn to resolve conflicts, express emotions and interact appropriately with others.

As part of the implementation of the Federal State Educational Standard, in the content of educational activities of preschool institutions, more careful attention should be paid to achieving goals and solving problems of social and communicative development.

The main goal of this direction is the positive socialization of preschool children, introducing them to sociocultural norms, traditions of the family, society and state.

The objectives of social and communicative development in accordance with the Federal State Educational Standard for Education are the following:

Appropriation of norms and values ​​accepted in society, including moral and ethical values;

Development of communication and interaction of the child with adults and peers;

Formation of independence, purposefulness and self-regulation of one’s own actions;

Development of social and emotional intelligence, emotional responsiveness, empathy,

Formation of readiness for joint activities with peers,

Formation of a respectful attitude and a sense of belonging to one’s family, small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays;

Formation of the foundations of safety in everyday life, society, and nature.

Formation of social and communicative speech skills (development of the ability to enter into communication and maintain it).

The development of a child’s own active position is ensured by giving him initiative in a variety of activities, and, above all, in play.

The main directions for the implementation of social and communicative development of preschool children in preschool educational institutions are:

Development of children's play activities in order to master various social roles;

Formation of the foundations of safe behavior in everyday life, society, and nature;

Labor education;

Moral and patriotic education of preschool children.

A didactic game is a means of teaching and upbringing that affects the emotional and intellectual sphere of children, stimulating their activities, during which independence in decision-making is formed, acquired knowledge is absorbed and consolidated, skills and abilities of cooperation are developed, and socially significant personality traits are formed. A didactic game can serve as an integral part of the lesson. It helps to assimilate, consolidate knowledge, and master the methods of cognitive activity. Children master the characteristics of objects, learn to classify, generalize, and compare. The use of didactic games as a teaching method increases children's interest in classes, develops concentration, and ensures better assimilation of program material. These games are especially effective during direct educational activities “Cognition” and “Communication”.

Didactic games for labor education of children.

Game "Let's set the table for dolls."

Target. Teach children to set the table, name items needed for reference. Introduce the rules of etiquette (meeting guests, accepting gifts, inviting people to the table, behavior at the table). To foster humane feelings and friendly relationships.

Progress of the game:

The teacher enters the group with an elegant doll. Children look at it and name items of clothing. The teacher says that today is the doll’s birthday, and guests will come to her - her friends. You need to help the doll set the festive table (doll furniture and dishes are used).

The teacher plays out the stages of the activity with the children (wash hands, lay out a tablecloth, place a vase of flowers, a napkin holder and a bread box in the center of the table, prepare cups and saucers for tea or plates, and place cutlery - spoons, forks, knives - next to them). Then the episode of the meeting of the guests is played out, the dolls are seated.

Game “What does Masha want to do?”

Target. Clarify children’s ideas about certain work activities; about materials, tools and equipment needed for work.

Progress of the game:

The teacher addresses the children on behalf of Masha (bibabo doll):

Masha asks me for a basin, a bucket of water and soap.

Submits the objects she calls to the doll.

What do you think she will do? (Wash.) That's right. And now Masha asks to give her a saucepan, milk, sugar, salt and millet. What is Masha going to do? (The doll wants to cook porridge.) What is the name of the porridge? (Millet.)

Other work activities that require appropriate items can be considered in a playful form. The kids are shown these items (an iron and a stack of doll's laundry - for ironing; a bucket and a watering can - for watering the beds, etc.).

Game "Who needs it?"

Target. To consolidate children’s ideas about objects and their use in work processes. Introduce professions.

Progress of the game:

The teacher shows the children various objects, asks them to name them and tell them when they are used and for what purpose. For example: this is a ladle, the cook needs it to stir porridge, pour soup and compote, etc.

Game "Choose a Job"

Target. To give children a basic understanding of the professions of people whose work was not in the sphere of their observations. Arouse interest in the work of people of any profession.

Progress of the game:

The teacher and the children stand up in a round dance and invite them to walk in a circle, saying:

Let's grow up together

And choose a job.

We'll go astronauts

And we'll launch missiles.

(Children imitate the sound of an engine and the flight of a rocket,

acting according to the teacher’s instructions.)

We will become captains

We will lead the ships.

(Children show how the captain looks through binoculars.)

Let's go to helicopter pilots,

We'll fly helicopters.

(Children run and make circular movements with their arms above their heads.)

The game can be continued with older children; they already independently imitate the appropriate actions.

And we will become pilots,

We'll fly the planes.

The first two lines are repeated at the beginning of each verse,

Children respond to these words in a circle.

We'll go to combine harvesters

And we'll drive the combines

The game “Why (why, why) do you need to do this?”

Target. To form in children an idea of ​​the need for work, to expand knowledge about labor processes.

Progress of the game:

The teacher shows the children a picture of an object that characterizes a particular action. Children must name this action.

What needs to be washed? (Plate.)

What needs to be cleaned? (Carpet.)

What needs to be washed? (Dress.)

What needs to be ironed? (Shirt.)

What should you bake? (Pies.)

What needs to be changed? (Bed sheets.)

Who needs to be bathed? (Child.)

Games aimed at developing the foundations of safe behavior in everyday life, society, and nature.

"Sources of danger"

Didactic task:

Strengthen children's knowledge about objects that can be a source of danger.

Game rules:

Select items that may be a source of danger.

Game action:

Search and name of objects.

Progress of the game.

Children are given game cards depicting various objects. The teacher asks you to carefully look at the images of objects and answer the questions:

What could be the source of the fire?

What can be the source of human injury (cut, bite, injection, burn, poisoning?

What can be the source of a person's death? The winner is the one who names all the images correctly.

"What does the traffic light say"

Didactic task:

Reinforce knowledge of traffic lights and the corresponding actions of pedestrians.

Material:

Cards depicting traffic lights (red, yellow, green, pedestrian actions are lit.

Progress of the game.

The teacher invites the children to show a traffic light signal, which means: “go”, “stop”, “attention”. Then show cards depicting the actions of pedestrians at different traffic lights.

"The fourth wheel"

Didactic task:

Teach children to prevent the danger of contact with dangerous objects (needles, scissors, matches, medicines, etc.) Reinforce knowledge about behavior on the street without adults. Distinguish between edible mushrooms and berries.

Game rules:

Find the extra item on the card. Prove why.

Game action:

Search for a dangerous object.

Progress of the game.

Children are given cards, each depicting four objects, one of which is redundant (is dangerous). The one that the teacher points to (the magic arrow) explains what is superfluous and why.

Cards:

1. Edible mushrooms and fly agaric.

2. Toys and nails.

3. Toys and medicine.

4. Brush, pencil, pen, needle.

5. Raspberries, strawberries, currants and wolfberries.

6. Children play in the sandbox, ride on a swing, sled, a boy eats an icicle.

By analogy, other combinations can be presented.

"On a walk"

Didactic task:

To consolidate children's knowledge about proper communication and behavior with animals.

Material:

Cards depicting correct and incorrect actions when meeting a dog, bee, goat, hedgehog, ants in an anthill.

Game rules:

When asked by the teacher, show a picture with the correct answer, and then with the incorrect actions.

Progress of the game.

The teacher asks the children to answer what they would do in different situations that arose during a walk on a day off (at the dacha, in the forest). You need to first show a picture with the correct action, and then show the incorrect ones.

On the road I met a dog. Yes or no (children show card)

In a clearing, a wasp (bee) flew up to me. It's possible, it's not.

A goat is nibbling grass at the edge of the forest. It's possible, it's not.

I noticed a hedgehog in the grass. It's possible, it's not.

"Telephone"

Didactic task:

Reinforce knowledge of emergency phone numbers.

Progress of the game.

In front of the child are laid out cards with images of ambulances, the Ministry of Emergency Situations, police, fire, sports cars and cards with numbers 01, 02, 03. The teacher invites the child to choose any number and find the car that will come to this number.

"The game is a serious matter"

Didactic task:

Teach children to select suitable objects for games, to know what things they should not play with.

Material:

Cards with the image of a ball, scissors, a pyramid, a gas stove, matches, a knife, a tumbler, tablets, an iron, a needle, a doll, a car, a fork, a glass vase, etc.

Progress of the game.

The cards are laid out in front of the children with their backs facing up. The child takes out any one, looks at it and answers whether it is possible to play with this thing or not (explaining why). For the correct answer he gets a chip.

"Every thing has its place"

Didactic task:

Reinforce ideas about the rules of safe behavior, develop knowledge that for safety all objects must be put back in their place; develop observation and attention; cultivate a desire to maintain cleanliness and order at home and in kindergarten.

Material:

playing field with a picture of a kitchen; pictures-objects.

Progress of the game.

The box contains pictures of objects (image down). Each child takes one picture and puts it on the playing field - in place, explaining his choice.

Options:

Pictures-objects are “scattered” on the playing field. Children take turns putting them in place;

On the layout, put all the items in their places, first in the “kitchen”, and then throughout the “apartment”.

The same goes for the play corner.

"Dress the doll"

Didactic task:

Teach children to distinguish clothes according to the characteristic features of the profession (firefighter, rescuer, policeman, cook, doctor, etc.). To consolidate children's knowledge about the purpose of clothing depending on the time of year and their activities at a given time (sports, walks, recreation, summer, winter, autumn, spring).

Game actions:

Dress the doll in accordance with the situation and profession.

Progress of the game.

In a playful way, children are invited to dress up a doll for a specific purpose: a birthday, a sports event, and so on, or in accordance with the named profession. The one who completes the task correctly is noted.

"Connect the dots"

Didactic task:

Strengthen ideas about sources of danger in everyday life; develop fine motor skills, strengthen the skills of using a pencil, the ability to draw a line along the dots; develop the ability to complete a task that has been started.

Material:

cards with outlines of objects made from dots (iron, stove).

Game actions:

connect the dots, color and tell why this item is dangerous.

"Fold the picture (puzzle)"

Didactic task:

A fire-themed picture is pasted onto cardboard and cut into several parts.

Game actions:

You can play with two teams. In this case, it is more interesting to use two pictures, so that parts of both pictures can be mixed when playing. The one who collects the picture faster wins.

A drawing or poster is shown showing several examples of violations of fire safety rules. The presenter names the number of violations and invites the children to name and show them in one or two minutes. The one who names everything quickly and correctly wins.

The picture shows a fireman, a cook, a doctor, a policeman, and each of them is not engaged in their profession. The child must tell from the picture what the artist mixed up.

"Burim"

Didactic task:

Develop phonemic awareness, the ability to rhyme, and consolidate knowledge about fire safety.

Progress of the game.

The presenter reads two-line poems; the children come up with the last word in the second line themselves, rhyming it with the last word of the previous line.

We will quickly defeat the fire,

If we call.

If the fence started to burn,

Get it quickly.

If everything is in smoke with us,

(mask).

It's not in vain that firefighters

The color of the car is bright.

(red)

Our fire hose was very old

And I couldn’t put it out.

The staircase rushed higher and higher,

I went up to the top.

Down the street like a bird

A car to the fire.

Trouble awaits in the fire

If it's over.

So that we can overcome the fire,

We need to be on time...

Oh, dangerous sisters,

These little ones...

Every resident must know

Where it hangs.

(fire extinguisher).

Don't yawn in case of fire,

Fire with water.

(fill in).

Wooden sisters

In a box. This.

If you don't waste your time,

You'll get over it quickly.

(by fire).

Games for the moral and patriotic education of preschool children.

Didactic game “City Travel”

Purpose: to introduce you to your hometown.

Material: album of photographs of one’s hometown.

Progress of the game: the teacher shows the children photographs of the city’s attractions and asks them to name them.

Didactic game “Russian Flag”

Goal: to promote knowledge of the flag of your country.

Material: red, blue and white stripes.

Progress of the game: the teacher shows the children the Russian flag, removes it and offers to lay out multi-colored stripes in the order in which they are on the Russian flag.

Didactic game “What are the names of family members.”

Goal: to strengthen children’s ability to clearly name their family members; develop memory, coherent speech; cultivate love for your family.

How to play: Children stand in a circle and take turns naming their family members. For example: “I live with my mother Natasha, father Sasha, brother Vladik. I have grandmother Lida, grandmother Vera, grandfather Grisha and grandfather Pavel.”

Didactic game “Russian nesting dolls”

Purpose of the game: to introduce preschoolers to the history of the nesting doll, to form ideas about it as an object of art made by the hands of Russian craftsmen, to develop children’s sensory skills, their ability to select parts according to color, to expand their ideas about color harmony, to develop the ability to assemble a matryoshka doll from several parts according to color. mosaic method, strengthen children’s ability to highlight decorative elements, maintain interest and curiosity, cultivate love and respect for Russian folk arts and crafts.

Progress of the game. The main game rule: assemble a nesting doll from several parts using the mosaic method.

Didactic game “The house where I live”

Goals: to form in children a specific idea of ​​the house, as a dwelling that saves from bad weather; as well as the more general idea that home is a place where close people live and care for each other.

Material: cardboard walls with openings for windows and doors, drawing of a house.

Progress of the game: look at the drawing of the house - What is the roof for? (Protects from snow and rain) -What are walls for? window? (Protect from snow, cold, rain) Offer to build a house from parts: -Who will live in your house? What is the name of your mother (father, grandmother, grandfather? - Do you have a brother or sister? What are their names? - What is the address of your house?

Didactic game "Helpers in the family."

Goals: to instill in children respect for the work of adult family members, a desire to help, and free them from hassle; teach children to build relationships with other people; develop children's speech.

Materials: plot pictures with everyday scenes.

Progress of the game: teacher: “Each of you has your own family. A family is adults and children who live together, love each other, and take care of each other. Look at the picture: -What is grandfather doing. How does the baby help? “Tell me how you help your mom (dad, grandpa, grandma).”

Didactic game "Family Tree".

Goal: expand the idea of ​​family; learn to navigate genealogical relationships; increase knowledge about people close to them; instill love for them.

Material:

photographs of family members, fig. family tree.

Progress of the game:

Do you have a grandfather? Where does he live? What's his name? How old is he. What is he like? Tell me what his previous profession was. And what is he doing now? How often do you meet (similar to grandma? Family is adults and children who live together, love each other and care for each other. You all have your own family. (Family tree information on the back).

Didactic game “Defenders of the Fatherland”

1. To form an idea of ​​the army, expand children’s knowledge about military service, and teach.

2. Introduce children to the monument to Defenders of the Fatherland in the city.

3. Foster respect for the military and the desire to be a defender of the fatherland.

Progress of the game:

To protect our peace with you, there is an army. It consists of soldiers, officers, generals and admirals. They are all called military. The military is a very honorable profession, because they are the defenders of our Motherland. What types of military are there? Tankers are military men who serve on tanks. Military sailors serve on warships. Rocketeers are well versed in rocket technology. Military pilots fly military planes and helicopters. Border guards protect our borders from enemies. Artillerymen – shoot from huge cannons and mortars. Submariners guard our borders in submarines. Paratroopers - they know how to neutralize any enemy, they shoot well, and they jump with a parachute. Sappers - find and neutralize mines placed by the enemy.

Games to develop communication skills.

"Greeting with a bell"

Purpose: Greeting, putting children in a friendly mood.

Progress of the game: Children stand in a circle, an adult approaches one of them, calls

the bell and says: “Hello, Vanya, my friend!” After Vanya takes

rings the bell and goes to greet the other child. The bell must

greet each child.

"Goodbye"

Goal: To develop the ability to say goodbye to each other.

words that are said when parting (goodbye, see you, everything

have a good day, see you later, have a nice trip, good night, see you soon

meeting, happily, etc.). The teacher draws attention to the fact that, when saying goodbye,

you need to look your partner in the eyes.

"Hello"

Goal: To teach children to make contact using friendly words and

intonation.

Progress of the game: Children sit in a circle and, passing the baton to each other, call

words that are said when meeting (good afternoon, good morning, hello.).

The teacher draws attention to the fact that when greeting, you need to look

into your partner's eyes.

"Wish"

Goal: To cultivate interest in a communication partner, benevolent

attitude towards a peer.

Progress of the game: Children sit in a circle and, passing the ball (“magic wand” or

etc., express wishes to each other. For example: “I wish you well

mood”, “Always be as brave (kind, beautiful as

now”, etc.

"Aw"

Goal: Development of interest in peers, auditory perception.

Progress of the game: one child stands with his back to everyone else, he is lost in

forest. One of the children shouts to him: “Ay!” - and the “lost” must

guess who called him.

"Locomotive"

partner. Teach your child to respond to his name, remember names

peers.

Progress of the game: The adult explains to the children that now they will play

little train. The main locomotive will be an adult, and the carriages will be children. He

calls the children one by one, making emotional comments

what is happening: “I will be the locomotive, and you will be the carriages. “Petya, come to me,

stand behind me, hold my belt, like this. Now, Vanya, come here,

stand behind Petya, hold him by the belt.” After all the children have lined up,

The “train” sets off. An adult imitating the movement of the steam locomotive "Chuh -

chuh, hoo-hoo!” encourages children to repeat them.

"Question answer"

Goal: To develop the ability to ask questions and exchange remarks.

How to play: Children stand in a circle. One of them has a ball in his hands. Having said

replica-question, the player throws the ball to a partner. The partner, having caught the ball, responds

to a question and passes it on to another player, while asking his own

question, etc. (“What are you in a mood?” - “Joyful.” “Where were you in

Sunday?" - “I went to visit”, etc.).

Goal: To teach children to make contact through a smile.

How to play: Children standing in a circle join hands (with the child on the left, and then

with a child on the right, look into the neighbor’s eyes and give each other the kindest

"Guess who's hiding"

Goal: Development of attention and interest in peers, memory,

observation, attention.

Equipment: Light translucent (so that the child is not scared)

Progress of the game: Children stand in a circle, all participants close their eyes, the leader

chooses one of the children (the child crouches) and covers it with a scarf. Then

all children open their eyes on command, and the leader announces that they must

guess who was hiding under the scarf.

"The wind blows on..."

Goal: Develop attention to your partner.

Progress of the game: The leader begins the game with the words “The wind blows on...”. To

the participants of the game learned more about each other, questions may be

the following: “The wind blows on the one who has blond hair” - after these words

all the fair-haired people gather nearby in one place. "The wind blows on the one

who has white socks (braids, curls)” and so on.

"Mirrors"

Goal: To develop the ability to coordinate your actions with actions

partner. Develop observation and attention.

Progress of the game: One driver is selected from a group of children. It appears that

he came to a store where there were a lot of mirrors. The driver stands in the center, and the children stand

in a semicircle around him. The driver shows movement, and the “mirrors” immediately

repeat this movement. Everyone should act as a driver

"Help the bear cub"

Goal: To develop attentiveness, the desire to help friends who find themselves in

Equipment: 10 small sheets of paper with pebbles drawn on them,

little bear.

Progress of the game: The teacher gathers the children together and says that the bear cub

Sema loves honey very much. But the bees that collect it have their way

the nest is in the forest behind the swamp, and Syoma cannot cross the pebbles to the forest on his own,

because he's afraid of falling. We need to help him in such a difficult matter.

so that children can walk a certain distance along them.

The teacher shows exactly how to walk over the pebbles and how to carry them

bear so as not to get your feet wet. So the children take turns going through

swamp. When the kids master this path, you can ask them to go

distance in pairs, holding hands. To do this, increase

double the number of pebbles. One of the guys is holding the bear cub.

"Who loves what"

Goal: Develop the ability to exchange remarks.

How to play: Children stand in a circle. The leader is a teacher. In his hands

ball. He asks a question and throws the ball - the child answers and returns the ball

to an adult. The ball goes around in a circle

My favorite toy is the car, what is yours, Tanya?

Doll Masha.

I like apples. Masha, what fruits do you like?

I love pears.

I love apples, and what fruits do you like, Masha?

I love pears.

Masha loves pears, and what fruits do you like, Petya?

The Federal State Educational Standard identifies 5 areas of development and education of children: social communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.

According to the Federal State Educational Standard, a social and communicative direction has been defined, the objectives of which are:

- assimilation of norms and values ​​accepted in society, including moral and moral values;

- development of communication and interaction of the child with adults and peers;

- formation of independence, purposefulness and self-regulation of one’s own actions;

Development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization;

Formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.

To solve these problems, it is proposed to use the didactic game “Constructor of Emotions”.

Preschool age is the period when the foundation of a child’s preschool life is laid. The problem of the emotional development of older preschoolers is relevant because the emotional world plays an important role in the life of every person. This problem was dealt with by many teachers who argued that positive emotions create optimal conditions for active brain activity and are a stimulus for understanding the world. These emotions are involved in the emergence of any creative activity of the child, and of course, in the development of his thinking. Then, as negative emotions force one to avoid unwanted or harmful actions, they protect and protect the child. If you look at our daily life, you can see that our attitude towards people, events, and assessment of our own actions and actions depend on emotions.

From the practice of working with preschoolers, it is clear that year after year children come to kindergarten with a depressed emotional sphere. They cannot express their feelings, and if they do express them, it happens in a harsh form, which causes problems in communicating with peers and adults. The child withdraws into himself with his problems and fears.

Emotions help a child adapt to a particular situation. Thanks to emotional development, the child will be able to regulate his behavior, avoiding those actions that he could commit under the influence of random circumstances and fleeting desires. Therefore, it is necessary not only to study, but also to develop the emotional sphere of a preschooler, since emotions “tell” the adults around him about the state and inner world of the child.

Research shows that children of older preschool age are able to correctly perceive the state of another person, while they more accurately define joy, delight, admiration and find it difficult to define sadness, sadness, fear, surprise. Children pay attention to facial expressions without attaching importance to pantomime (posture, gestures). Often the child simply does not know how to show his emotions.

Description of the game “Emotion Constructor”

This game will introduce the child to facial expressions of various emotions and feelings. Having awakened imagination and creativity, this construction set will help each child create his own image of a hero, play out various situations, expressing his feelings and emotions, and will also help him get acquainted with his problems that may arise both in the children's group and in the family.

This manual will be useful for children of primary and senior preschool age, teachers and parents. The manual can be used for individual and collective activities of children.

Target: the ability to identify and distinguish between human emotions and feelings.

Tasks: promote the development of constructive skills; to form the social and emotional sphere of the child; develop imagination; develop fine motor skills; develop spatial and logical thinking; develop monologue and dialogic speech of children; cultivate a feeling of love for a loved one.

Games and exercises are carried out with a group, in pairs and individually.

They are used in any part of the day depending on the situation (for example, in routine moments - “morning greeting”, and are also included in educational activities - “surprise moment”).

The didactic manual consists of the following elements:

2 face ovals (you can use more);

4 pairs of painted eyes;

A set of schematically depicted lips;

3 pairs of eyebrows;

Hairstyles (boy, girl, mom, dad, grandpa and grandma)

Game options:

Game "Collectors"

1 option. Invite children to collect this or that emotion, label it and discuss why the created character has such a mood. What happened to him, what happened? Or help the hero change sadness to joy and fear to surprise, simply by rearranging parts of the face, and then come up with a story.

Option 2. The game is played in pairs. Children jointly come up with a story, while composing one or another facial expression - an emotion. Then you can play out the situation in the form of a dialogue between the created images. For example: a dialogue between grandmother and grandson.

Game "Show it on yourself"

To play, you need to create a certain facial expression from the “emotion constructor”, and children use mirrors to repeat this expression. Next, the children can talk about which emotion was closer and more pleasant to them, and which one was the opposite and why. Invite them to remember life situations that caused them sadness, joy, surprise, fear, etc.

Game "Listen and collect"

Children are invited to listen to literary works - stories, poems, fairy tales, in which this or that emotion is worked out. After listening, children and an adult discuss what they read and collect the desired emotion on the board. For example: an excerpt from T. Shorygina’s poem: “I don’t want to be a coward”:

I'm afraid to tell my mom

That he broke a jug of flowers.

I'm shaking with fear,

I'm probably just a coward! or

... I called the guys into the yard,

Took my sister and brother -

Let's all ride!

Gave to Seryozha and Alyosha,

Gave to Andrey, Katya, Gaucher,

Let him please the guys

Silver scooter

We played very friendly -

Joy needs to be shared.

(T. A. Shorygina “They bought me a scooter”)

An approximate list of literary works that will introduce children to a particular emotion.

Working with the emotion of sadness: Oster “Bad advice”; R.n. With. "Swan Geese", "The Cockerel and the Beanstalk"; S. Marshak “The Tale of a Stupid Mouse”; K. Chukovsky “Stolen Sun”:

Working with the Emotion of Surprise: A. Pushkin “The Tale of Tsar Saltan”; D. Kharms “What was that? "; N. Nosov “Living Hat”; V. Suteev “Under the Fungus”; N. Ekimova “Clouds”.

Working with the emotion of fear: O. Knyazeva “Happy, Sad”; A. Kushnir “What's in the corner? "; G. Semenov “Happy Mistake”; E. Permyak “The worst thing.”

Working with the emotion of joy: K. Ushinsky “Four Wishes”; E. Blaginina “That’s what a mother is like!” "; K. Chukovsky “Stolen Sun”.

Working with the Emotion of Anger: K. Chukovsky “Stolen Sun”; V. Viktorov “Gloomy Eagle”.

Working with the emotion of grief: I. Tokmakova “I’m sad.”

Game "Theater of Emotions"

When emotions are well studied, children can be asked to use facial expressions and gestures to depict the emotion that is spoken in the poem. These poems can then be used as physical exercises. For example: "Witchcraft"

We start to play

We begin to cast a spell (hand movements are performed, as if children are casting a spell)

For all of us, without a doubt,

Mood affects. (Clap hands for each word)

Who is having fun... (image of facial expressions of joy)

Who is sad... (image of sadness)

Who's scared...

Who is angry...

"Baba Yaga"

In one forest there is a hut (we connect our hands above our heads - a roof)

Stands backwards (turns right and left)

And in that hut there is an old woman

Grandmother Yaga lives (as if we were tying a scarf)

Crochet nose (put your hand to your nose and place your finger like a hook)

Eyes like bowls (we put the fingers of both hands into rings and apply them to the eyes)

Like coals are burning (without removing your hands, turn right and left)

And angry and angry (we show anger, wave our fist)

The hair stands on end (put your fingers spread on your head)

And only one leg (we stand on one leg)

Not simple, bone

That's how Grandmother Yaga is! (We clap our knees. To the words of Grandmother Yaga we spread our arms to the sides)

"Merry Men"

Little people lived in the house,

They were friends with each other.

Their names were absolutely wonderful -

Hee-hee, Ha-ha, Ho-ho-ho.

The little men were surprised: -

Ho-ho, ho-ho, ho-ho-ho!

The dog walked towards them

And she breathed deeply.

The little men laughed:

Hee hee hee hee hee hee hee.

The dog got angry

And she shook her ears.

The people laugh:

Ha-ha, ha-ha, ha-ha-ha!

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"I AND MY FAMILY"