How to turn a parent meeting into a parent meeting. Scenario for a parent meeting in the form of a round table “Is the game fun? Game meeting for parents

(younger age)

The game is not empty fun. It is necessary for the happiness of children,

for their health and proper development.

D.V. Mendzheritskaya

Target: increasing the pedagogical competence of parents on the problem of activation play activity younger preschoolers in a family setting.

Tasks:

1. Develop an active interest among parents in raising their child.

2. Expand the pedagogical knowledge of parents on the issues of education and development of children in games.

3. Discuss the issue of organizing a gaming environment in a family setting.

Form: round table

Participants: teachers, parents

Preparatory work: parent survey (Annex 1), individual invitations (Appendix 2), reminders for parents (Appendix 3.4), fun game “Doll Masha” (Appendix 5), decoration of the hall, musical accompaniment, materials for creative work (Appendix 6).

Equipment:

The tables are arranged in a circle, on the tables there are blanks for business cards, felt-tip pens, “Instructions for parents” on the game;

On a separate table there are cards and equipment for parents’ creative work;

Low-growing indoor flowers for decorating the hall;

Beautiful doll;

Musical toy;

Soft toy - sun;

Record player.

Progress of the event

I. Introductory part

– Good evening, dear parents! We are glad to meet you at our round table. We bring to your attention the following topic for discussion: “Is the game fun?” Today we will share our experience of arranging a children's corner, talk about the types of toys, and at the end you will find a “spicy dish”.

Psychological warm-up “Smile”

But first I would like to know: you good mood? How to give it to other people without words when they meet? How to communicate your good mood without words? Of course, with a smile. A smile can warm you with its warmth, show your friendliness and improve your mood. And so that we all want to smile now, I’ll introduce you to this cute bunny. (The bunny sings a cheerful couplet).

II. "Let's get to know each other"

Filling out business cards

In order for our conversation to be sincere and frank, so that you get to know each other better, let's get to know each other. I suggest you fill out business card, on which write your name and draw a picture that matches your mood (sun, cloud, etc.)

III. Analysis of microstudy results(Annex 1)

In preparation for our meeting, we conducted a survey of parents. All parents in their answers to the question “Does the child have a play corner?” responded positively. Among children's favorite toys, you highlight the following:... etc. (Teacher’s statements on the analysis of questionnaires.)

Now we will discuss in more detail the organization of the gaming environment in a family setting.

IV. Discussion

Game is the leading activity in preschool age, an activity that determines the development of a child’s intellectual, physical and moral strength.

The game is not empty fun. It is necessary for the happiness of children, for their health and proper development. The game pleases children, makes them cheerful and cheerful. While playing, children move a lot: run, jump, make buildings. Thanks to this, children grow up strong, strong, and dexterous. The game develops children's intelligence and imagination. By playing together, children learn to live together, give in to each other, and take care of their comrades.

The educational significance of the game and its influence on the development of a child’s personality cannot be overestimated. Like a magic wand, play can change children's attitude towards everything. Play can unite a group of children, involve introverted and shy children in active activities, and instill conscious discipline in play ( D.V. Mendzheritskaya).

How and what do our children play at home? What does this depend on? First of all, let's talk to you about the gaming corner. It’s good when living conditions allow and the baby has a separate room. But if there is no separate room, do you need a separate play area for the child?

(parents' answers)

Child of the first half early age from birth to 2 years of age, he exists in close connection with a close adult, his independent activities are very short-lived, he constantly attracts an adult to them. At the same time, the expanding capabilities of walking and speech separate him from the adult and attract him to the development of home space. What happens?

(parents' answers)

Yes, of course, it turns out that the child is everywhere, his toys move with the child to where the adult is, and you can observe the following picture - for example, in the living room the baby played with one and threw it, played with the other and threw it, and the whole room is littered with toys, and an adult and a child stumble upon them and trip over them. And now, after 2 years, the time comes when the child should have a play corner - a place where he can play or engage in any activity.

What do you think could or should be in a child’s play corner?

(parents' answers)

First of all, children's table with a smooth surface without drawings measuring 50 by 70 cm, as well as a children's high chair. Is it possible to “give it” to a baby at this age? desk?

(parents' answers)

Of course, you don't need to do this. The desk is high, it is impossible to approach it from different sides and do something just standing behind it. At best, the desk becomes the equivalent of a shelf on which toys are stored.

What else could be in a child’s play corner?

(parents' answers)

Mandatory elements of the play corner are an open low rack or a shelf of 2-3 shelves, accessible to the height of the baby’s hand, several large plastic or cardboard containers (containers) for playing material.

If the corner occupies part of the room, is it possible to somehow mark the boundaries of the area?

(parents' answers)

It is advisable to provide a 70 by 70 cm rug in this place, where the child can arrange toy furniture, build a building from cubes and leave it there for some time without disturbing others.

During a joint discussion, we determined what exactly should be children's Corner. Thus, now you can bring your baby's corner into proper shape, because... this is important for its full development.

V. Sharing family experiences on choosing toys.(work with the memo, appendix 3)

So, the space of the playing corner is designated. What should I fill it with? Let's talk about toys. You have notices on your tables that describe different types of toys. For convenience, I numbered them. I suggest reading it one by one, and we will discuss everything together.

1. Toys displaying real life- dolls, animal figurines, furniture, dishes, household items, strollers, etc.

Why does a child need these toys?

(parents' answers)

Of course, by playing with these toys, the baby reflects the real world. Psychologists believe that a toy is an important component of any culture. Society conveys to the child in a special “folded form” - through a toy, as a cultural tool, the main spiritual guidelines, the direction of movement of society.

2. Technical toys - different kinds transport, designers.

Can we attribute these toys to the previous group as plot-display toys?

(parents' answers).

– Of course, especially transport. Nevertheless, I still divided them into different subgroups. Why?

(parents' answers).

– That’s absolutely right, mostly girls play with dolls and strollers, and mostly boys play with transport and construction sets. I said “mostly” because you can see how in a group girls can happily push a car, and boys sometimes enthusiastically play with dishes - “eat” at the table, and also push strollers with dolls sitting in them.

3. Toys - fun: funny figures of animals, animals, people. For example: A bunny playing a drum, a jumping cockerel, a crawling and buzzing bug.

What is the purpose of these toys?

(parents' answers)

– Absolutely right, to amuse children, to cause laughter, empathy, joy, to cultivate a sense of humor.

4. Sports and motor toys: balls, skittles, ring throws, various gurneys, hoops, jump ropes, bicycles.

What do these toys develop?

(parents' answers)

These toys promote development motor activity children, development of coordination of movements, orientation in space.

5. Didactic toys - colorful inserts, cubes with slots, pyramids, nesting dolls, mosaics, puzzles, lotto, etc.

What do children learn by playing them?

(parents' answers)

– Children learn to distinguish color, shape, get acquainted with the size of objects, activities with these toys instill in children concentration, perseverance, determination, the ability to complete a task, and also promotes development fine motor skills hands

6. Musical toys - rattles, bells, bells, pipes, metallophones, toys representing pianos, balalaikas and other musical instruments.

What can musical toys develop in a child?

Which toy is very important for young children? The pipe plays an important role among musical toys, primarily because exercises with the pipe promote the development of speech breathing, which is very important for the development of speech in children at this age. Also, musical toys contribute to the development of pitch hearing.

7. Theatrical toys - bi-ba-bo dolls, finger theater, table theater.

Do children need these toys?

(parents' answers)

Of course, these toys develop speech, imagination, and teach the child to take on a role.

8. Military toys: swords, pistols, machine guns and others.

Express your opinion on these toys.

(parents' answers)

All over the world there is no unambiguous attitude towards these toys. Some see only a negative impact on children, while others are supporters of a positive impact. On the one hand, we want to raise boys to be defenders of the Motherland, on the other hand, how to do this correctly so as not to raise overly aggressive members of society.

9. Toys for the development of creative imagination and self-expression: pencils, paints, plasticine, various sets for manual labor, colored paper, glue, etc.

What should a parent be guided by when purchasing these toys for a child 2-2.5 years old?

(parents' answers)

Of course, first of all, age appropriate. Plasticine, pencils, gouache paints - a must! After 3 years - scissors with rounded ends, colored paper, pieces of fabric, needlework kits, etc.

What should parents be guided by when choosing toys for their baby?

(parents' answers)

- Any toy should be:

1. aesthetic;

2. safe (in terms of paint, quality of material);

3. develop;

4. entertain the child.

Based on the analysis of the questionnaires, we can conclude that most often parents purchase plot-based and educational toys. Now, after a joint discussion of the types of toys, you yourself can determine which toys you have a lot of and which ones you don’t have at all and diversify the composition of toys that your child has.

VI. Game pause.

Your kids love to play. I suggest you now relax a little and take part in their favorite fun game “Doll Masha” (Appendix 5).

VII. "Spicy dish" - games in the kitchen

Now we'll play a little more. I ask everyone to take part. We have prepared a “spicy dish” for you, i.e. hot question from the pepper shaker. (The pepperbox contains papers with questions.)

Just because you get a pepper shaker with a question doesn't mean you have to answer it. If you don’t know the answer or don’t want to speak up, you can pass the pepper shaker further around the circle. Those interested can add to the answer. (Music sounds, the pepper shaker moves in a circle. The music stops, the one in whose hands the pepper shaker is answered.)

The whole family spends a lot of time in the kitchen, especially women. Do you think it’s possible for a child to find something to do there? What can a child do using the following materials? (parents pull notes out of pepper shaker)

1. "Egg Shell"

Crush the shell into pieces that a child can easily pick up with their fingers. Apply a thin layer of plasticine to the cardboard - this is the background, and then invite the child to lay out a pattern or design from the shell.

2. "Dough"

Sculpt whatever you want.

3. "Pasta"

Lay out fancy patterns on a table or sheet of paper, studying shapes and colors along the way.

4. "Semolina and beans"

Mix a certain amount, offer to choose beans from semolina.

5. "Peas"

Transfer the peas from one cup to another.

6. "Hercules"

Pour the cereal into a bowl and bury it in it small toys. Let him find it.

7. "Various small grains"

Invite the child to draw pictures with grains. For very small children, use a spoon to pour the cereal from a bowl into a bowl.

8. "Whisk for whipping"

Pour water into a bowl, some shampoo and place in the sink. Place your child on a chair near the sink and let him stir up the soap suds.

9. "Disposable cups"

You can insert one into the other, make pyramids of different heights.

10. “Breakfast cereal rings”, etc.

Offer to lay out drawings from them or string them on strings - beads and bracelets.

VIII. Creative work of parents(Appendix 6).

We are now convinced that you can play with your child in the kitchen too. I suggest you make your own artistic applique from plasticine and various cereals, so that you can do this at home with your kids. Go to the table and take all the materials you need for work (parents perform appliqué while listening to music).

Be sure to show your work to the kids at home and make it even better with them!

IX. Final part.

The meeting is coming to an end. I would like to express my gratitude to you for your participation and for taking the time to come to our round table meeting. I think that now each of you will be able to answer the question of our meeting: “Is the game fun?” And in conclusion, I want to offer you game "Sunshine".

All people love the sun and miss it when it doesn’t show up for a long time on cloudy autumn or winter days. Today it’s already dark outside, but we have this nice sunshine. It is so hot that it can warm you all with its warmth. Perhaps the warmth of this sun will warm you for the rest of the day. I would like to hope that those who were in a good mood would improve, and those who were sad or indifferent would become a little happier. Tell us how you felt after our meeting, passing the sunshine to each other.

A. de Saint-Exupéry wrote: “I came from childhood, as from a country. We, adults, should think more often with what colors we painted the country of childhood for our kids who came there. This country is still completely in our hands, and we are truly responsible for it. For the original - not for the reflection!

Let's play with our children as often as possible. Remember, play is an excellent source of strengthening a child’s physical, spiritual and emotional well-being. Joint play between a child and an adult is not only the main means of development little man, but also a tool that promotes mutual understanding between different generations. Discover the world with your child! Bright and exciting toys are designed specifically to encourage your child's curiosity. See you again!

Annex 1.

Questionnaire for parents

1. What conditions are created in the family for the child to play? (availability of a play corner, place and time for games, set of toys, appropriate for the child’s age)

2. Does the child have any favorite toys? What toys are these?

3. Who buys toys and how often? By what principle is the choice of toy carried out?

4. Does your child often break toys, and what do you do in such cases?

5. Which family member plays with the child most often? What causes difficulties?

6. If there is an older brother or sister in the family, do you watch what the children play, do the older children organize games?

7. What games does the child most often play?

Appendix 2.

Invitation to a meeting.

Dear moms and dads!

Martha in ________

We invite you to the Round Table.

We invite, we invite,

We'll play with you,

We will learn a lot of new things.

About games and toys,

Boys and girls!

Looking forward to the meeting!

Educators.

Appendix 3.

Memo for parents. Types of toys.

1. Toys that reflect real life - dolls, animal figurines, furniture, household items, strollers, etc.

2. Technical toys - various types of transport, various types of construction sets.

3. Toys are fun. Funny figures of animals, animals, people. For example, a bunny playing a drum, or a galloping cockerel.

4. Sports and motor toys: balls, skittles, ring throws, various gurneys, hoops, jump ropes, bicycles.

5. Didactic toys - multi-colored inserts, cubes with slots, pyramids, nesting dolls, mosaics, puzzles, lotto, etc.

6. Musical toys - rattles, bells, bells, pipes representing a piano, balalaikas and other musical instruments.

7. Theatrical toys - bi-ba-bo dolls, finger theater, table theater.

8. Military toys: swords, pistols, machine guns, etc.

9. Toys for the development of creative imagination and self-expression: pencils, paints, plasticine, various sets for manual labor, threads, colored paper, glue, etc.

Appendix 4.

Reminders for the game

What does a child learn through play?

1. Emotionally get used to, grow into a complex social world adults.

2. Worry life situations other people as if they were your own.

3. Realize your real place among other people.

4. Make a discovery for yourself: the desires and aspirations of other people do not always coincide with mine.

5. Respect yourself and believe in yourself.

6. Rely on your own strength when faced with problems.

7. Freely express your feelings.

8. Talk to yourself, intuitively know yourself.

9. Experience your anger, envy, anxiety and worry.

10. Make a choice.

Advice for adults

1. Practice is important for the game. Play with your children as often as possible!

2. Welcome all feelings, but not all behavior.

4. Pay special attention to children who are not playing.

5. Playing with a child will teach us:

Talk to the child in his language;
Overcome the feeling of superiority over the child, your authoritarian position (and therefore egocentrism);
Revive childish traits in yourself: spontaneity, sincerity, freshness of emotions;
Discover a way of learning through imitation of models, through emotional feeling, experience;
Love children as they are!

Appendix 5.

Fun game “Doll Masha”.

Children sit on chairs (or stand) arranged in a semicircle. There is a doll standing behind a chair nearby. The teacher sings:

I'll hide the doll Masha,

I'll hide our doll.

(Name) will go to the doll, a child named after

(Name) will find the doll. name, comes up and takes the doll.

Masha (name) will dance with the doll. Children and teacher clap

Let's clap our hands, clap our hands and sing. Child holding

Let your feet dance. doll in hands, performs

simple dance moves

Then the teacher begins to sing again, calling another baby.

Appendix 6.

Materials for creative work of parents.

1. Egg shells.

2. Pasta.

3. Semolina and beans.

5. Hercules.

6. Various small cereals.

7. Breakfast cereals “Rings”, etc.

8. Plasticine.

9. Cardboard blanks (circle, oval, square)

Literature:

1. Zvereva O.L., Krotova T.V. Parent meetings at preschool educational institutions. – M.: Iris-press, 2006.

2. Chirkova S.V. Parent meetings in kindergarten. – M.: VAKO, 2011.

Elovikova Olga Stepanovna,

MBDOU d/s No. 29 “Zhuravushka”, Surgut

Form: round table

Age:average age

Target: increasing the pedagogical competence of parents on the problem of play activity in children of middle preschool age

Tasks:

To form parents’ concept of the possibility of play as a means for the development of intellectual and cognitive activity.
Stimulate parents' interest in joint play activities with their own child.
Discuss the issue of organizing a gaming environment in conditions kindergarten and families; about the advantages and disadvantages of toys.

Participants: teachers, parents

Preparatory work: parent survey (Annex 1),

individual invitations (Appendix 2),

reminders for parents (Appendix 3),

game reminder (Appendix 4),

adviсe (Appendix 5),

materials for creative work (Appendix 6),

group design, musical accompaniment.

Equipment:

The tables are arranged in a circle;

A selection of didactic games, “Logic blocks of Dienesh”;

On a separate table there are cards and equipment for parents’ creative work;

Record player.

Progress of the event

The song “Where does childhood go” is playing.

introduction teacher, he opens the parent meeting, announces the agenda, and introduces the procedure for holding it.

1. Introductory part

– Good evening, dear parents! We are glad to meet you at our round table. Today we will talk to you about children's games, toys, their significance in understanding the world around us, and their impact on the development of our children. Many of us still remember our favorite toys and games. They preserved memories of our childhood games and fun; we “return” many years ago, to our childhood. In many families, toys are passed down from generation to generation; these toys have a certain value - pleasant, good childhood memories.

In order for our conversation to be sincere and frank, I suggest you fill out a business card. On a business card, write your name, patronymic and draw a picture that matches your mood (sun, cloud, etc.)

Psychological warm-up “Smile”

I want to know: are you in a good mood? How to give it to other people without words when they meet? How to communicate your good mood without words? Of course, with a smile. Smiled at the neighbor on the right, smiled at the neighbor on the left. A smile can warm you with its warmth, show your friendliness and improve your mood.

Ball game.

Please answer questions honestly and frankly.

What game did you play with your child recently?
If a child asks to play with him, your actions.
What games does your child play most often?
When choosing new toy What do you take into account, what are you guided by?
Do you tell your child what games you played in childhood?
If a toy breaks, what do you do in such cases?
Where does your child play at home? What conditions have been created?
What are your child's favorite toys?
Who plays with the child more often: mom or dad?

This topic, “The Role of Play in the Development of Preschool Children,” was not chosen by chance, because each of you dreams that your child will grow up smart, independent, and that in the future he will be able to take a worthy place in the life of society. Children are brought up in games as well as in other activities. By performing one or another play role, they seem to be preparing themselves for the future, for the serious life of adults. We can say that the game is a time machine for a child: it gives him the opportunity to live the life that he will have in many years. The importance of play and its influence on the development of a child’s personality cannot be overestimated. Like a magic wand, play can change children's attitude towards everything. The game can unite the children's team, involve introverted and shy children into active activities, and instill conscious discipline in the game.

2 . Analysis of survey results (Annex 1)

In preparation for our meeting, we conducted a survey of parents. (Teacher’s statements on the analysis of questionnaires.)

3 .« And here, in kindergarten, we play” (View presentation)

Didactic games – specially developed for children, for example, lotto to enrich knowledge and develop observation, memory, attention, and logical thinking.
Outdoor games- varied in concept, rules, and nature of the movements performed. They help improve children's health and develop movement. Children love active games, listen to music with pleasure and know how to move rhythmically to it.
Construction games– with sand, cubes, special building materials, they develop children’s constructive abilities, serving as a kind of preparation for mastering later labor skills;

4. Role-playing games– games in which children imitate the household, work and social activities of adults, for example, games kindergarten, hospital, daughter-mother, store, railway. Story games, in addition to cognitive purposes, they develop children's initiative, creativity, and observation.

5. Musical toys- rattles, bells, bells, pipes, metallophones, toys representing a piano, balalaikas and other musical instruments.

What can musical toys develop in a child? Musical toys promote the development of speech breathing and hearing.

6. Theater toys- bi-ba-bo dolls, finger theater, table theater.

Do children need these toys? (parents' answers)

These toys develop speech, imagination, and teach the child to take on a role.

In the game, the child acquires new and refines his existing knowledge, activates his vocabulary, develops curiosity, inquisitiveness, and moral qualities: will, courage, endurance, ability to yield. The beginnings of collectivism are formed in him. In play, a child depicts what he has seen and experienced; he masters the experience of human activity. The game develops an attitude towards people, towards life, positive attitude games help maintain a cheerful mood.

Adults, playing with children, enjoy themselves and bring great joy to the children.

4. “Let's play together” - practical part.

We invite you to play with logic cubes and Dienesh blocks. We successfully use the didactic material “Logic Blocks”, developed by the Hungarian psychologist and mathematician Dienes. The educational game is designed for children from 2 to 10 years old. While playing, children are able to comprehend complex mathematical and logical operations. Dienesh's logic blocks are games based on a set that consists of 48 geometric figures - four shapes (circles, triangles, squares, rectangles); three colors (red, blue and yellow); two sizes (large, small); two volumes (thick, thin). Purpose of the games:

Introducing children to geometric shapes and shape of objects, size
Development of thinking skills: compare, analyze, classify, generalize, abstract, encode and decode information
Mastering the basic skills of an algorithmic culture of thinking
Development of cognitive processes of perception of memory, attention, imagination
Development of creative abilities.

Let's play the game “Treats for the bear cubs” (the teacher explains the sequence of actions of the game).

Exercise “I’ll start, and you will continue” - “The game is...”

A game is (fun, interesting, exciting...).

To make the game interesting, educational, etc.

Any toy should be which one? (parents' answers)

1. aesthetic;

2. safe (in terms of paint, quality of material);

3. develop;

4. entertain the child.

5. Games in the kitchen

Now we'll play a little more. I ask everyone to take part. We have prepared questions for you. (There are pieces of paper with questions in the vase.)

(Music sounds, the vase moves in a circle. The music stops, the one in whose hands the vase is answers. Those who wish can complete the answer.)

1. "Egg Shell"

2. "Dough"

Sculpt whatever you want.

3. "Pasta"

Lay out fancy patterns on a table or sheet of paper, studying shapes and colors along the way.

4. "Semolina and beans"

Mix a certain amount, offer to choose beans from semolina.

5. "Peas"

Transfer the peas from one cup to another. Sort: peas, beans

6. "Hercules"

Pour the cereal into a bowl and bury small toys in it. Let him find it.

7. "Various small grains"

Invite the child to draw pictures with grains. For very small children, use a spoon to pour the cereal from a bowl into a bowl.

9. "Disposable cups"

You can insert one into the other, make pyramids of different heights.

10. "Breakfast cereal rings"

Offer to lay out drawings from them or string them on strings - beads and bracelets.

Creative work of parents(Appendix 6).

Be sure to show your work to the kids at home and make it even better with them!

6. Final part.

The meeting is coming to an end. I would like to express my gratitude to you for your participation and for taking the time to come to our round table meeting. I think that now each of you will be able to answer the question from our meeting: “The role of play in a child’s life.”

Reflection:

Impression from parent meeting.
What conclusions did you draw (statements from parents).

And in conclusion, I want to tell you: Let's play with our children as often as possible. Remember, play is an excellent source of strengthening a child’s physical, spiritual and emotional well-being. Discover the world with your child! See you again!

Annex 1.

Questionnaire for parents

1. What conditions are created in the family for the child to play? (availability of a play corner, place and time for games, set of toys, appropriate for the child’s age)

2. Does the child have any favorite toys? What toys are these?

3. Who buys toys and how often? By what principle is the choice of toy carried out?

4. Does your child often break toys, and what do you do in such cases?

5. Which family member plays with the child most often? What causes difficulties?

6. If there is an older brother or sister in the family, do you watch what the children play, do the older children organize games?

7. What games does the child most often play?

Appendix 2.

Invitation to a meeting.

Dear moms and dads!

We invite you to the Round Table.

We invite, we invite,

We'll play with you,

We will learn a lot of interesting things.

About games and toys,

Our glorious

Boys and girls!

Looking forward to the meeting!

Educators.

Appendix 3.

Memo for parents.

Types of toys.

1. Toys that reflect real life - dolls, animal figurines, furniture, household items, strollers, etc.

2. Technical toys - various types of transport, various types of construction sets.

3. Toys are fun. Funny figures of animals, animals, people. For example, a bunny playing a drum, or a galloping cockerel.

4. Sports and motor toys: balls, skittles, ring throws, various gurneys, hoops, jump ropes, bicycles.

5. Didactic toys - multi-colored inserts, cubes with slots, pyramids, nesting dolls, mosaics, puzzles, lotto, etc.

6. Musical toys - rattles, bells, bells, pipes representing a piano, balalaikas and other musical instruments.

7. Theatrical toys - bi-ba-bo dolls, finger theater, table theater.

8. Toys for the development of creative imagination and self-expression: pencils, paints, plasticine, various sets for manual labor, threads, colored paper, glue, etc.

Appendix 4.

Game memo

What does a child learn through play?

1. Emotionally get used to, grow into the complex social world of adults.

2. Experience other people's life situations as your own.

3. Realize your real place among other people.

4. Make a discovery for yourself: the desires and aspirations of other people do not always coincide with mine.

5. Respect yourself and believe in yourself.

6. Rely on your own strength when faced with problems.

7. Freely express your feelings.

8. Talk to yourself, intuitively know yourself.

9. Experience your anger, envy, anxiety and worry.

10. Make a choice.

Appendix 5.

Advice for adults

1. Practice is important for the game. Play with your children as often as possible!

2. Welcome all feelings, but not all behavior.

4. Pay special attention to children who are not playing.

Playing with a child will teach us:

Talk to the child in his language;
Overcome the feeling of superiority over the child, your authoritarian position (and therefore egocentrism);
Revive childish traits in yourself: spontaneity, sincerity, freshness of emotions;
Discover a way of learning through imitation of models, through emotional feeling, experience;
Love children as they are!

Appendix 6.

Materials for creative work of parents.

1. Egg shells.

2. Pasta.

3. Semolina and beans.

5. Hercules.

6. Various small cereals.

7. Breakfast cereals “Rings”, etc.

8. Plasticine.

9. Cardboard blanks (circle, oval, square)

Bibliography

N. M. Metenova. Parent meeting in kindergarten. Yaroslavl, 2000.
Zenina T.N. Parent meetings in kindergarten. Educational manual / T.N. Zenina. - M.: Pedagogical Society of Russia, 2007
http://www.myshared.ru/slide/272112/
http://nsportal.ru/detskii-sad/raznoe/logicheskie-bloki-denesha
http://chitariki.ru/index.php/2011-01-19-12-47-45/172-blokidyenesha

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Parent meeting in the form of the QUEST game “We are together”

Target : emotional rapprochement between parents and children.

Objectives: strengthening the role of the family in educational process, improving relationships between children and parents, increasing the psychological competence of parents, expanding knowledge about the relationship between children and adults in conditions of the preschool educational institution and families; P awaken in parents a desire to see their child’s problems from the inside and findways to solve them;otraining parents in knowledge and skills that promote harmonizationchildish-parental relationships;creating a team of teachers and parents interested in solving common problems.

PROGRESS OF THE EVENT

The game starts in a group.

Game leader: Good evening, dear parents. I thank you for coming to our meeting. Today we will communicate with you closely, family circle and we will try to learn a lot of new things both about ourselves and about our children. The form of our meeting will not be entirely ordinary. What do you think, do you feel, why have we gathered you here, what will happen here now??? Any suggestions?

Parents' answers...

Today I will conduct a quest for you called “We are together.” Quest(eng. quest, or adventure a game(English adventure game)

The most important elements of the game in the genre quest are the actual narration and exploration of the world, and a key role in the gameplay play solving puzzles and tasks that require mental effort from the player.

Shall we play?

I suggest you take the test. You will find out where the next test will take place by guessing my riddles. For each completed task you receive a part of the picture. There are four of them in total. As a result, you should get a whole image, but you will find out what it is when you collect all the parts. After which you and I will gather in the music room, where we will sum up our results.

So, let's begin? Go…

Exercise "Warm-up"

Goal: to introduce group members to each other, relieve the tension of the first minutes, create a more relaxed atmosphere in the group to achieve a state that would allow them to work effectively.

One day a little Chicken found a big Rooster.

- Why does the heron have a long beak, and I have a very small one? - he asked.

- Leave me alone!

- Why does the hare have long ears, but I don’t even have tiny ones?

- Don't pester!

- Why does the cat have a soft, beautiful fur coat, and I have some kind of yellow fluff?

- Move away, I say! Shut up!

- Why is it that even a small puppy can wag its tail, but I don’t have any tail?

- Leave me alone! - shouted the Rooster.

- Why does the kid have nice horns, but I don’t even have bad ones?

- Stop it! Get out!

- All “leave me alone”, “get out”, “stop”! Why do adults answer all the little kids’ questions, but you don’t? - Chicken Little squeaked.

- Because you don’t ask, you’re just jealous of everyone! - the Rooster answered angrily. And it was the honest truth.

Assignment for parents: place an imaginary yellow chicken in your palm and try to convince it.

For example: - It’s very good that you have yellow fluff, because... - Although you have a short beak, but...

Well done, you completed the task. Get part of the image.

The next task will await you in another room. To find out where, guess the riddle:

You need to run there, jump,
Have fun and play
You only go there once:
The game begins!

(gym)

We go with our parents to the gym

Scene “Child Statue”

Goal: to show children's literal understanding of everything.

One person is chosen from among the parents to play the role of the child.

Game director:

The world of children exists next to the world of adults, in the same physical space, but often we, adults, turn out to be blind to the lives of our children. Most often, the reason for misunderstanding of our children is reluctance to listen to their opinion, lack of time, mistrust, ignoring their desires, and parental selfishness.

This can be proven by acting out the scene “Statue of a Child.”

This is a little daughter, a first grader. She and her mother are rushing to school; they need to catch the bus. The daughter is a very energetic child, very curious, asks a lot of questions even at the moment when they are quickly walking to the bus. Mom takes her daughter by the hand and they run. The daughter asks:

- Mom, what is it? Look!

And at that moment the daughter gets her foot into a puddle.

Mom answers:

Where are you even looking? Don't you have eyes?

cover the child's eyes

And they rush to school again. They run onto the bus and meet my mother’s friend there. Mom starts discussing yesterday with her. The daughter listens carefully, then says:

- Mother. Mom, did you hear the bird singing? Who is Uncle Yura?

Mom answers:

- Why are you interfering in an adult conversation? And, in general, why are you hanging your ears, what a shame it is to eavesdrop! Close your ears quickly!

After this phrase, the daughter’s ears are tied.

They get off the bus, the mother says goodbye to her friend, and she and her daughter run along the road. At the same time, my mother constantly looks at her watch so as not to be late.

The daughter turns to her mother again:

- Oh, what a wonderful day today! Mom, Masha is waiting for me, I promised to bring her an eraser, the one that...

Mom interrupts her and says:

- Leave me alone! Why are you babbling, there’s no time now, we’re late. Can you finally keep quiet? Shut your mouth quickly!

I tie another scarf over my daughter’s mouth.

The mother grabs the child's hand and they move on. The girl is already silent, but begins to pick up some twig as she walks. Mom hits her hands and says:

- What kind of hands do you have! Why do you always grab something? You can't live without it! Throw it away, I told you! Hands off!

They tie their hands with a scarf.

But then the daughter begins to jump and raise her legs. Mom gets angry and shouts at her:

- Where did you learn this? What is it? Stop kicking your legs! Stay calm!

At this moment the legs are tied.

The mother looks at her watch, is nervous that she and her daughter are not on time, and begins to urge the child on:

- Why are you tramping? Take a wider step. Have you forgotten how to walk? Go faster! Give me a hand! Not hands, but hooks - you can’t write normally, you can’t hold anything! Keep your eyes on the road and don't stumble. Why are you wandering around like a blind person?

Mom is dissatisfied with everything that her daughter does, forgetting that she herself tied everything up for her so that everything would work out for her, and always well.

ANOTHER OPTION FOR THE SAME SITUATION

One participant is selected and sits on a chair in the center of the circle. All the others come up to him one by one and tell him what they forbid him to do - what the participants most often tell their child. In this case, the part of the body that was affected by the ban is tied with a ribbon. For example: “Don't shout! “- the mouth is tied, “Don’t run” - the legs are tied, etc.

After all participants have spoken, the person sitting is asked to stand up. Since he cannot get up, he needs to be untied. To do this, each participant approaches the ribbon that he tied and lifts the ban, that is, he says what can be done. Thus, the essence of the ban remains. For example: “Don’t shout - speak calmly.”

Reflection

Reflection of a participant playing the role of a child:

How did you feel when your “parents” constrained and limited your freedom?

Which part of your body did you feel most restricted in movement?

How did you feel when you were asked to stand up?

What did you want to untie first?

How are you feeling now?

Reflection of participants playing the role of an adult:

How did you feel when you saw an immobilized child?

What did you want to do?

Is it easy to find words to reformulate the ban?

What feelings are you experiencing now?

Game director:

It is known that ready-made recipes education does not exist. How an adult should act in a given situation is up to him to decide. However, you can lose, like in the theater, difficult situations, discuss them and try to understand what the child is experiencing in this or that case.

Well done! You have completed the next task - receive a picture (I give away the 2nd part of the picture).

Next riddle: Opening the door to the kindergarten,

This is where we get...

What kind of room?

Do you know or not?

Come on, give me the answer!

3)Exercise “Sun of Love”

Each participant draws a sun on a piece of paper and writes the child’s name in the center. With every ray of sunshine, you need to list all the wonderful qualities of your children. Then all participants show their “sun of love” and read out what they wrote. I suggest you take this Sunshine home. Let its warm rays warm the atmosphere of your home today. Tell your child how you appreciated his qualities - give your child warmth, affection and attention.

Game director:

You, of course, as loving parents, coped with this task. Find another picture.

It's light, beautiful and the music is alive

This hall invites you to the holidays...

(Music hall)

We go to the music room

(there is a screen, a projector, chairs for parents, a candle is prepared)

Game director:

Dear parents, I invite you to sit on the chairs and watch a short film

(video presentation “10 Commandments”)

Game director: Janusz Korczak- an outstanding Polish teacher, writer, doctor and public figure. His entire pedagogy boiled down to the idea that a teacher (like a parent) should first of all love children. This film contained a clue to the answer to the question you are looking for.

After the presentation, a picture with the task appears on the screen.

Game director:

And here is the last task for you today - make a word from scattered letters.

That's right, the word is "love". Take the last part of the picture and ask you to make a whole image from the parts. (heart)

Dear parents, I invite you to stand in a circle.

(I take a lit candle)

What will you take with you after our meeting today?

I would like to wish all parents to be happy in their relationships with their children throughout their lives. Let your children grow up to be independent, confident and, of course, loving you.

Thank you very much for your participation!

Parents' meeting "Games and toys as a means of intellectual and cognitive development of children."

Target: increasing the pedagogical competence of parents on the problem of enhancing the play activities of preschoolers in a family environment.
Tasks: To formulate parents’ understanding of the possibility of play as a means for the development of intellectual and cognitive activity, to show parents the importance of joint games and toys for the development of a child; consider the rules for organizing gaming activities; discuss the issue of organizing a gaming environment in a family setting; develop communication skills with your child while playing.
Participants: Teacher, parents.
Form: Round table.

Progress of the meeting:

Introductory part.
Good evening, dear parents! We are glad to meet you. I will begin the meeting with the words of teacher D.V. Mendzheritskaya: “The game is not empty fun. It is necessary for the happiness of children, for their health and proper development.” And the theme of our meeting is: “Games and toys as a means of intellectual and cognitive development of children.”
And this topic was not chosen by chance, because each of you dreams that your child will grow up smart, independent, and that in the future he will be able to take a worthy place in the life of society. Today we will talk to you about children's games, toys, their significance in understanding the world around us, their impact on intellectual development our children. This is a very important topic, since the leading activity of your children of this age is play.
We will also play a little with you today. Let's start with playing with the ball. You will have to catch the ball and answer my question.

Ball game.

Questions:
1. What game did you play with your child recently?
2. If a child asks to play with him, your actions.
3. What games does your child play most often?
4. When choosing a new toy, what do you take into account, what are you guided by?
5. What games did you play as a child? Do you tell your child about the games of your childhood?
6. If a toy breaks, what do you do in such cases?
7. Where does your child play at home? What conditions have been created?
8. What are your child’s favorite toys?
9. Who plays with the child more often: mom or dad?

Question for discussion:
What does a child learn through play?(Parents' answers).

Summary:
1. Emotionally get used to, grow into the complex social world of adults.
2. Experience other people's life situations as your own.
3. Realize your real place among other people.
4. Make a discovery for yourself: the desires and aspirations of other people do not always coincide with mine.
5. Respect yourself and believe in yourself.
6. Rely on your own strength when faced with problems.
7. Freely express your feelings.
8. Talk to yourself, intuitively know yourself.
9. Experience your anger, envy, anxiety and worry.
10. Make a choice.

Question for discussion:
What do you think is the educational value of games?(Parents' answers).

Summary: In the game, a child acquires new knowledge and refines existing knowledge, activates his vocabulary, develops curiosity, inquisitiveness, as well as moral qualities: will, courage, endurance, and the ability to yield. The beginnings of collectivism are formed in him. In play, a child depicts what he has seen and experienced; he masters the experience of human activity. The game develops an attitude towards people and life; the positive attitude of games helps to maintain a cheerful mood.

Report “The role of play in the upbringing and development of a child”

Play is the leading activity in preschool age, an activity that determines the development of the child’s intellectual, physical and moral strength. The game is not empty fun. It is necessary for the happiness of children, for their health and proper development. A game is a spark that ignites the flame of inquisitiveness and curiosity. In play, the child develops organically, learns relationships between people, etc. During the game, spiritual and physical strength child: his attention, memory, imagination, discipline, etc. Interesting games create a cheerful, joyful mood and satisfy their need for active activity. There are different games: active, plot-based, didactic, musical, creative, educational, theatrical.
Some develop thinking and horizons, others develop dexterity and strength, and others develop children’s design skills. All of them are useful for children in their own way. By playing together, children learn to live together, yield to each other, and take care of their comrades.
The game helps maintain a child’s good mood, enriches his sensory experience, and develops visual-figurative thinking, imagination, and speech. It lays the foundations of creativity. Children with a well-developed imagination have higher intelligence. They navigate better in non-standard situations and learn more successfully.
A game - important condition social development child. In it, children get acquainted with different types activities of adults, learn to understand the feelings and states of other people, empathize with them, acquire communication skills with peers and older children.
The game has an excellent psychotherapeutic effect, since in it the child can, through play actions, unconsciously and involuntarily release accumulated negative experiences and “play out” them.
Play is the most natural and productive way for children to learn!
The task of adults is to help the child organize the game and make it exciting.

“And here, in kindergarten, we play”

(View presentation)
1. Didactic games - specially developed for children, for example, lotto to enrich knowledge and develop observation, memory, attention, and logical thinking.
2. Outdoor games - varied in design, rules, and the nature of the movements performed. They help improve children's health and develop movement. Children love active games, listen to music with pleasure and know how to move rhythmically to it.
3. Construction games - with sand, cubes, special building materials, develop children's constructive abilities, serve as a kind of preparation for mastering later labor skills;
4. Role-playing games - games in which children imitate the everyday, work and social activities of adults, for example, games kindergarten, hospital, daughters and mothers, store, railway. Story-based games, in addition to their cognitive purpose, develop children's initiative, creativity, and observation.

Question for discussion:
Any toy should be what?(Parents' answers)

Summary:
1. Aesthetic.
2. Safe (in terms of paint, quality of material).
3. Develop.
4. Entertain the child.

Types of toys.
1. Toys that reflect real life - dolls, animal figurines, furniture, household items, strollers, etc.
2. Technical toys - various types of transport, various types of construction sets.
3. Toys are fun. Funny figures of animals, animals, people. For example, a bunny playing a drum, or a galloping cockerel.
4. Sports and motor toys: balls, skittles, ring throws, various gurneys, hoops, jump ropes, bicycles.
5. Didactic toys - multi-colored inserts, cubes with slots, pyramids, nesting dolls, mosaics, puzzles, lotto, etc.
6. Musical toys - rattles, bells, bells, pipes representing a piano, balalaikas and other musical instruments.
7. Theatrical toys - bi-ba-bo dolls, finger theater, table theater.
8. Toys for the development of creative imagination and self-expression: pencils, paints, plasticine, various sets for manual labor, threads, colored paper, glue, etc.

These toys develop speech, imagination, and teach the child to take on a role.

Practical part "Let's play together."
Exercise “I’ll start, and you continue”
- “The game is...”
A game is (fun, interesting, exciting...).

Game "Fourth wheel".
A game to develop logical thinking.
1. Birch, spruce, maple, poplar. (Spruce - coniferous tree)
2. Rose, carnation, lily of the valley, gladiolus. (Lily of the valley grows in the forest)
3. Nest, anthill, birdhouse, hole. (The birdhouse is made by man)
4. Crocodile, giraffe, elephant, deer, zebra. (Crocodile lives in water and on land)

Games in the kitchen
- Now we’ll play a little more. I ask everyone to take part. We have prepared questions for you. (There are pieces of paper with questions in the vase.)
- The whole family spends a lot of time in the kitchen, especially women. Do you think it’s possible for a child to find something to do there? What can a child do using the following materials? (parents pull notes from the vase)
(Music sounds, the vase moves in a circle. The music stops, the one in whose hands the vase is answers. Those who wish can complete the answer.)
1. "Egg Shell"
Crush the shell into pieces that a child can easily pick up with their fingers. Apply a thin layer of plasticine to the cardboard - this is the background, and then invite the child to lay out a pattern or design from the shell.
2."Dough"
Sculpt whatever you want. Let the child make toys, food for dolls from this dough, or simply knead it in his hands. This dough, packed in a plastic bag, can be stored in the refrigerator for a long time.
3. "Pasta"
Lay out fancy patterns on a table or sheet of paper, studying shapes and colors along the way. Pour different types of pasta into a bowl (shells, spirals, tubes) and invite your child to sort them. Count with your child how much pasta of each type was in the bowl. In addition, tube pasta can be strung on a string to create beads. At the same time, fine motor skills are trained.
4. "Semolina and beans"
Mix a certain amount, offer to choose beans from semolina.
5. "Peas"
Transfer the peas from one cup to another. Sort: peas, beans
6. "Hercules"
Pour the cereal into a bowl and bury small toys in it. Let him find it.
7. "Various small grains"
Invite the child to draw pictures with grains. For very small children, use a spoon to pour the cereal from a bowl into a bowl.
9. "Disposable cups"
You can insert one into the other, make pyramids of different heights.
10. "Whisk for whipping"
Pour water into a bowl, some shampoo and place in the sink. Place your child on a chair near the sink and let him stir up the soap suds.

We are now convinced that you can play with your child in the kitchen too.

Advice for parents.
1. Practice is important for the game. Play with your children as often as possible!
2. Welcome all feelings, but not all behavior.
3. Support children's efforts to save a good relationship with peers.
4. Pay special attention to children who are not playing.
Playing with a child will teach us:
Talk to the child in his language;
Overcome the feeling of superiority over the child, your authoritarian position (and therefore egocentrism);
Revive childish traits in yourself: spontaneity, sincerity, freshness of emotions;
Discover a way of learning through imitation of models, through emotional feeling, experience;
Love children as they are!

Shumova Natalya Vladimirovna
Job title: teacher
Educational institution: MADOU "Kindergarten No. 8"
Locality: Perm region P. Pashiya
Name of material: Card index
Subject:"Games and exercises for parents at parent-teacher meetings"
Publication date: 28.10.2016
Chapter: preschool education

MUNICIPAL AUTONOMOUS PRE-SCHOOL EDUCATIONAL INSTITUTION "Kindergarten No. 8" Pashiya village
Card index

GAMES AND EXERCISES
for use at parent meetings Compiled by teacher Shumova N.V. 2016

INTRODUCTION
The concept of “game technologies” includes a wide range of game situations, individual game techniques and exercises that can be used when working with parents in the Parents Club, as well as teachers, educators and specialists working with families. Gaming technologies, presented in the manual, are focused on the development of a variety of skills and abilities: social, communicative, thinking, artistic, organizational. They make it possible to teach parents to express their thoughts and feelings, analyze the experience of behavior and interaction lived in the game, and contribute to the recognition of someone else’s and their own “I” as values of the highest significance. Play, as the most attractive and natural type of activity, makes it possible to correct mental processes, ethical ideas, behavior and value orientations of the “risk group” not edifyingly, but through the actualization of his own reserves of self-improvement.
Interaction between professionals working with families and families

- a purposeful process that results in the creation of

favorable

conditions

development

child.

higher

level

this

interactions,

more successful

are being decided

problems of raising children.

Seven mandatory rules:

Respect

Help

Explain

Trust

Learn

Ask

Give thanks

Target:
Unite the parent team through
gaming
techniques
Tasks
: Develop friendly relations between parents. Expanding contact between teachers and parents. Improving the pedagogical culture of parents.
1. EXERCISES.

“Why did you decide to come here?”

Aimed at identifying and updating a particular problem,
promotes the mood for productive work. Participants briefly state
your problems. The presenter emphasizes the diversity of problems and their commonality.
“Parents, what are they like?”

Aimed at reflection personal qualities parent
. Everyone takes a sheet of paper and within 2 minutes writes a definition for the phrase: “Parents, what they are...” At the end of the work, the texts are read out, the participants draw up a portrait of the parent (often idealized and multifaceted) Exchange of opinions.
Exercise “Child, what is he like?”

Aimed at reflecting the perception of personal characteristics
child. It is carried out similarly to the previous one (usually for a parent, his child is unique and inimitable). Opinion exchange.
"Glomerulus"

Aimed at reflecting parental feelings towards the child.
Participants are asked to say the name sweet words, which is what a child is called in a family, while rolling the ball to each other. The exercise is repeated 2-3 times. Actualization of feelings.
“Why I love myself, why I scold myself”

Aimed at reflecting one's own feelings,
reflection of the relationship itself. Divide the sheet into two halves. And within 2-3 minutes, write approving and condemning statements into the columns. At the end of the exercise, analyze which column has more statements and which has fewer. Actualization of feelings. Discussion.
“What saddens me about my child is...”

Sent

reflection

perception

negative

personalities

child’s behavior and actualization of feelings.
The exercise is performed similarly to the previous one. Discussion.
“What I like about my child is...”

Aimed at reflection positive attitude to the child's personality and

reflection of parental feelings.

Within 2 minutes, participants write positive traits available to the child. At the end of the exercise, what was written is read out. Participants share their feelings and experiences.
"The Kite and the Lamb" (Position Selection)
The opportunity to feel and understand the emotional state of the parent and child in each role. Divided in pairs, the participants take turns in the “kite” and “lamb” positions. “Kite” is standing, and “lamb” is sitting. Any arbitrary topic is discussed. At the end of the exercise, the questions are discussed: “What does the “lamb” feel and what does the “kite” feel? “Which position is preferable?”, “Which position is the child most often in, which parent?”
“What makes you happy?”

Reflection of the positive emotional state parent
, child and updating the state of general emotional uplift. Reflection of parental feelings and feelings of the child. Participants are asked to answer the questions: “What makes you happy?”, “What makes your children happy?” To do this, divide a sheet of paper in half for each nomination. The exercise is performed for 5 minutes. Further, analyzing the coincidence of moments of happiness of children and parents, each participant answers the question: “Is common happiness possible?” Exchange of opinions and impressions.
"Pictogram"

Reflection on the nature of the relationship with the child.
Participants are asked to sketch associative images for the 10 words read: thunderstorm, joy, spring day, happiness, holiday, child, separation, grief, trouble, illness. Everyone pays attention to sharp lines in figures 1, 7, 8, 9, 10 and rounded, smooth lines in figures 2, 3, 4, 5. Special attention 6th picture - the shape of the lines indicates the attitude towards the child. Sometimes this nonverbal signal makes you think and, perhaps, discover something new about yourself and the nature of your relationship with your child. What is psychologically approved and accepted is expressed in smooth lines, what is disapproved and not accepted is expressed in sharp, angular lines.
"It is forbidden"

Reflection of the child’s feelings on parental prohibitions on the child’s needs

in knowledge of the surrounding world.
One of the participants - the “child” - sits on a chair in the center of the circle. The presenter, speaking about the stages of development of the child and his cognitive needs, alternately connects
with a scarf the hands (“you can’t touch”), the legs (“you can’t go there”), then the ears (“don’t listen, this is not for your ears”) and finally the eyes (“don’t look, this is not for children to watch”). . We often say: “Shut up!” (gagged). The presenter asks the “tied” how he feels. The statements of the parent - “child” allow other participants to understand, realize and empathize with all the negativity of parental prohibitions. Opinion exchange.
"Family Sculpture"

Reflection on family relationships
own feelings and emotional state. Acquiring emotional and sensory experience. Each participant is asked to create a sculpture of a family. Who do other participants help? Any number of characters significant to the “sculptor” can participate in the “sculpture”. The presenter sketches a diagram of the “sculpture” and designates each specific character, called a “sculptor”. Through questions: “Why did you put this or that character in this place?”, “What feelings do you experience in connection with this?” etc., it is possible to create conditions for the participant to feel and understand his relationship to family members.
"The Ideal Parent"

Reflection on your own feelings and the feelings of the child.
By choice, one parent is the “parent” and the other is the “child.” Since the “ideal parent” is such a huge thing, he should be on a pedestal. The “parent” stands on a chair. Any situation can be played out. For example, a child comes home having received a bad grade. A dialogue between “parent” and “child” begins. The group and the leader not only follow their conversation, but also pay attention to non-verbal signs: posture, gestures, body movements, facial expressions. After finishing the exercise, the participants in the dialogue answer the question: “What did everyone feel while in their role?”, “What experiences did you experience?”, “What did you think?” Discussion.
"Feel like a child"

Revival

of the past

emotional-sensual

experience.

Reflection

feelings.
Sit comfortably, close your eyes, remember your childhood: what it was like, what pleased you most, what offended you most. The exercise is performed for 3 minutes. After this, participants are asked to reflect on their feelings.
"Dialogue"

Reflection

feelings,

emotional

condition.
Exercise in pairs. Participants are asked to conduct a dialogue for 4 minutes, changing positions according to
signal. 1 min: standing with your back to each other; 1 min: one participant sits, the other stands; 1 min: participants change places: 1 min: participants sit opposite each other. After completion, participants analyze their state depending on the position of communication.
"I-statements"

Reflection of feelings, development of communication skills.
One participant is the “parent”, the other is the “child”. There is a dialogue about the fact that the child does not clean his room or often offends his brother (sister). Try to conduct a conversation starting a phrase not with “you”, but with “I”. Participants change places. There may be other topics of conversation. Discussion.
"Golden mean"

Reflection of the dominant
, or leading, principle (background) in the relationship with the child. Each participant lists in writing his requirements and prohibitions in relation to the child: 1st: “I forbid the child...” 2nd: “I allow, but I set conditions...” 3rd: “I do not allow, but sometimes I give in...” 4th: “I allow...” Participants analyze what dominates: prohibitions, restrictions, concessions or permissions.
"Paraphrasing"

Reflection

communicative

skills

actively

listen.
The technique of paraphrasing. Performed by a presenter with an assistant. The following situation is presented (this or any other): the daughter goes to a disco. Daughter: “I’m going. I don’t know when I’ll be back.” Mother: “Did you go to the disco?” Daughter: “Yes.” Mother: “Do you know when you’ll come?” Daughter: “I don’t know, well, when it’s over, then I’ll come.” Mother: “Okay, I’ll worry,” etc. The essence: returning in an affirmative form what the child told you through the “I-sense” message. Group discussion: “What’s going on 7”, “What contributed to effective communication?” Suggest repeating this technique in pairs. Exchange of impressions.
"Automatic reactions"

Reflection on habitual responses.
Rhea group is participating. A situation is proposed. The girl comes home and says: “Tanya doesn’t want to be friends with me anymore. Today she played and laughed
with another girl, but they didn’t even look at me.” Participants are encouraged to express their reaction to this situation in writing or orally. Each response is analyzed and relates to one or another automatic reaction (12 types).
"Listen no differently"

Reflection

diagnostics

erroneous

types

statements.
The group is offered several dialogues. Daughter: “I’ll never go to the dentist again!” I. Mother: Don’t make things up, we have a coupon for tomorrow, we need to finish treating your tooth. Daughter: “I can’t stand it anymore. Do you know how painful it was!” 2. Mother: “She’s not dead. In life you often have to endure. If you don’t treat, you’ll be left without teeth.” Daughter: “It’s good for you to talk. You weren't drilled like that! And in general, you don’t love me!” Mother: “Don’t be stupid.” Son: “Imagine, I missed the last two training sessions, and the coach kept me on the bench today.” 3. Mother: “Well, it’s okay, someone else needs to sit there too, and it’s his own fault.” Son: “Let someone else sit there, but I don’t want to.” This is unfair: Petrov is weaker than me, and he was put in to play!”
"Tete-a-tete." "Preferred outcome"
Acquiring new emotional and sensory experiences. Reflection of feelings with techniques and ways out of conflict situations. One of the participants is a “child”, the other five are “adults” (parents). "Child" in the room. “Parents” (adults) leave the room and receive instructions from the presenter about the method of verbal communication in a conflict situation with the “child.” The problem could be anything. For example, a child has not cleaned his room, a parent talks to him about this topic. The “parent” can conduct the conversation in a different strategy (position). “Child” answers him accordingly. Each of the five “parents” is given a specific position: a) Position of aggression (authoritarian style) For example, “parent”: “Why didn’t you clean it up? Be silent when your elder speaks to you. While I sing, feed you, dress you, be so kind as to tidy up!” b) . “0-position” is a position of indifference and alienation (“It’s your business, do what you want. You’re on your own, I’m on your own. These are your problems”) c). “Bribery” involves manipulation with the provision of certain benefits. For example, “If you..., then...” d). “Compromise” presupposes an agreement on mutual promises like “Let’s agree, I’ll do..., and you...”. D) “I-approach” involves a personal interest in a person with the use of “I-statements.” For example, “I feel like something is happening to you. How can I help"." I'm worry
for you". Participants play out these methods of communication in a conflict situation. After completing the exercise, each participant talks about the feelings, experiences, sensations that they experienced in their role. The group chooses the most constructive communication style from the five presented. The presenter briefly characterizes the communication style, naming it, and also describes the child’s possible reaction to the presentation of a particular position.
2.WARM-UP EXERCISES
These games are necessary for the presenter to keep the participants in working order. They are held at those moments when the participants are tired of sitting or the group work is carried out in lecture form and requires great concentration and attention. Typically these exercises include a lot of active movements: jumping, moving the head, arms, legs, etc. In these exercises, the leader usually demonstrates certain movements or pronounces words. The participants' task is to repeat everything after the leader.
Target:
activate, “warm up” group members, create a certain emotional mood in them, relieve tension that may arise in the initial stages of the group’s work. When interacting with parents of students, relaxation exercises are used during:  individual consultations;  parent meetings or other events;
"Rainbow"

Target:
relieving emotional stress.
Instructions:
Close your eyes. Imagine that there is a screen in front of you. On the screen you see a rainbow - the colors that you like. Each color has its own mood and feeling.
First

color
- blue. Blue can be soft and calming, like flowing water. Blue pleasantly caresses the eye in the heat. It refreshes you like swimming in a lake. What do you see when you think of blue? The next color is red. Red gives us energy and warmth. It's good to look at when it's cold. Sometimes there's too much red for us
angry. Sometimes he reminds us of love. What do you think when you look at the color red? Yellow color brings us joy. It warms like the sun and makes us smile. If we are sad and lonely, it cheers us up. What do you think when you look at the color yellow? Green is the color of nature. If we are sick or uneasy, green helps us feel better. What do you think when you look at it? Do you notice how different colors affect your mood and even your well-being? Try to see other colors too. Questions to analyze the state after the exercise:  What were your feelings during this exercise?  Which color most effectively affected your well-being and mood? In addition to special exercises, reminders are created for parents, which suggest possible ways self-regulation of emotional state. The need for relaxation exercises with parents is due to the importance of harmonization child-parent relationships, in connection with which it is necessary to: teach parents to communicate with children, taking into account the individual characteristics of each; to develop in them the ability to manage their emotions and feelings at critical moments. And this is difficult to achieve with the high workload of adults and their chronic fatigue. The teacher’s task is to teach parents to relax so as not to transfer their irritation associated with problems at work or with other people onto their relationship with the child.
Material for creating a memo for parents

How to help yourself?

Step one.

Most effective method acquiring relaxation skills - autogenic training, i.e. relaxing the muscles of the body, regulating cardiac activity, influencing the rhythm of breathing, etc. Take the “coachman’s pose”: sit on a chair, relax, tilt your head slightly forward, put your elbows on your knees, spread your legs. Say the following text: “I am completely calm. The heart beats steadily. Thoughts flow smoothly and slowly. I'm resting. I'm completely calm. Relax, calm down, rest. Let thoughts leave your head. Let your neck, chest and arms rest. Listen to yourself: warmth and light are already in you. They take away sorrows and bad moods. Listen to the silence. She is silent and tells you to rest.”
Step two.
After general relaxation, you can perform the following exercises. “Breathing” 1. Take a deep breath, slowly raise your arms up through your sides. 2. Exhale with an open strong sound “A-A-A”. 3. Inhale, arms up to shoulder level. 4. Exhale with a strong sound “0-0-0” (hug yourself by the shoulders, lower your head to your chest). Slow, deep breath. 6. Slow, deep exhalation with the sound “U-U-U” (put your hands down). “Fingers into a fist” Clench your fingers into a fist, thumb inside. Exhale calmly, at this time clench your fist. Then, releasing the compression, inhale. The exercise is performed simultaneously with both hands (5 times).
"The Scent of Roses"
Imagine a bouquet of roses and inhale the aroma of imaginary flowers, enjoying their scent.
"Sunbeam"
Imagine that your body is slowly “embracing” a warm ray of sunshine. It warms the head, face, neck, arms, legs. The beam moves, and wrinkles are smoothed out, tension in the back of the head, neck, and back disappears. You become calm and satisfied with life.
Step three.
Filming headache, if it exists.
"Rain"
Imagine that you forgot your umbrella at home. It started to rain. Warm, calm, pleasant. You feel good in the rain. Light drops fall on your head and shoulders. Feel the raindrops on yourself, while using your fingertips to gently touch your head, face, neck - either slowing down or speeding up the pace.

Step four

Down with unpleasant thoughts! "Drawing"
Take colored pencils and, without thinking, draw abstract lines with your left hand. Take a closer look at what you have, try to find the outlines of one or more objects among the lines. Color them and admire what you have created.
Step five

“Ears on top of your head!”
Physiological scientists have proven: on the ears there are many points associated with internal organs. By influencing them, a person is able to relieve physical pain, normalize the functioning of internal organs, and activate the body’s reserves for the body. aktivnyh life activity. Follow the following actions: With the index fingers of both hands, simultaneously pull the ears, starting from the top edge and gradually going down to the earlobes; Massage your earlobes first and then your entire ear. Finally, rub your ears with your hands.
"Deer"
Each member of the group must imagine themselves as some kind of animal, and then walk in an imaginary enclosure, trying to imitate the habits of this animal.
"Granny from Brazil"
All participants stand in a circle (facing the center of the circle). The presenter shows certain movements: jumping, movements with arms, legs, head, which are accompanied by the phrases “I have a grandmother in Brazil”, “She has such a leg”, “She has such an arm and her head on the side”, “She jumps and shouts: “I am the most beautiful grandmother in the world”, etc. Then all participants repeat these movements and words.
"Empty Chair"
Participants are divided into first and second. Participants numbered “one” sit in a circle, participants numbered “two” stand behind their chairs. One chair must remain free. The task of the participant standing behind the chair is to invite someone sitting to his chair with his gaze. A participant who notices that he is being invited must run to an empty chair. The task of the partner behind him is to detain him.
"Hurricane"
Participants sit in a circle, the leader goes to the center of the circle and invites everyone who has a certain characteristic (white
shirt, teeth brushed in the morning, black eyes, etc.). Moreover, if a participant has the named characteristic, he must change his place or become the leader. The presenter names only the sign that he uses. this moment possesses. When participants change places, he must take someone else's place. The participant left without a chair becomes the leader. If a participant cannot sit in a circle for a long time, he can say “Hurricane”, and then everyone sitting in the circle must change places
"Molecules" or "Brownian motion"
All participants gather in a tight group around the leader, close their eyes and begin to move chaotically in different directions and buzz: J-J-J. After some time, the presenter gives one signal, which means “silence and freeze”, two signals - “line up in a circle with your eyes closed”, and three signals - “open your eyes and look at the resulting figure.”
There is another version of the game.
All participants move freely to the music. At any moment, the leader can give a signal: “Gather in groups of 5 people (3, 7...)!” Participants need to quickly organize such groups by standing in a circle and holding hands. And so on several times, changing the number of people in groups (the number of atoms in a molecule). Participants form two circles (outer and inner), stand facing each other. The presenter asks: “Have you ever seen how deer say hello? Do you want to know how they do it?” This is a whole ritual: you rub your right ear against your partner’s right ear, then your left ear against your partner’s left ear, and at the end of the greeting you need to stomp your feet! After that outer circle is shifted by 1 person, and the ceremony is repeated. The movement continues until all participants “greet” each other like deer and take their starting position.
Attention!

exercise

fits

scattered,

few

familiar group, because people who don’t know him well may find it unpleasant

body contact.

"Kabuki Theater"
Participants are divided into 2 teams. The teams agree on who they will portray: a princess, a dragon or a samurai. The presenter shows the teams characteristic movements for a princess, dragon, samurai. Princess: curtsies flirtatiously; dragon: with a terrifying look, raising his hands up, he steps forward; samurai: makes a saber swinging motion. After the teams have chosen their role, the facilitator says:
“The princess enchants the samurai. Samurai kills the dragon. The dragon eats the princess." Then the teams line up in 2 lines opposite each other and, at the command of the leader, show the role they have chosen with a characteristic movement. The team whose role turns out to be the most advantageous receives one point. For example: Princess and samurai (the princess gets 1 point because she charms him). Samurai and Dragon (the samurai gets 1 point because he kills him). Dragon and Princess (the dragon gets 1 point because it eats the princess). Princess and Princess, Dragon and Dragon, Samurai and Samurai (no one gets a point). The team that scores the most points wins.
"Terribly beautiful drawing"
The group is divided into 2 subgroups. Each group is given a sheet of paper and one marker. It is suggested to draw a “beautiful picture”. After this, the drawing is passed on to the neighbor on the right, and he makes a “terrible drawing” from the received drawing within 30 seconds and passes it on to the next one. The next participant makes a “beautiful drawing.” This is how the whole circle goes. The drawing is returned to the owner. Discussion.
"Applause".
The presenter raises and lowers his hands. The higher (lower) the hands are, the louder (quieter) the participants clap their palms.
"Up the Rainbow"
“Participants are asked to stand up, close their eyes, take a deep breath and imagine that together with this inhalation they are climbing up the rainbow and exhaling, sliding down it like a slide. Repeated 3 times. After this, those interested share their impressions, then the exercise is repeated again with open eyes and the number of repetitions increases to seven times. Participants are told the purpose of this exercise is to regulate their own emotional state.
"Who grows faster"
Images of a baby, child, teenager, youth, and adult are shown. Participants, divided into 5 groups, describe
physical and mental changes occurring in a person. During the discussion, the participants’ attention is drawn to the fact that changes in a person’s physical appearance occur gradually, and only in adolescence does the process of a person’s physical growth sharply accelerate.
"Anchor"
Participants are asked to take a comfortable position and relax, remember a real situation that caused a feeling of joy. Then reproduce it in your imagination in great detail, remember the feelings that arose. Connect your thumb and index finger tightly. Repeat several times. The presenter explains that in the future, by squeezing their fingers into a ring, participants will be able to voluntarily evoke a feeling of joy and upliftment.
3. GAMES FOR PARENTS.

"Collect a phrase"
Each micro group receives a set of cards with parts of the phrase. It is necessary to restore the author's statement by reconstructing its meaning. The group then discusses the validity of the phrase and selects a member to speak at the meeting about the outcome of the discussion. Let's give some statements as an example. 1) “The art of being wise is the ability to know what not to pay attention to.” (W. James.) 2) “Independence is not received as a gift; in this capacity it is affirmed, and above all through actions, deeds, and the inveterance of duality.” (A. Markusha.) 3) “He who knows how to live can endure any HOW.” (Nietzsche.) 4) “There is no problem in which there would not be an invaluable gift for you. You create problems for yourself, because these gifts are extremely necessary for you” (R. Bach.) 5) “If your happiness depends on that. what someone else does or doesn’t do, then I guess you still have a problem.” (R. Bach.) 6) “There are no less miracles: a smile, fun, forgiveness - and the right word spoken at the right time. To own this is to own everything.” (A. Green.) 7) “If you don’t know where to sail, then no wind will be favorable.” (Seneca.)
“Finish the sentence.”

Each micro group receives sheets of paper with the beginning of the phrase. After consulting, you need to come up with your own version of its ending. Then the options are discussed and compared with the original. Examples of statements: “Being rude means...” [forgetting your own dignity|. N.G. Chernyshevsky. “Two forces most successfully contribute to the education of a cultured person...” (art and science). Are both forces united in... (book). M. Gorky.
"Switch places."
All participants sit on chairs placed in a semicircle. The presenter is standing. He says: “Change places, those who...” (options: loves his parents, loves his children, praises his child several times a day, thanks his child or parent several times a day; sometimes grumbles, etc.) . While the players change places, the leader tries to take an empty seat.
"I know 5 names"
(a variant of the children's "ball game "I know 5 names of boys, 5 names of girls..."). Parents should name (or write down): a). 5 names of their son's (daughter's) friends; b). 5 favorite activities of their son ( daughters); c). 5 least favorite activities of their son (daughter); d) 5 trips that aroused the greatest interest in their child.
"Funny ball"
The players, sitting in a circle, pass the ball, saying the rhyme: “Here is a funny ball running, quickly, quickly through your hands. Whoever has a funny ball will tell us something.” Each player who receives the ball tells everyone: - an instructive story from his life; - about a happy day; - about who helped him; - about what could not be; - about your favorite pastime.
"Compliments."

Participants stand in a circle. That. whoever has the ball in his hands says to someone. one of the game participants compliments him and throws him the ball. The second woman thanks him and then gives a compliment to someone else, a compliment. Moreover, a compliment is not only about appearance, but also about deeds. After the game, you need to find out which compliment you liked more than others.
"A cap

questions."
Each participant throws a note into the “hat” with two different types of questions (based on a text read, a movie watched, or personal impressions): a question for which I myself don’t know the answer, but would like to know; a question to find out the opinion of another about the text read, an event to compare it with your own. Everyone present answers the questions, approaching the “hat” one by one and taking out a note with a question. You can answer immediately or after some thought. During the task, the concept of “interesting” and “uninteresting” question and answer is well revealed.
"Answer Header"
The presenter asks a question (for example: “What is the most difficult thing in communication between children and parents?”), and everyone writes the answer on pieces of paper (you don’t have to sign it) and puts it in the “hat.” After this, the facilitator takes out the notes with the answers, reads them out, and the discussion begins.
"Recipe for Happiness"
Participants gather at tables in groups of four and come up with a “recipe for happiness.” After 5-10 minutes. players exchange “recipes”, discuss “recipes” proposed by others (during the discussion, they can adjust their own). After this there is a discussion of the results of the game. For example, the presenter can read the original “recipe for happiness” from Irina Belyaeva: “Take a cup of patience, pour a full heart of love into it, add two handfuls of generosity, sprinkle with kindness, sprinkle in a little humor and add as much faith as possible. Mix it all well. Smear it on a piece of your allotted life and offer it to everyone who meets you along the way.”
"Dreams"

Target:
develop solidarity and understanding, create an atmosphere of trust among participants and unite the group.
MATERIALS:
paper and markers.
H o d

games
: Invite participants to think for a few minutes about how each of them sees their future. Then exchange thoughts about your dreams or even draw them on paper. Next, let each participant determine which three specific things, actions, people can help, and which three will prevent him from achieving his dream, and what a person needs to do to make the dream come true. Note: This exercise works very well if you are creative in sharing your dreams. If it is difficult for participants to tell or draw their dream, then you can offer to depict the dream in the form of a sketch. Let the participants imagine how they can depict their dream. Any means of expression in a creative approach are preferable to spoken or written text.
"Circle of acquaintances"

Target:
to unite and liberate the training participants.
MATERIALS:
not required.
H o d i g r s:
participants stand in a circle. One of the players takes a step into the center of the circle, says his name, shows some movement or gesture, characteristic of him or invented, then returns to the circle again. All players repeat his movements, intonation, and facial expressions as accurately as possible. Thus, each of the participants will demonstrate their movement or gesture.
“Line up according to your height!”

Target:
overcoming barriers in communication between participants and their emancipation.
MATERIALS
: not required.
H o d i g r s:
Participants become a tight circle and close their eyes. Their task is to line up with their eyes closed according to their height. After all participants find their place, give the command to open their eyes and see what happened. After the exercise, you can discuss whether it was difficult to complete this task (how the participants felt) or not. Note: This game has several variations. You can give the task to build by eye color (from the lightest to the darkest - naturally, without closing your eyes), by hair color, by the warmth of your hands, etc.
"Confusion"

Target:
increase the tone of the group and unite the participants.
H o d i g r s:
participants stand in a circle and extend right hand towards the center of the circle. At the signal from the host, each player finds a “handshake partner.” The number of players must be even. Then all participants draw left hand and also find a “handshake partner” (it is very important that this is not the same person). And now the task of the participants is to unravel, that is, to line up again in a circle without separating their hands. The task can be complicated by prohibiting all verbal communication
"My couple"

Target
: determine the indicator of group cohesion.
H o d

games
: all group members must silently, with their eyes, find a mate. The presenter gives about half a minute for this, and then says: “Hand!” All participants must immediately point their hand at the person who is pairing with them. If it turns out that several group members are pointing at the same person, and other participants do not have a partner, or someone cannot find a partner, the experiment is repeated. What is important is not so much the result itself, when all participants unite in coordinated pairs, as the process: the group’s reaction to the “dropout” of one or more participants who were not chosen by anyone or who did not choose anyone; the reaction of the participants who thought that they had agreed with their partner on a mutual choice, and that partner chose someone else, etc. The highest indicator of group cohesion is its instant reaction to elimination, the exclusion of some members from its ranks and its sensitivity to emerging training participants felt alienated from the group.
"Snowball"
The first person in the circle (and this is the teacher) calls his name in the same way and with the intonation that he would like the rest of the participants to address him. The second repeats the name of the first and calls himself, the third repeats all the previous ones and adds his name, and so on. The teacher ends the game by repeating the names of all participants. At the same time, we can add that by calling each other by name, we do something nice for each other. Dale Carnegie states that "there is nothing sweeter to a man than the sound of his own name"
"Name in gestures"
Participants stand in a circle. Everyone must say their name, accompanying each syllable with some kind of gesture (dance, greeting, physical education, etc.). Everyone together repeats each person’s name and gestures.

"Name and quality"
Participants take turns saying not only their name, but adding some quality that characterizes their personality as a whole or their mood at the moment. Quality must begin with the first letter of the name. For example: “I am Tatyana, I am creative (or hardworking, or quiet, or patient).” Participants can show their creative side, approach the task with humor and give a more complex definition of quality, for example: “I am Tatyana, I have difficulty waking up in the morning (or I am anxious and suspicious).”
"Names in the Air"
Participants take turns writing their name in the air with their hand. Everyone repeats the spelling of the name, but with the other hand. You can ask to write the name with both hands at the same time.
"Business card"
Each participant writes his name on a piece of paper and “deciphers” it by letter, for example: Serious Active Playful Artistic
"My portrait".
Each participant depicts his “individual portrait” on paper, which may include the following components: - Name and its “decoding” by letter; - "My appearance"; - "I love…"; - “My abilities”; - "My desires". You can draw your features, describe them in words, or create a collage. The rubrics for the “portrait” are the same. When the participants complete the task, it is advisable to place all the “portraits” on the board, and then it will be very clear to see how diverse and unique the representations in the portraits turned out to be. It is advisable not to decipher the content of the rubrics for participants. Practice shows that if the presenter gives examples of the content of the rubrics, then the participants repeat the proposed semantic series. For example, the teacher explained: “In the “I love...” section, you can write people dear to you, favorite activities.” After that, everyone limited themselves to only listing loved ones and favorite activities. No preliminary
With the explanations of the presenter, the content of the sections becomes more spontaneous, diverse, and even more interestingly reflects the individuality of each person.
"Free microphone"
Participants take turns talking about themselves (first name, last name, where I work, interests, hobbies, life plans, something else I would like to say about myself). You can use an object as a “microphone” and pass it to each other. You can pass the word to someone else by throwing the ball.
"Mutual Introduction" ("Tell Me About Another")
Participants pair up. For 1 minute in each pair, the guys take turns telling each other about themselves. Then each participant introduces his partner to everyone.
"Palms"
Each participant traces the outline of their palm on a piece of paper. In the center he writes a name and on each drawn finger - its own distinctive quality, character trait. Then he passes the piece of paper to the neighbor on the right, and he writes some wish or compliment on the piece of paper around the drawn palm. So each piece of paper is passed around and returned to the owner with numerous inscriptions and wishes addressed to him.
"Finish the sentence"
Participants in a circle talk about themselves, continuing the sentence: “What distinguishes me is...”. In order for the guys to be attentive to each other, everyone must first repeat the statement of their neighbor on the right and only after that add their own proposal. For example: “Irina believes that her distinctive quality is her cheerful, cheerful character, but I believe that what distinguishes me is ...”
"I never …"
Participants sit in a circle with their hands on their knees. Everyone should say one phrase about themselves, starting with the words “I have never...”, for example, “I have never jumped with a parachute,” or “I have never hunted a bear,” “I have never tortured animals,” etc. . If one of the participants did not do this either, then he must bend one finger. When someone has 5 fingers bent, he puts one hand behind his back. If 10 fingers are bent, the participant quits the game. The one who has at least one uncurled finger wins. The main condition is to tell the truth.
You can stipulate some additional conditions, for example, not to name actions associated with gender or age differences, for example, “I never wore bows,” “I never babysat my grandchildren.” During the game, we expand our understanding of each other and get to know each other’s life experiences. At the same time, the game requires resourcefulness, flexibility of thinking, imagination, and ingenuity - after all, you need to come up with new types of activities without repeating the ones mentioned.
"Sight"
Participants stand in a circle. Everyone should look to find a mate. At the signal from the leader, the pairs change places. This way almost everything will change. All actions take place in complete silence. After some time, you can add one more condition: when moving from place to place, participants in pairs in the center of the circle must greet each other. The game promotes group cohesion and closer acquaintance thanks to the optimization of such a means of communication as eye contact.
“Personal associations” 1 option
Participants imagine themselves using associations: “If I were... a flower, then this would be...”, “If I were a weather condition, then this would be...”, “If I were a cartoon character, then it would be...” You can use one associative series (flowers, trees, vegetables, pieces of furniture, dishes, etc.), or you can invite the participant to choose any association himself.
“Personal associations” option 2
One participant becomes the leader. He goes out the door. Participants make a wish for someone from the group. The presenter must guess the name of the person the participants guessed. To do this, he asks association questions: - “If this were a book, what kind?” - “If it were music, what kind would it be?” etc. Participants respond by choosing associations. This game situation can be quite difficult for the leader, so you can “lead” in pairs.

"Seasons"
Participants must silently break into groups according to the seasons according to their date of birth. Then each pantomimic group depicts its own season, the task of the rest is to guess which one. The game not only deepens familiarity and group cohesion, but also trains non-verbal communication skills.
"Wishing Well"
Participants sit in a circle. The host suggests imagining that they are at a wishing well. Each participant in turn expresses his desire, ending the sentence: - “If I were..., then I would..., because...”
"Detectives".
All participants are “sleuths”. Each person draws the name of a group member by lot. This is the “suspect”. The task for the “detectives”: to draw up a verbal portrait of the “suspect” according to the plan: 1. Appearance. 2. Expressive behavioral features (gestures, gait, facial expressions). 3. Character traits with confirmation of the manifestation of at least some traits in typical situations. Over the course of several days, participants observe their “suspects,” but do so quietly. At the next lesson, the teacher first finds out who noticed the observations of “his detective.” Since this “detective” did not cope with his task - to be inconspicuous and unobtrusive, his “verbal portrait” is not heard. And the rest take turns reading out their “portraits.” The group guesses who they are talking about. This game develops attentiveness to each other, as well as observation, the ability to clearly and expressively describe the details of appearance and behavior.
"Good stream"
Participants stand in two lines facing each other, as if they were playing trickle, but they don’t have to hold hands. One participant walks between these rows from one end to the other. Each of the “stream” line must say something good to this participant or non-verbally demonstrate to him his good location, sympathy, approval.
This game can be made into a kind of ritual to complete the event, since at one time no more than two or three people will be able to pass through the “good stream”, and it is important that everyone experiences the sympathy of the “stream”.
"Rose and Thistle"
The presenter picks up any flower (“This will be a rose”) and some prickly object - a broom, thorn or cactus (“This will be a thistle”). Participants pass these objects around in a circle, accompanying this with the following words: “I give you a rose because you (should be a compliment), and I give you a thistle so that you never (should be a warning against anything bad, bad).”
"Give a gift"
Everyone gives their neighbor on the left an imaginary gift. He depicts this object with facial expressions, pantomime, and gestures. The recipient of the gift must guess what he received and thank him. Next, he comes up with and “passes on” his gift to the next participant.
«

Praise your friends" ("On the best side")
Participants write on separate pieces of paper in black their complaints about the behavior and feelings of people significant to them. For example, “I’m dissatisfied that …”, “I don’t like that …” and the like. When the list of grievances has been exhausted, you need to take any piece of paper and try to “turn” the complaint into praise, or at least find an excuse for your friend. Write the new wording in red on the other side of the piece of paper. For example, if it was: “I’m unhappy that the teacher gives me bad marks” (“I don’t like that Olya rarely comes to visit”), then on the back it appeared: “It’s good that the teacher is demanding, I’m forced to study more” (“ How good it is that Olya lives so full and interesting life, that he doesn’t even find time to come to me.”) When each card has become double, you need to stick all the small leaves on the top with red on a sheet of paper. Now you can re-read them and rejoice in the virtues of your loved ones. Kindness allows you to see any situation in the best light!
Games “Tie the Tie” or “Joyful Song”.
Participants in a circle. A ball of thread is passed around in a circle. The leader wraps the edge of the thread around his finger and passes the ball to the next participant, greeting
with his joyful song: “I’m very glad that Katya is in our group...”. The next participant winds the thread around his finger and sings a song to the neighbor on the right.
“Applause” or Exercise “Salute”.
Participants in a circle. Each participant in turn goes into the circle, says his name, if there is a participant with the same name, then he also goes into the circle. Everyone else greets them with a "salute" of applause. "Compliments." Looking into your neighbor's eyes, you need to say a few words to him, praise him for something, wish him something good. The exercise is carried out in a circle.
"Magical

glasses".
The presenter announces: “I want to show you magic glasses. The one who puts them on sees only the good in others, even what the person hides from everyone. Now I’ll try on these glasses... Oh, how beautiful, funny, smart you all are!” Approaching each participant, the presenter names one of his advantages. “And now I would like each of you to try on these glasses and take a good look at your neighbor. Maybe you’ll notice something you didn’t notice before.”
Exercise

"Mood".
Participants take turns choosing a pictogram depicting their mood. They talk about him. Game "Gift in a circle". A basket with small souvenirs is passed around the circle; each participant must greet his neighbor on the right, express his joy at meeting him and give a gift with his wishes.
"Magic Chair"
One participant sits on a chair, the rest compliment him.
"Creating a drawing in a circle."
Participants draw a picture on a piece of paper. On command, drawing stops, and the drawing is transferred to the neighbor on the right, who continues drawing further. This continues until the drawings go around the circle.
"I'm just like you"
The leader has the ball in his hands. The one who gets it throws it to anyone and, calling him by name, explains why he is the same: I am the same as you, because...” The one to whom the ball was thrown expresses agreement or disagreement and turns to the other participant.

Exercise "Pleasure"
Training participants are given sheets of paper and asked to write down 10 types of daily activities that bring pleasure. Then it is proposed to rank them according to the degree of pleasure. Then explain to the participants that this is a resource that can be used as an “ambulance” to restore strength. (Psycho-gymnastics) Goal: relieving stress and fatigue, creating an atmosphere of psychological and communicative comfort. For example: Participants in a circle. - If you are happy to meet us, smile at your neighbor. - If you liked it with us, then clap your hands. - If you often get angry, close your eyes. - If you express anger by slamming your fist on the table, shake your head; - If you believe that your mood depends on the mood of others, wink; - If you think you are in a good mood right now, spin around.
Pantomime warm-up. "Find a Pair"
- I will give you cards with the name of the animal written on them. The names are repeated on two cards. For example, if you get a card that says “elephant,” know that someone else has a card that also says “elephant.” - Please read what is written on your card. Make it so that only you can see the inscription. Now the card can be removed. Everyone's task is to find a match. In this case, you can use any means of expression, you just can’t say anything and “make the characteristic sounds of your animal.” In other words, everything we do, we will do silently. When you find your match, stay close, but remain silent, do not talk over each other. Only when all the pairs have been formed will we check what you have done.
“Touch to...”
- I will tell you what needs to be touched, and you will do it. - Touch the one who has blonde hair, who Blue eyes who has earrings. Touch the one who has red on his dress, who has a beautiful hairstyle...
"Traffic light".
All participants stand in a column one at a time, holding the torso of the person in front, with their hands clasped. At the leader’s command, everyone simultaneously takes a step or a small jump in accordance with the color:
Yellow – right Green – forward Red – backward.
“Yes or not?”
The players stand in a circle and join hands, with the leader in the center. He explains the task: if they agree with the statement, they raise their hands up and shout “Yes,” if they disagree, they lower their hands and shout “No!”  Are there fireflies in the field?  Are there any fish in the sea?  Does the calf have wings?  Does the piglet have a beak?  Does the mountain have a ridge?  Are there doors to the hole?  Does the rooster have a tail?  Does the violin have a key?  Does the verse rhyme?  Are there any errors in it?
Warm-up "Vegetables"
1 I suddenly wanted to cry, made me shed tears (onion) 2. Quickly pick red-cheeked (radish) into a bowl 3. Finally found a green one (cucumber) 4. Dig a little under a bush, it will come out into the light (potato) 5. A couch potato fell on its side ( zucchini) 6. Is the garden empty if (cabbage) grows there 7. Dark-skinned (eggplant) surprises the townspeople 8.3 and the tops, like a rope, can be pulled out (carrots) 9. Who, guys, are not familiar with white-toothed (garlic) 10 .Holds onto the ground tightly, does not want to get out (turnip.)
"The Thread That Ties"
Participants stand and pass a ball of thread around in a circle so that everyone takes hold of the thread. The handing over of the ball is accompanied by statements about what their impression of the meeting is and what they may wish for. When the ball returns to the leader, the participants pull the thread. The presenter draws attention to the fact that the sincerity of the answers and the friendly attitude of everyone made this meeting interesting and informative.
Leadership games.
During the organizational period of the group, it is necessary to identify leaders in order to subsequently facilitate the elections of parental self-government bodies.

"COACH".

Participants

necessary

build

carriage

present

of people. Foreign objects cannot be used. In

time

execution

tasks

presenter

necessary

observe

behavior

participants:

organizes

work,

to whom

others listen, who chooses what “roles” in the carriage.

The fact is that each “role” speaks of certain qualities

person:
 The roof is people who are ready to support at any moment in a difficult situation;  Doors - they are usually people who have good communication skills (who know how to speak and interact with others):  Seats - these are people who are not very active, calm;  Riders – those who know how to travel at someone else’s expense, are not very hardworking and responsible;  Horses are hard workers, ready to “carry” any work;  Coachman is usually a leader who knows how to lead; If a participant chooses to be a servant who opens a door or rides behind a carriage, such people also have leadership skills, but they don’t want (can’t) show them, they are more ready to provide rear support (or these are the so-called “gray cardinals”). After the carriage is ready, the participants sit in a circle, discuss how the games went, whether everyone found a place during the construction of the carriage, whether everyone felt comfortable, and then the leader explains to them the meaning of the “roles” that they chose. Note: if the group is led and assigned roles by one person, then the values mentioned above will not reflect the qualities of these people.
"TAKE A STEP FORWARD"
The players stand in a wider circle and are invited to take a step forward, but not everyone, but only 5 of all those standing. Then only 5, 3, 1. Believe that leaders - organizers and emotional leaders are immediately well identified.
"BIG FAMILY PHOTO."
It is suggested that the players imagine that they are all big family and everyone needs to take a photo together for the family album. You must select a "photographer". He should arrange for the whole family to be photographed. “Grandfather” is the first to be chosen from the family; he can also
participate in the arrangement of “family” members. No more instructions are given; the players must decide for themselves who should be who and where to stand. And you stop and watch this entertaining picture. The roles of “photographer” and “grandfathers” are usually taken on by people striving for leadership. But, however, elements of management and other “family members” cannot be excluded. It will be very interesting for you to observe the distribution of roles, activity and passivity in choosing a location. After assigning roles and arranging the “family members,” the “photographer” counts to three. On the count of three! Everyone shouts “cheese” in unison and very loudly and clap their hands at the same time.
"KARABAS".
The participants sit in a circle, a teacher sits with them and suggests the conditions for the game: “You all know the fairy tale about Pinocchio and remember the bearded Karabas-Barabas, who had a theater. Now you are all dolls. I will say the word “KA-RA-BAS "and I will show a certain number of fingers on outstretched arms. And you will have to, without agreeing, get up from the chairs, and as many people as I show fingers. The task of one is to conduct the game, the second is to carefully observe the behavior of the players. Most often, more than one gets up sociable people who strive for leadership. Those who get up later, at the end of the game, are less decisive. There are also those who first get up and then sit down. They form the “happy” group that does not get up at all. repeat the game 4-5 times.
Unity games.
Promotes team unity and develops trust.
"GLUE RAIN"
Children and adults stand one after another and hold on to the waist of the person in front. In this position they must:  Get up and get off the chair  Walk like a snake  Walk around a wide lake  Make their way through a dense forest
 Hide from wild animals. Throughout the game, participants should not detach from their partner.
"GAWERS"
To the accompaniment of cheerful music, children and parents walk in a circle, following the signal “Onlookers!” Everyone should clap their hands, turn around, hold hands and continue moving in a circle.
"THE BLOOMING BUD"
Children and parents sit on the floor and hold hands. You need to stand up smoothly. At the same time, without letting go of your hands. After which the “flower” begins to bloom (they lean back, holding each other’s hands tightly) and sway in the wind.
"BELL"
Children and adults stand in a circle, while inhaling, raise both hands up, connecting them in the shape of a bell as they inhale. Then. On the exhale. They throw it down synchronously, saying “Bom.”
"LET'S TIE THE KNOTS"
Participants are given threads 30–40 cm long. Parents tie their threads if they have something in common. This could be a professional aspect, a family aspect, external sign, favorite color, number of children, etc. As a result, one common thread is formed. Next, everyone talks about what united them into a common system.
"SONG IN A CIRCLE"
The presenter, together with the children, chooses a children's song familiar to everyone. Then, in a circle, everyone sings their line. The last verse is sung by everyone in chorus.
"MOUSE AND MOUSETRAP"
The required number of players is 5-6 people. Everyone stands in a circle, presses their legs and shoulders tightly against each other and hugs their waists - this is a “mousetrap” (or net). The driver is in a circle. His task is to get out of the “mousetrap” in every possible way: to find a “hole”, to persuade someone to move the players apart, to find other ways of acting, but to get out of the current situation.
Warning: 1. An adult makes sure that the mousetrap’s legs do not kick or hurt the mouse. 2. If an adult notices that the “mouse” is sad and cannot get out, he regulates the situation, for example: “Let’s all help the “mouse” together, relax our legs and arms, take pity on him.”
“YOU AND WE ARE ONE FAMILY.”
Participants stand up and perform actions based on the leader’s words: Together we are one family: me, you, he, she. We can't be sad together. (to these words, participants walk in a circle) Hug the neighbor on the right, hug the neighbor on the left. Together we are one family, together we cannot be bored. Pinch the neighbor on the right, pinch the neighbor on the left. Together we are one family, together we cannot be bored. Kiss the neighbor on the right, kiss the neighbor on the left... The pace gradually accelerates and new actions are invented.
"CATERPILLAR".
Participants stand one after another in a column, holding the neighbor in front by the waist. After these preparations, the presenter explains that the team is a caterpillar, and now cannot be torn apart. The caterpillar should, for example, show how it sleeps; how he eats; how to wash; how to do exercises; whatever comes to mind.
"ROPE."
All players stand in a circle, holding each other’s hands tightly in a “lock”. There is a rope with tied ends hanging between the first and second participants. The second participant, without separating his hands from the first, must thread the rope through himself like a hoop. The rope is now between the second and third participants, then the third repeats the actions of the second, etc. round. The main thing: while passing the rope through themselves, participants should not separate their hands. Rope length – 1 m.
"RACOON CIRCLES".
You need a strong rope, the ends of which are tied together (you get a ring). Participants take hold of the rope with their hands, distributing themselves evenly throughout the circle. Then they begin to carefully lean back, stretching to the sides
as long as they can keep their balance. Next, you can invite the participants:  everyone to sit down and then stand up;  release one hand;  send a wave along the rope (swing the rope). At the end of the game there is a discussion: did the participants feel each other’s support; did you try to help your neighbors? how careful they were; was there a feeling of safety (or, on the contrary, fear that you might fall), etc.
4. GAMES FOR PARENTS AND CHILDREN.

"Writing on a T-shirt"
Everyone knows that now everyone can choose a T-shirt to suit their taste and color. Some people, for example, with the help of information placed on a T-shirt, try to tell others about their life credo, their principles or hobbies. If a person takes off his T-shirt, will the inscription disappear along with it? Of course not. No matter what he is wearing, a person “broadcasts” this inscription with his entire appearance, style of communication, and attitude towards others. 1) Task for 3-4 small groups: Look carefully at the members of the group closest clockwise. “Read” and discuss the inscription on the chest of each of them, remembering, first of all, his
best quality, make a “copy” on a separate strip of paper. In this case, you do not need to sign who owns this plate. 2) Plates with “inscriptions on a T-shirt” are transferred to the group of “owners” of the inscriptions. Now the groups must decide which of their members each inscription is intended for. Participants take turns “introducing themselves” by reading their inscriptions and explaining why they chose this sign for themselves. 3) Participants are given the task to break groups and split into new ones, in which the “inscriptions on the T-shirts” of their members would be close in meaning. The number and composition of new groups is not limited. 4) Next, each newly formed group creates its own business card in a creative form, using its own inscriptions. 5) Collective analysis of the game. The content of the conversation becomes the feelings and emotions of the participants, the new things they learned about themselves and each other during the game.
"Building a house"
The lesson begins with an individual task: everyone draws on a piece of paper the house in which they would like to live. The “foundation of the house” necessarily contains “bricks” on which the basic life principles of the residents of the house are written. When everyone has drawn their own house, students form small groups. Members of one group are invited to “build” one house for everyone by cutting out the necessary parts from different drawings and pasting them onto one sheet. And finally, the groups are invited to “build” one house for everyone using the same principles. When the task is completed, the final project is presented, then all participants discuss whether they are satisfied with this project, whether their ideas were taken into account, and if not, why. Required materials: sheets of paper
,

h
preparing a schematic image of the house, colored markers, scissors (for each group), glue (for each group).
"The tree of Life"
We invite each participant to draw a tree of their life according to the following diagram:  The root is the purpose and meaning of your life;  The trunk is your idea of yourself today;  Branches - directions of self-improvement, self-development, what you want to change in yourself;  Fruits - qualities that you would like to have; desires that you want to realize. It is better if the trees are drawn on large sheets of paper (this can be the back of the wallpaper). Then, based on the results of the work, the “trees” are hung on the walls, and each participant “introduces” their tree. It turns out to be a “magic grove”. You can discuss with the guys the question: “What
did it turn out to be our grove? (cheerful, sad, kind, varied or monotonous). Each participant selects his own definition and substantiates it. If the teacher wishes, you can continue working with the “magic grove”. In order for the grove to develop in favorable conditions, certain rules can be established on the territory of this grove. After all, there are road signs: permitting, prohibiting, warning. What similar signs can be proposed to ensure that the humane rules of good neighborliness and mutual respect are observed, contributing to the prosperity of every tree in our grove? Assignments for participants: draw or explain in words possible versions of such signs: permitting, prohibiting, warning. You can create posters or rules of behavior “in the grove.” Thus on class hour You can move from the individual stage of work to the collective one.
5. ROLE GAMES

ON THE RESOLUTION OF CONFLICT SITUATIONS

Warm-up exercise “Associations”

Target:
to actualize the emotional layer of parents’ experience associated with conflicts, and thus prepare them for the role-playing game “Through the Looking Glass.”
Instructions:
“Please select verbal (verbal) and figurative associations for the word conflict. Write and draw them on a flip chart.”
Parents Associations:
Thunder and lightning; anger, rage, resentment; noise in the bee hive, cats scratching; explosion (2), fall; divergence of principles, heavy aftertaste, heaviness in the soul, broken heart.

Role-playing game “Through the Looking Glass”

Purpose of the game:
expand parents' awareness of their own contribution to the development of the conflict situation and develop a deeper, empathic understanding of the experiences of the other party involved in the conflict.
Instructions,

scenario

roles:
Please select a typical conflict situation with students in your school for which you would like to find more constructive solution(teachers choose). We will try to play it out in a role-playing game and look for other solutions to it. Tell us who is participating in it, when and where, what the conflict revolves around, what is the sequence of events (one of the teachers offers his story).” The teacher describes the situation and lists the characters in this story. The trainer addresses the group with the question: “Who would like to be participants in this role playing game? Several people respond. The teacher, who plays out his story, distributes roles between them, taking into account the wishes of the participants. Then the actual role-playing game begins.
“Say good words to Mishka”
Let's try to name good qualities of people. (Kindness, generosity, politeness, honesty, cheerfulness, intelligence, mutual assistance, sociability). Let's come up with some good words for our Bear. You are kind…. Then everyone in turn “turns into a bear,” and the rest of the participants say kind words to him in the role of the bear. Now think about what good qualities you have. We'll have a braggart competition. Everyone in turn should say as much good things as possible about themselves. -Who found it easy to name their good qualities? -Who found it difficult?
Let's

let's get up

circle,

let's take it

hands

let's say:

Very

good ones!" - first in a whisper, then in a normal voice and shout.

"Pump and Ball"
One of the participants becomes a pump, the others become balls. “Balls” stand with their whole body limp, on half-bent legs. The body is tilted forward, the head is lowered. When the “pump” begins to inflate the balls, accompanying its actions with sound, the children begin to slowly straighten up, puff out their cheeks, and raise their arms. The balls are inflated. The presenter pulls out the pump hose and the children
Making the sound “sh-sh-sh”, they return to their original position. Can be repeated several times.
“Where do my feelings live?”
All our feelings live inside us. Feelings live in us: joy, sadness, interest, fear, anger, love. Each feeling lives in its own home. Before you is the silhouette of a human figure. We will now try to determine exactly where your feelings live. Imagine that you are now very angry with someone or something. Try to feel your anger with your whole body. Feel where your anger is located in your body? How do you feel about it? Maybe she's like a fire in her belly? Or do your fists itch? Use a red pencil to shade the area where you felt angry. Imagine that you are afraid of something. What might scare you? Introduced? Where is your fear? Shade this area with a black pencil. Now remember why you are sad? Where is your sadness? Take a blue pencil and color in this area. Imagine that you are now very happy about something, you feel at ease and have fun. Where does your joy live? Shade this area with a yellow pencil. Remember those you love? How does this make you feel? Where did you feel love, where does it live in you? Take a green pencil and shade this area. Let's see what we got. All figures are different. Why? Conclusion: we are all very different and feel differently too.
6. RITUALS FOR COMPLETING GROUP WORK

"Present"

MATERIALS:
each participant receives a set of sheets in a quantity that is one less than the total number of participants; pencil. All members of the group anonymously give each other imaginary gifts, as if the giver's capabilities were unlimited. Everyone writes the names, names, designations, characteristics and quantities of those things, objects, objects, phenomena that they want to give to this particular participant. Gifts are not signed by the giver. Then the presenter collects the gifts and puts them in separate sets, not handing them over to the recipients until the gifts for everyone have been collected. Then the gift baskets are distributed. Participants study the contents of the notes for some time.
Discussion of the results can result in a free exchange of impressions. The participants make their own conclusions, guesses, and considerations related to the nature of the gift given to each other.
"Envelopes for good wishes"

MATERIALS
: sheets of paper and markers for each participant. Ask participants to write their initials in the upper right corner of the paper (you will sign yours too). Each participant writes a short line with which the poem will begin, passes his piece of paper to his neighbor on the left, and he writes his own line that continues the poem. After everyone writes one line on all sheets of paper, the completed poem is returned to the author of the first line. After all the poems have been written, read yours. Then ask who else wants to read their poem.
7.

HOMEWORK FOR PARENTS

"Feel the Baby"
Parents are invited to feel the moments of his various experiences in everyday communication with the child and name them when addressing the child. For example: “You are upset...”, “You are happy...”
“What do the children owe us?”
Notice how many times the word “should” was said during a conversation with the child. Feel how the child reacts to the word “should” - try to replace this word with another, note the reaction.
“How accepting are you of your child?”
Over the course of 2-3 days, count how many times you addressed your child with emotionally positive statements (joy,
welcome, approval, support) and how many - with negative ones (reproaches, remarks, criticism, accusation, etc.) If the number of positive ones is equal to or greater than negative ones, then everything is fine with communication.
"Joyful Meeting"
Imagine meeting best friend. How do you show that he is near and dear to you? Now imagine that this is your child coming home from school, and you show him that you are happy to see him. Now this must actually be done before all other words and questions. It would be good to continue this meeting in the same spirit for a few minutes.
"I-message"
Try speaking in first person. Report about yourself, about your experience, rather than characterizing the child and his behavior.
"You are dear to me"
Hug your child at least 4 times a day (the usual morning greeting and goodnight kiss do not count). It’s a good idea to do the same for adult family members. Pay attention to your child's reactions and your own.
List of used literature
1. Borzova L.P. Games for history lessons. M.Izd. VLADOS-PRESS.2001. 2. Vakulenko V.A., Ukolova I.E. Interactive learning in law lessons. // Methodological manual on interactive methods of teaching law at school. M. Ed. house "New textbook". 2002.S. 4- 122. 3. Education difficult child. Children with deviant behavior. Educational and methodological manual. /Ed. M.I. Rozhkova. M. VLADOS. 2001. 4. Erokhina M.S. Didactic material in the course "Man and Society" (8th grade). Pskov. Ed. POIPKRO, 1994. 5. Education of individuality: Educational and methodological manual / Ed. E.N. Stepanova. M. Sphere shopping center. 2005. 6. Lopatina A., Skrebtsova M. 50 lessons about the meaning of life (For classes with middle-aged and older children) M. Amrita-Rus. 2003.
7. Lopatina A., Skrebtsova M. 600 creative games for big and small.) M. Amrita-Rus. 2004. 8. Human rights education. Practical guide for primary and secondary schools. M.1990; UN, New York, 1998. 9. Furmanov I.A. Psychology of children with behavioral disorders. M. VLADOS. 2004. 10. Shchurkova N.E. Classroom guide: game techniques. M. 2004. 11. Shchurkova N.E. Applied pedagogy of education. SPb. Peter.2005.

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How to turn a parent meeting into a parent meeting. Scenario for a parent meeting in the form of a round table “Is the game fun? Game meeting for parents

(younger age)

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