Games for the development of the emotional sphere of preschoolers. Games for the development and correction of emotions in preschoolers Games for the psycho-emotional development of preschoolers

Game “Paper will endure anything”

An unusual way to get to know your negative emotions and experiences.

Materials: large sheets of paper (old newspapers, pieces of wallpaper, magazines), tape, glue, perhaps pencils or paints.

Instructions for the child: you need to remember unpleasant situations when you felt aggression, irritation, fear, resentment, pain. Allow these emotions to come out.

Task: create a sculpture called “My Emotion”. You can do whatever you want: tear paper into pieces, crumple it, trample it under your feet...

Then, using tape or glue, form the paper into some shape. Next, it is proposed to take a good look at it, tell a story about it (you can use metaphorical cards).

Once finished, you can do anything with the sculpture: transform it, paint it in any colors, decorate it, take it apart or throw it away.

Game "Two Wizards"

This game is aimed​​ on the development of children's moral assessments. It is very good to play it in order to study emotional states. Its main merit is that it gives the child the opportunity to “be” in the image of a negative hero (play pranks, get angry, etc.), and perfectly cleanses our “pot of anger” that everyone has inside.

Children from the age of four can play.

First, the child is asked to become a “good wizard”, and then an “evil” one. Initially, the child is asked to depict the facial expressions of a good and an evil wizard. Then list what good and evil magics both do. Then figure out how the good wizard removes the spell and “fixes” bad things evil.

A child can draw good and evil wizards. One has a good face, and the other has an evil one, and then color the wizards so that you can immediately see who is good and who is evil. Draw magical objects - a magic wand, a magic elixir, a magic hat, etc. The main thing is that you can immediately see which wizard is good and which is evil.

Game "Castle"

A great game for playing out emotions, traumatic events, and simply as a way to learn about how a child lives.

Cut out the castle (it doesn’t have to be white or black - Any will do color). Cut out windows and doors separately, which can then be “opened”. You can, if you wish, glue everything onto yellow paper (then cut it along the outline of the castle) in order to create an imitation of the light being turned on. That's it, the material is ready!

Now we ask the child any topic and make up a story. Thus, you can work on a variety of topics: parental divorce, children's jealousy, adaptation to a team (kindergarten, school), fears... and many more topics.

Games with children to overcome aggression

"Name-calling"

Mom (dad) and child (children) stand opposite each other (or in a circle) and throw a ball to each other. While throwing the ball, call each other various “insulting words” that are not really offensive at all. Decide in advance what words you can use. These could be the names of vegetables, fruits, mushrooms, furniture. Each appeal should begin with the words: “And you, ..., carrot!” Remember that this is a game, so there is no need to be offended. At the end of the game, let everyone call the other a soft word, for example: “And you, ..., sunshine!”

Play the game at a fast pace, warning children not to be offended.

"Dust"

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Invite your child to knock the dust out of the pillow. Let the baby hit her and scream.

"Snowballs"

Invite your child to crumple up sheets of paper and throw them at each other.

"Paper Rubbing"

Rub a sheet of paper in your fists, making movements as if you were washing clothes. When the paper is completely soft, paint on it with watercolors. The drawings will be very interesting; the paint will spread across the crumpled paper in various patterns.

"Firework"

The child tears the paper and throws the pieces upward with force. Then everyone removes the trash from the floor together.

"Applique from pieces of paper"

Tear the paper into small squares and make a collage or applique out of them.

"Draw your anger"

When a child becomes angry and begins to show his anger in an unacceptable way (fighting, biting, screaming, etc.), invite him to draw his anger. Give a sheet of paper and pencils, preferably wax ones. Don't interfere with the drawing process, just observe.

"Cup of Anger"

Designate a separate cup into which you can scream at the top of your lungs during moments of extreme anger. It's no longer worth drinking from this cup. Let it be just for screaming.

Psychologists consider games involving breathing elements to be the most effective.

"Hurricane"

Sit opposite the baby and invite him to blow you away. Let him take in more air into his lungs and blow on you properly - while you pretend to resist the air flow.

"Boxing"

Invite your child to hit the punching bag as hard as he can until he gets tired or gets bored.

"Football"

A child and an adult play football with a pillow. It can be taken from another, pushed, thrown - the main thing is to follow all the rules.

Card index of games for the development of the emotional-volitional sphere of children 5-7 years old.

No. 1 “LET’S SAY HELLO”

Target: The exercise continues familiarity and creates a psychologically relaxed atmosphere.

At the beginning of the exercise it talks about in different ways greetings, real and comic. Children are invited to greet with their shoulder, back, hand, nose, cheek, come up with their own unusual way of greeting for today's lesson and say hello to them. (For each subsequent lesson, a new, previously unused way of greeting is invented!

No. 2 “STAND UP, ALL THOSE WHO...»

Target: The exercise is aimed at developing attention, observation, as well as continuing group acquaintance.

The presenter gives the task: “Stand up, all those who...

Loves to run, enjoys good weather,

It has younger sister,- likes to give flowers, etc.

If desired, children can play the role of leader.

After completing the exercise, children are asked questions summarizing the game:

Now we will see who was the most attentive in our group. Which of the guys remember who in our group loves sweets? Who has a younger sister? etc.

Then the questions become more complex (involving two variables):

Who in our group loves sweets and has a younger sister? Every question is addressed specific child“If he cannot answer on his own, the group helps him.”

No. 3 “DESCRIBE A FRIEND”

Goal: development of attentiveness and the ability to describe what you saw, continuation of acquaintance.

The exercise is performed in pairs (by all participants at the same time). Children stand with their backs to each other and take turns describing the hairstyle, clothes and face of their partner.

Then the description is compared with the original and a conclusion is drawn that

how accurate the child was.

No. 4 “WHAT HAS CHANGED”

Target: development of attention and observation necessary for effective communication.

Each child takes turns becoming a driver. The driver leaves the room. During this time, several changes are made in the group in the children’s clothing and hairstyle; you can move to another place (but no more than two or three changes; all changes made must be visible). The driver’s task is to correctly notice the changes that have occurred.

No. 5 “HOW DO YOU FEEL?”

Target: development of attentiveness, empathy, the ability to feel the mood of another.

The exercise is performed in a circle.

Each child carefully looks at his neighbor on the left and tries to guess how he feels and talks about it.

The child, whose condition is described, listens and then agrees with what was said or disagrees, complements.

No. 6 “MY MOOD”

Target: developing the ability to describe one’s mood, recognize the moods of others, and developing empathy.

Children are invited to tell others about their mood: you can draw it, you can compare it with some color, animal, state, you can show it in motion - it all depends on the child’s imagination and desire.

No. 7 “GIFT FOR EVERYONE” “FLOWER – SEVEN FLOWER”»

Target: development of a sense of team, the ability to make friends, to do the right thing

choice, collaborate with peers.

The children are given the task: “If you were a wizard and could work miracles, what would you give us all now?” Or: “If we had a seven-flowered flower, what wish would you make?” Each child makes one wish by tearing one petal from a common flower.

Fly, fly, petal, from west to east,

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

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

Order that... At the end you can hold a competition for the most best wish for all.

No. 8 “PORTRAIT OF YOUR BEST FRIEND”

Target: development of analysis and self-analysis.

Children are given the task of drawing a portrait of their best friend. Then the conversation takes place:

Who do you consider your best, best friend? What qualities does this person have? Do you want to be considered good friend? What should you do for this, how should you behave?

During the general discussion, rules for joyful communication are formulated, which are drawn in a schematic form accessible to children or written down on a piece of Whatman paper in block letters (if the children already know how to read). For example:

Help your friends.

Share with them, learn to play and practice together.

Stop your friend if he is doing something bad. Tell him if he's wrong about something.

Don't quarrel, don't argue over trifles; play together with everyone.

Do not envy.

If you did something bad, don’t be afraid to admit it, apologize.

Calmly accept advice and help from other guys.

Don't be happy when someone loses. If you can, help him.

If you lose yourself, don’t take your anger out on others, maybe you’ll win next time.

No. 9 “STUDY ON DIFFERENT POSITIONS IN COMMUNICATION”

Target: experience different positions in communication.

Children are given the task to split into pairs. Communication in pairs takes place

in interactive mode. We offer interesting and

Topics relevant for children: “My favorite animal”, “My most

a joyful day last month," etc.

First, the communication situation is organized when both children are sitting

facing each other, then one child sits on a chair and the other stands

near their chair (children change places), then children sitting on a chair

with their backs to each other, they continue the conversation.

Afterwards, the children are asked about the impression, the mood that arose in

process of communication. How did you like to communicate? Why?

No. 10 “HANDS GET TO KNOW. HANDS ARE FIGHTING. HANDS MAKE PEACE"

Target: correlation of a person and his tactile image, removal of bodily barriers; developing the ability to express one’s feelings and understand the feelings of another through touch.

The exercise is performed in pairs with eyes closed, children sit opposite each other at arm's length.Adult gives tasks (each task is completed in 2-3 minutes): - Close your eyes, stretch out your hands towards each other, introduce yourself with just your hands. Try to get to know your neighbor better. Put your hands down"

Stretch your arms forward again, find your neighbor's hands. Your hands are fighting. Put your hands down.

Your hands search for each other again. They want to make peace. Your hands make peace, they ask for forgiveness, you part as friends.

Discuss how the exercise went, what feelings arose during the exercise, what did you like more?

No. 11 " MAGICAL TOOLS OF UNDERSTANDING"

Introductory conversation.

Target: the realization that it is possible to help a person who is sad or ill, that everyone has the power to help everyone who needs it, an understanding of what exactly can be done for this.

What helps you when it’s difficult, bad, when you’ve done something wrong, when you’ve been offended?

What special things can people do with whom we enjoy communicating, what sets them apart? (smile, ability to listen, eye contact, kind gentle voice, soft unsharp gestures, pleasant touches, polite words, ability to understand a person).

Why can we call these means of understanding “magical”?

Can you and I use these “magic” remedies when?

No. 12 "FACES"

Target: Helps develop understanding of facial expressions and facial expressions.

The leader hangs various pictures and masks on the board:

Joy, surprise, interest,

Anger, rage, fear, shame,

Contempt, disgust,

The children's task is to determine what feeling the mask expresses.

No. 13 “MASKS”

Target: the ability to distinguish between facial expressions and to consciously use facial expressions to express one’s emotions.

Each of the participants is given a task - to express grief, joy, pain, fear, surprise with the help of facial expressions... The remaining participants must determine what the participant was trying to portray.

No. 14 " ROLE PLAYING SITUATIONS"

Target: The exercise is performed in pairs, it is aimed at specific elaboration, the use of “magic” means of understanding, the development of empathy, and the use of already familiar means of understanding.

Using the “magic” means of understanding, children should help:

1) crying child, he lost the ball;

2) mom came home from work, she was very tired;

3) a friend in class is sitting sad, his mother is sick;

4) your friend is crying, he received a bad grade;

5) the girl next door asked you to make an applique for her... It is necessary to select so many situations so that each child can complete the task.

No. 15 “DRAWING”

Target: development of empathy, creativityimagination .

The children are given the task: “Draw a kind animal and name it

affectionate name, reward him with some magical remedy

understanding."

Drawing is carried out accompanied by quiet calm music, paints or

bright crayons, felt-tip pens on unlined white sheets.

Then a competition is held for the kindest animal. To the winner

a certificate is awarded.

No. 16 “WORD ARTIST”

Target: development of the ability to describe what is observed, the ability to highlight details essential for the description, the use of acceptable, non-offensive words, expansion of the active and passive vocabulary of children.

Each child takes turns thinking of someone from the group and begins to draw his verbal portrait - his external characteristics (and, if possible, internal, psychological ones), without specifically naming this person’s name.

Taking into account the level of development of children, you can offer them exercises on associative perception. (What animal does it look like? What flower? What piece of furniture? etc.)

No. 17 “LET’S MAKE A GIFT TO EACH OTHER IN A CIRCLE”

Target: development in children of feeling each other, understanding mood

another, developing empathy.

The presenter instructs everyone to give their neighbor on the right a gift, but not a specific gift, but a fictitious one: “What would you like to give to this particular person? Give the gift that you think he especially needs right now.” A gift can be described in words or shown with gestures.

No. 18 “TOY”

Target: role-playing situations, practicing skills of effective interaction, empathy, and the ability to cooperate.

The exercise is performed in pairs. One child from a couple is the owner

a beautiful and very beloved toy with which he loves very much

play. Another child really wants to play with this toy. His

The task is to persuade the owner of the toy to let him play with it.

Important: when performing this exercise, the child who owns the toy

any toy is given into his hands, which he must imagine as

your favorite one.

As soon as the owner of the toy gives it to the asking child, exercise

is interrupted and the child is asked why he gave the toy away.

No. 19 “ROLE PLAYING SITUATIONS”

Target: The task is aimed at specific development and application of “magic” means of communication, the development of empathy, and the use of already familiar means of understanding.

Children are given game situations that they stage. The exercise is performed collectively (participants role-playing the situation and observers are selected from the group). The task of the actors is to play out the given situation as naturally as possible, while the observers analyze what they see. After a collective discussion, you can play the situation again with the same actors (if they did it unsuccessfully before) or with new ones (to consolidate the magical means of understanding in practice).

Examples of playable situations:

You went out into the yard and saw two unfamiliar boys fighting there.

You really want to play with the same toy as one of the guys in your class. Ask her.

You really offended your friend. Apologize and try to make peace.

No. 20 “MOOD”

Target: the ability to describe one’s mood, development of understanding the mood of others, development of empathy, associative thinking.

A color painting of the group's mood is created. For example, on a common sheet of whatman paper, using paints, each child draws his mood in the form of a stripe, or a cloud, or simply as a spot. Another option is possible: from a basket with multi-colored petals made of colored paper, each child chooses for himself a petal, the color of which most matches the color of his mood. Then all the petals are collected into a common chamomile. You can invite children to create a spontaneous mood dance.

No. 21 “SCHOOL OF SMILES”

Target: development of empathy and cultural communication skills.

Introductory conversation:

When do people smile?

What types of smiles are there?

Try to show them.

Children try to smile restrainedly, slyly, sincerely...

Draw a smiling person.

Smiling man, what is he like?

No. 22 “GENERAL HARNESS”

Target: development of understanding, feeling the mood of the interlocutor.

Stage 1: A competition is announced for the best image of joy, fear, anger, grief (the set of emotions can be expanded in the future). The mood is depicted using facial expressions and gestures. Then, when the expression of emotion is found, the presenter asks to come up with and make a sound that each child associates with this state. If the task is difficult to complete, then you can associate it with a situation from the children’s specific life experience: “Remember yourself, when you were happy, when you had some unpleasant event happened, etc."

If children begin to copy each other’s movements, then the task can be done with their eyes closed and open them only when the expression of the desired state is found.

Stage 2 : Work in pairs. Several basic emotions are selected, for example, fear, surprise, joy, grief. Children stand with their backs to each other, and on the count of one, two, three, show the same state without saying a word. It is important to learn to feel each other as best as possible. It is successful when the choice of state in a pair coincides 2-3 times in a row.

Stage 3 : A single one is being developed; a universal sign for depicting basic emotions, for example, fear, grief, joy...

At this stage, it is important to work on discussing visible signs that express a certain state.

No. 23 “I AM GOOD - I AM BAD”

Target: development of reflection and self-analysis.

Children are asked to draw a picture, a self-portrait, in which both their good and bad qualities should be drawn. If children find it difficult, then you can talk to them about which qualities they consider bad and which are good and why. How can you draw a bad quality, and how can you draw a good one? What color and shape can they be?

No. 24 “The wind blows on...”

With the words “The wind blows on...” the leader begins the game. In order for the participants in the game to learn more about each other, questions could be as follows: “The wind blows on the one who has blonde hair- all the fair-haired people gather in one group. “The wind blows on the one who... has a sister”, “who loves animals”, “who cries a lot”, “who does not

friends”, etc.

The leader needs to be changed, giving the opportunity

ask each participant.

No. 25 “Find a friend”

The exercise is performed among children or between parents and children. One half is blindfolded, given the opportunity to walk around the room and asked to find and recognize a friend (or their parent). You can find out with your hands, feeling your hair, clothes, hands. Then, when a friend is found, the players switch roles.

No. 26 “Mittens”

To play, you need mittens cut out of paper; the number of pairs is equal to the number of pairs of participants in the game. The presenter scatters mittens with the same pattern, but not painted, around the room. The children scatter around the hall. They find their “pair,” go to a corner and, using three pencils of different colors, try to color the mittens exactly the same as quickly as possible. Note: The presenter observes how they organize working together couples, how they share pencils, how they negotiate. The winners are congratulated.

No. 27 “Let’s make a story”

The presenter begins the story: “Once upon a time...”, the next participant continues, and so on in a circle. When it’s the host’s turn again, he directs the plot of the story, sharpens it, makes it more meaningful, and the exercise continues.

No. 28 "Dragon"

The players stand in a line, holding their shoulders. The first participant is the * head”, the last one is the “tail” of the dragon. The “head” should reach out and touch the tail. The dragon's "body" is inseparable. Once the "head" grabs the "tail", it becomes the "tail". The game continues until each participant plays two roles.

No. 29 “Roar, lion, roar; knock, train, knock"

The presenter says: “We are all lions; large lion family. Let's have a competition to see who can growl the loudest. As soon as I say: “Roar, lion, roar!” let the loudest roar be heard.”

“Who can growl even louder? Roar well, lions." You need to ask the children to roar as loudly as possible, while pretending to be a lion.

Then everyone stands one after another, placing their hands on the shoulders of the person in front. This is a steam locomotive. It puffs, whistles, the wheels work clearly, in time, everyone listens and adapts to their neighbors. The locomotive travels around the room in different directions, sometimes quickly, sometimes slowly, sometimes turning, sometimes bending, making loud sounds and whistles. The driver at the stations changes. At the end of the game there may be a "crash" and everyone falls to the floor.

No. 30 “Yes or not?”

The players stand in a circle and join hands, the leader is in the center. He explains the task: they agree with the statement, then they raise their hands up and shout “Yes”; if they do not agree, they lower their hands and shout “No!”

Is there a field of fireflies? Are there any fish in the sea? Does a calf have wings?

Does a piglet have a beak? Does the mountain have a ridge? Does a rooster have a tail?

Does the violin have a key? Does the verse rhyme? Does it have errors?

No. 31 "Shadow"

One player walks around the room and makes different movements, unexpected turns, squats, bends to the sides, nods his head, waves his arms, etc. Everyone else stands in a line behind him at a short distance. They are his shadow and must quickly and clearly repeat his movements. Then the leader changes.

#32 “What’s the mood like?”

Participants in the game take turns saying what time of year it is, a natural phenomenon, the weather is similar to their mood today. It’s better for an adult to start making comparisons: “My mood is like a white fluffy cloud in a calm blue sky, what about yours?” The exercise is carried out in a circle.Adult generalizes what the mood of the whole group is today: sad, cheerful, funny, angry, etc. When interpreting children’s answers, keep in mind that bad weather, cold, rain, gloomy skies, aggressive elements indicate emotional distress.

No. 33 “Psychological modeling”

In this matter, much depends on the adult’s imagination. He asks the children to mold one common figure from their bodies: “ starfish"(you can lie on the carpet) - and show how it moves. A shell, a cat, a bird, a flower, a car, etc. Children not only “sculpt” the figure, but also “revive” it, moving smoothly and synchronously, without violating its integrity.

No. 34 “Walk Along the Stream”

A stream is drawn on the floor with chalk, winding, sometimes wide, sometimes narrow, sometimes shallow, sometimes deep. Tourists line up one after another in one “chain”, put their hands on the shoulders of the person in front, spread their legs the width of the stream in the place where their path begins, slowly move all together, changing the width of their spread legs, stepping along the banks of the stream. The person who stumbles gets his foot into the stream and stands at the end of the chain

No. 35 "Mirror"

Children are asked to imagine that they entered a mirror store. One half of the group is mirrors, the other is various animals.

The animals walk past the mirrors, jump, make faces - the mirrors must accurately reflect the movements and facial expressions of the animals.

Educational games for older preschoolers

Author: Eremina Nina Vasilievna, teacher speech therapy group, MBDOU "Shegarsky kindergarten No. 1 of a combined type", the village of Melnikovo, Shegarsky district, Tomsk region

Games can be used in the work of speech therapists, educational psychologists, and educators. This material is recommended for working with parents. The games are intended for older children.

Games were used in the form of separate activities, games and exercises.

“I am happy when. . ."

Target: expanding children’s understanding of the emotion “joy”; formation of positive emotions; expanding children's understanding of actions that bring joy.

Equipment: gnome toy, several soft toys, a cassette with cheerful music, an image of a cheerful girl, a drawing of an “empty” face for each child, a pictogram depicting the emotion “joy,” a mirror, a small ball, drawings of gnomes with eyes, pencils and sheets of paper (for each child).

The teacher names one of the group members, throws him a ball and says: “(Child’s name), please tell us when you are happy?” Petya catches the ball and says: “I am happy when...” Then Petya throws the ball to the next participant and, calling him by name, in turn asks: “(Child’s name), please tell me when you are happy?”

The game continues until all children answer the question.

Dwarf:“You see, guys, how much different situations in life, when a person is good and smiles.” (All children’s answers are listed), (4 minutes).

"Make Princess Nesmeyana laugh"

Target: developing the ability to find ways to make a person in a bad mood smile; reduction of psychophysical stress; development of imagination.

Equipment: gnome toy, “sand fairy”, tray with sand, collection of miniature figurines.

The fairy tells a story about a princess who was always sad. No one had ever been able to bring a smile to her face. Children are asked to answer the question: “How can I make the princess laugh?” After a short pause, the guys go to the rack with miniatures and choose figures for their story. Then each of them, with the help of their characters, tells a funny story, playing it out in the sandbox. At the end, the fairy sums up the story, choosing the funniest story. At the same time, she thanks the children for the fact that the princess finally smiled and now, remembering the children’s stories, she will always be in a great mood.

At the end of the game, the children say goodbye to the sand fairy. (20 minutes)

"Kingdom of Emotions"

Target: expand children’s understanding of the emotion “envy”, teach children to understand the reasons that lead to a particular 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. (20 minutes)

"Birthday"

Target: consolidate the ability to express the emotion “joy”, create a friendly atmosphere in the group, develop an active vocabulary of emotional states.

Equipment: gnome toy, “joy” pictogram, several pictures fairy-tale heroes with a joyful mood, paper, colored pencils.

The gnome invites the children to choose a birthday boy. This child sits on a chair. The rest should portray guests who take turns coming to the birthday boy and giving him gifts. The task becomes more difficult for the children: you need to use gestures to show what exactly you gave. The birthday boy's task is to guess this item. If the gift is not guessed, then the birthday person takes the place of the guest, and the guest becomes the birthday person. (7 minutes)

"Bee in the Dark"

Target: consolidate the ability to express the emotion “fear”, develop an active vocabulary of emotional states, correction of fear of the dark, closed spaces, 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 different flowers grow. 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. This is 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. (15 minutes)

“Guess the mood of fairy-tale characters”

Target: consolidate children’s ability to compare emotions in a picture with the corresponding pictogram, continue to teach children an adequate comparison of 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. (4 minutes)

“In order to be listened to, I must...”

Target: teach children the ability to listen to each other and the people around them, and continue to develop the ability to be polite.

Equipment: pairs of pictures with different communication situations, ball.

The teacher invites the children to stand in a circle. An adult throws a ball to each child, and in return they must think and answer the question: “What is needed in order to listen to me carefully?” (5 minutes)

"Without words"

Target: develop communication skills in children, teach children to understand their interlocutor by his facial expression, gestures, and posture.

Equipment: gnome toy

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. (5 minutes)

"Don't drop the ball"

Target: develop children's communication skills, attention, the ability to work with a partner, promote the unity of the children's team, teach children the ability to lose, and develop sympathy.

Equipment: a gnome toy, Kinder Surprise toys (any quantity, but not less than 30 pieces for each pair), 2 small buckets, a ball, a tape recorder, a 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. (5 minutes)

“About Resentment and Sadness”

Target: continue to develop the ability to communicate with peers, the ability to unite the children's team.

Equipment: toy gnome, ball wool threads bright color.

The gnome tells the children that it is not their fault that they sometimes come to kindergarten in a bad mood. It’s just that Resentment or Sadness stuck to them along the way. The main thing is to find it and throw it off yourself. This can be done by the child himself or his friend. After the gnome’s story, you can play out the situation of relieving a bad mood. (5 minutes)

Development games emotional sphere preschoolers.

Emotions play an important role in children's lives, helping them perceive and respond to reality. A child’s emotions are a message to others about his condition.

Emotions and feelings just like others mental processes, go through a complex developmental path throughout childhood.

For children early age emotions are the motives of behavior, which explains their impulsiveness and instability. If kids are upset, offended, angry or unsatisfied, they begin to scream and cry inconsolably, knock their feet on the floor, and fall. This strategy allows them to completely release all the physical tension that has arisen in the body.

In preschool age, social forms of expressing emotions are mastered. Thanks to speech development the emotions of preschoolers become conscious; they are an indicator of the child’s general condition, his mental and physical well-being.

Emotional system of children preschool age is still immature, so in unfavorable situations they may experience inadequate emotional reactions and behavioral disorders, which are a consequence of low self-esteem, feelings of resentment and anxiety. All of these feelings are normal human reactions, but children find it difficult to express negative emotions appropriately. In addition, children of preschool age have problems expressing emotions associated with adult prohibitions. This is a ban on loud laughter, a ban on tears (especially for boys), a ban on expressing fear and aggression. A six-year-old child already knows how to be restrained and can hidefear, aggression and tears, but, being for a long time in a state of resentment, anger, depression, the child experiences emotional discomfort, tension, and this is very harmful for the mental and physical health. Experience emotional attitude to the world, acquired in preschool age, according to psychologists, is very strong and takes on the character of an attitude.

Organized pedagogical work can enrich the emotional experience of children and significantly mitigate or even completely eliminate shortcomings in their personal development. Preschool age is a fertile period for organization pedagogical work on the emotional development of children.The main task of such work is not to suppress and eradicate emotions, but to properly direct them. It is important for a teacher to specifically introduce children to a kind of emotional primer, teach them to use the language of emotions to express their own feelings and experiences and to better understand the state of other people, and analyze the causes of different moods.

We present to your attention some exercises and games that educators can use to develop the emotional sphere of preschool children.

Games and exercises aimed at getting to know a person’s emotions, understanding one’s emotions, as well as recognizing the emotional reactions of other children and developing the ability to adequately express one’s emotions.

1. Game "Pictograms".

Children are offered a set of cards depicting various emotions.
There are pictograms of various emotions on the table. Each child takes a card for himself without showing it to the others. After this, the children take turns trying to show the emotions drawn on the cards. The audience, they must guess what emotion is being shown to them and explain how they determined what that emotion is. The teacher makes sure that all children participate in the game.
This game will help determine how well children can correctly express their emotions and “see” the emotions of other people.

2. Exercise “Mirror”.
The teacher passes the mirror around and invites each child to look at himself, smile and say: “Hello, it’s me!”

After completing the exercise, attention is drawn to the fact that when a person smiles, the corners of his mouth are directed upward, his cheeks can prop up his eyes so much that they turn into small slits.

If a child finds it difficult to turn to himself the first time, there is no need to insist on this. In this case, it is better to immediately pass the mirror to the next group member. Such a child also demands special attention from adults.
This exercise can be varied by asking children to show sadness, surprise, fear, etc. Before performing, you can show children a pictogram depicting a given emotion, paying attention to the position of the eyebrows, eyes, and mouth.

3. Game “I rejoice when...”
Teacher: “Now I will call one of you by name, throw him a ball and ask, for example, like this: “Sveta, please tell us when you are happy?” The child catches the ball and says: “I am happy when...”, then throws the ball next child and, calling him by name, will in turn ask: “(child’s name), please tell us when you rejoice?”

This game can be diversified by inviting children to tell when they are upset, surprised, or afraid. Such games can tell you about the child’s inner world, about his relationships with both parents and peers.

4 . Exercise "Music and Emotions."

P After listening to a musical excerpt, children describe the mood of the music, what it is like: cheerful - sad, happy, angry, brave - cowardly, festive - everyday, sincere - aloof, kind - tired, warm - cold, clear - gloomy. This exercise not only helps develop understanding of the transmissionemotional state, but also the development of imaginative thinking.

5. Exercise “Ways to improve your mood.”

It is suggested that you discuss with your child how you can improve yourmood, try to come up with as many such ways as possible (smile at yourself in the mirror, try to laugh, remember something good, do a good deed for someone else, draw a picture for yourself).

6. Game "Magic bag".

Before this game, we discuss with the child what his mood is now, how he feels, maybe he is offended by someone. Then invite the child to fold magic bag all negative emotions, anger, resentment, sadness. This bag, with all the bad things in it, is tied tightly. You can use another “magic bag” from which the child can take the positive emotions he wants. The game is aimed at awareness of your emotional state and liberation from negative emotions.

7 . Game "Mood Lotto". For This game requires sets of pictures that depict animals with different facial expressions (for example, one set: happy fish, sad fish, angry fish, etc.: the next set: happy squirrel, sad squirrel, angry squirrel, etc.) . The number of sets corresponds to the number of children.

The presenter shows the children a schematic representation of a particular emotion. The children’s task is to find an animal in their set with the same emotion.

8. Game “Name something similar.”

The presenter names the main emotion (or shows a schematic representation of it), and the children remember the words that denote this emotion.

This game activates lexicon through words denoting different emotions.

9. Exercise “My mood.”

Children are invited to talk about their mood: it can be compared with some color, animal, condition, weather, etc.

10. Game “Broken Phone”.All participants in the game, except two, are “sleeping.” The presenter silently shows the first participant some emotion using facial expressions or pantomimes. The first participant, having “awakened” the second player, conveys the emotion he saw, as he understood it, also without words. Next, the second participant “wakes up” the third and conveys to him his version of what he saw. And so on until the last participant in the game.

After this, the presenter asks all the participants in the game, from the last to the first, about what emotion, in their opinion, was shown to them. This way you can find the link where the distortion occurred, or make sure that the “telephone” was completely working.

11. Game “What would happen if...”
An adult shows the children a plot picture in which the hero(s) does not have a face(s). Children are asked to name which emotion they consider appropriate for this case and why. After this, the adult invites the children to change the emotion on the hero’s face. What would happen if he became cheerful (sad, angry, etc.)?

Psycho-gymnastic exercises (studies), othe main goal of which is to master the skills of managing one’s emotional sphere: developing in children the ability to understand, be aware of their own and other people’s emotions, express them correctly, and fully experience them.

1. New doll (study for the expression of joy).

The girl was given new doll. She is happy, jumps merrily, spins, plays with her doll.

2. Baba Yaga (study on the expression of anger).
Baba Yaga caught Alyonushka, told her to light the stove so that she could eat the girl, and she fell asleep. I woke up, but Alyonushka was not there - she ran away. Baba Yaga was angry that she was left without dinner. He runs around the hut, stomping his feet, waving his fists.

3.Focus (study on the expression of surprise).
The boy was very surprised: he saw how the magician put a cat in an empty suitcase and closed it, and when he opened the suitcase, the cat was not there. A dog jumped out of the suitcase.

4. The fox eavesdrops (study on expressing interest).
The fox stands at the window of the hut in which the cat and the cockerel live, and overhears what they are talking about.

5.Salty tea (study on the expression of disgust).
The boy watched TV while eating. He poured tea into a cup and, without looking, mistakenly poured two tablespoons of salt instead of sugar. He stirred and took the first sip. What a disgusting taste!

6. New girl (study on the expression of contempt).
Came to the group new girl. She was in elegant dress, held in her hands beautiful doll, and she had a big bow tied on her head. She considered herself the most beautiful, and the rest of the children unworthy of her attention. She looked down on everyone, pursing her lips contemptuously...

7.About Tanya (sorrow - joy).
Our Tanya cries loudly:
Dropped a ball into the river (grief).
“Hush, Tanechka, don’t cry -
The ball won’t drown in the river!”

8. Cinderella (study on the expression of sadness).

Cinderella returns from the ball very sad: she will no longer see the prince, and besides, she has lost her slipper...

9. Home alone (study on the expression of fear).

The mother raccoon left to get food, the baby raccoon was left alone in the hole. It’s dark all around, and various rustling noises can be heard. The little raccoon is scared - what if someone attacks him and his mother doesn’t have time to come to the rescue?

Games and exercises to relieve psycho-emotional stress.To form a child’s emotional stability, it is important to teach him how to control his body. The ability to relax allows you to eliminate anxiety, excitement, stiffness, restore strength, and increase your energy supply.

1. “Tender palms.”

Children sit in a circle, one after another. With their palms they stroke the child sitting in front of him on the head, back, arms, lightly touching.

2. “Secrets.”

Sew small bags of the same color. Pour various cereals into them, do not stuff them tightly. Invite children experiencing emotional discomfort to guess what is in the bags? Children crumple the bags in their hands and switch to another activity, thus escaping the negative state.

3 . Game "In the clearing".
Teacher: “Let's sit on the carpet, close our eyes and imagine that we are in a clearing in the forest. The sun is shining tenderly, the birds are singing, the trees are gently rustling. Our bodies are relaxed. We are warm and cozy. Look at the flowers around you. What flower makes you feel happy? What colour is he?".
After a short pause, the teacher invites the children to open their eyes and tell whether they were able to imagine the clearing, the sun, the singing of birds, how they felt during this exercise. Did they see the flower? What was he like? Children are asked to draw what they saw.

4.Exercise “A kitten’s wonderful dream.”

Children lie in a circle on their backs, arms and legs freely extended, slightly apart, eyes closed.

Quiet, calm music is turned on, against the background of which the presenter slowly says: “The little kitten is very tired, he ran around, played enough and lay down to rest, curled up in a ball. He has a magical dream: blue sky, bright sun, clear water, silvery fish, family, friends, familiar animals, mom says sweet words, a miracle happens. A wonderful dream, but it's time to wake up. The kitten opens its eyes, stretches, smiles.” The presenter asks the children about their dreams, what they saw, heard, felt, did a miracle happen?

Education of the basics emotional culture of a preschooler provides for the use of games in work. Creative games help enrich life experience and realize oneself, bring out creativity.

Since reproducing actions and playing different roles helps to understand a person’s feelings, it is necessary to use role-playing games. They form the child's ability to interact with others, comment on your actions, coordinate them with other children, explain your intentions, and also master the skills of voluntary behavior - learn to control yourself, restraining immediate desires in order to support joint play with peers. In addition, outdoor games help the child get rid of accumulated energy.

Games to develop emotions can be done indoors or outdoors fresh air, duration - unlimited.

"Happy/Sad"

Shows various facial expressions.

Task: the child must react accordingly: a cheerful face - clapping his hands, a sad face - covering his eyes with his palms, imitation of crying.

"Happy/Frightened"

Task: the child must react accordingly: happy - clap his hands, scared - covering his head with his hands on both sides (covering his ears), wide open mouth.

"Joyful/Angry"

An adult demonstrates various facial expressions.

Task: the child must react accordingly: a cheerful face - clapping his hands, an angry one - clenching his fingers into fists, sharply waving his hands up and down. The child's elbows are bent.

During the game, an adult can offer to identify the emotions depicted in drawings, photographs, pictures, pages of children's magazines, and the like.

"Cat and Kitty"

The players stand in a circle. At its center there are two children “cat” and “kitty”.

Task: to convey as clearly as possible the mood of animals that:

play with a ball;

just had a fight;

got angry at each other;

make up and hug;

go for a walk together.

Similar to this game, you can play others: “Rooster and Hen”, “Hen and Chicks”, “Hare and Hare”, “Two Friends”, “Grandmother and Granddaughter”.

"Next to us"

The players line up. The psychologist says: “Next to us...” and names any animal (an angry dog, a small chick, a funny bear cub, a wild cat, a brave hedgehog, a sick puppy, etc.).

Task: imagine the named animal, depict it.

"Invisible"

An “invisible” person is selected from among the players. Children stand at a distance from each other, spread their arms wide to the sides, touching only with their fingertips.

Objective: put on a wizard's hat and become invisible. Stand opposite the players, close your eyes, walk between them without touching.

After the game is over, the following questions should be discussed:

Who liked the game and why;

Is it difficult to be invisible to others;

Is it easy for players to remain in a motionless position for a long time;

Is it interesting to watch the “invisible” or not;

How difficult is it to move with your eyes closed and why;

What you need to do to carefully walk between other players and not hit them,

Is it really possible to become invisible?

It is necessary to find out which of the children who turned into “invisibility” found it easy to complete the task (carefully walk past the others) and why, what helped them.

Psycho-gymnastics “In the clearing”

The psychologist becomes the host of the game. Children turn into different flowers and say their name. The presenter says: “I plant different flowers in the clearing. I have a bell, a poppy, a sunflower... Spring has come, the sun has warmed up. I look at the clearing and see the first ones appearing... (names flowers). My flowers are growing and blooming petals. The breeze sways them. Suddenly it started to rain. Each flower tries to protect its petals, pressing them to each other. The rain becomes stronger, it bends the flowers to the ground, lower and lower. The wind becomes stronger, swaying the stems and leaves. He picks a bell, a poppy... and raises it high into the sky. Flowers swirl in the air and slowly fall to the ground. The wind died down, the rain stopped, the flowers were back on the ground.”

Task: depict a flower, convey with movements everything that the adult comments.

Exercises to develop knowledge about emotions

When working to educate the foundations of a child’s emotional culture, it is important to pay attention to the development of the child’s emotional sensitivity, to enrich her life experience with impressions of what she heard, saw, and examined. In this direction there will be useful exercises to develop attention and observation skills.

“Find objects that are the same in...”

An adult places certain objects at different distances in advance (among them there may be, for example, an umbrella, a wallet, a newspaper, a clown hat, mobile phone), the child is next to an adult.

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Task: carefully examine objects on one (left) side, turn to the opposite (right) side, name as many objects as possible that:

Have the same color;

Pleasant (soft, warm, cold, etc.) to the touch;

Are located at a close distance from you;

They look funny;

Evokes joyful memories;

Useful for humans;

They have a similar shape.

“Help me find...”

4-5 drawings with images of a wicker basket, an iron cage, a doghouse, a nest, and an aquarium are laid out in front of the child. Having carefully examined the drawings together with the child, the adult notices that the toy chick, cat, fish, dog, and lion cub belong to the absent-minded boy. He sometimes forgets to place the animals in their homes. The same thing happened today.

Task: Return the animals to their homes, think about what would happen if the toy animals were real and got lost.

It is worth asking the following questions ( psychologist talking to children):

How does someone who is lost feel?

For what reasons can you get lost?

How will a lost child feel?

Will tears help him in such a situation;

Who should your child turn to for help?

"Put things back where they belong"

An adult places a doll closet in front of the child, in which various things (4-6 items) are laid out on the shelves. The child looks at it for a while and then closes his eyes (or turns away in the other direction). The adult rearranges things and invites the preschooler to look at their arrangement again.

Task: carefully examine, remember their preliminary location and return each to its place.

An adult should discuss the following question:

Does the child always remember where he put his things;

Does it happen that something you need has disappeared and someone else took it?

Is it pleasant when another person takes your thing without your permission (uses it, spoils it)

What to do in this case;

Will offensive words help explain to another that it is forbidden to take other people’s things;

Should you put things in their place? Why?

"Find similar"

The child stands opposite another child, looks at him for a while, and then turns away in the opposite direction or closes his eyes.

Task: think and tell how the other child is similar to you, how he is different (figure, facial features, his expression, clothes). Determine how he is similar to other peers.

While performing the exercise, an adult should direct the children’s attention not only to appearance and clothing, but also to emphasize individual traits, for example: “Pasha is attentive to friends,” “Alena is caring,” “Sasha is observant,” “Natashenka is shy.”

"Find the Differences"

An adult prepares pictures in advance that depict people of the same age with a similar appearance (cheerful/sad red-haired girls, upset/surprised gray-haired men, worried/calm doctors, scared/cheerful children, etc.)

Tasks: look at the pictures and find the differences.

"What changed?"

The first child stands opposite the second, looks at him carefully, closes his eyes, or they are tied with an opaque scarf. Before taking it off, the second child, with the help of an adult, changes things (puts on a hat, bow, gloves, changes shoes from the left to the right foot and vice versa, picks up a toy, etc.). He also changes his posture (squats, puts one leg in front of the other, tilts his head to the side, raises his hand, etc.) and facial expression (puffs out his cheeks, smiles, sighs, frowns, pulls out his lips like a tube, bares his teeth and etc.).

Task: remove the scarf from your eyes, carefully look at another child, it is advisable to name everything that has changed.

"Pleasant - unpleasant"

The child is shown pictures depicting various life events, for example: “kids on the carousel”, “bad weather: a strong wind broke a small tree”, “children visit the zoo”, “the child got dirty”, “a girl opens a large box from which she flies out”. a large number of multi-colored balls", "a boy beats a puppy", " winter activities”, “grandmother pricked her finger with a needle”, “children watch cartoons”, “grandfather has a toothache”, “a wolf is chasing bunnies”, etc.

Task: to determine what sensations appear when looking at the drawings, and to react accordingly: a pleasant feeling - clapping your hands, an unpleasant feeling - a light stomp.

"Nice memories"

Cards with images of different things are laid out in front of the child (candy, syringe, mirror, swing, old broken toy, lipstick, toy train, soccer ball, torn hat, etc.).

Task: put aside the cards that depict things that evoke pleasant memories, explain your choice, color them in a light color.

Enriching the emotional experience of a child of primary preschool age, which is still small, we advise teachers kindergarten use the above exercises in your daily work.