Games with rules for older preschool children

“The place of play in the education of a preschooler”

“The place of play in the education of a preschooler”

Target:

contribute to the effectiveness of the pedagogical process.

Structure of the abstract.

1. 1. The role of play in the development of preschool children.
   2. Real relationships between children in a play situation.
   3. Games for the prevention of psycho-emotional stress in preschoolers.
   4. Conclusion.

Methodological material:

summary of the conversation, selection of games for the prevention of psycho-emotional stress in preschoolers.

1.The role of play in the development of preschool children

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In play activities, the mental qualities and personal characteristics of the child are most intensively formed. The game develops other types of activities, which then acquire independent meaning. Gaming activity influences the formation of arbitrariness of mental processes. Thus, in play, children begin to develop voluntary attention and voluntary memory. The conscious goal (to focus attention, remember and recall) is highlighted for the child earlier and is easiest in the game. The very conditions of the game require the child to concentrate on the objects included in the game situation, on the content of the actions being played out and the plot. If a child is inattentive to what the game situation requires of him, if he does not remember the conditions of the game, then he is simply driven out by his peers. The need for communication and emotional encouragement forces the child to focus and remember.

The gaming situation and actions in it have a constant influence on the development of the child’s mental activity. In the game, the child learns to act with a substitute object - he gives the substitute a new game name and acts with it in accordance with the name. The substitute object becomes a support for thinking. Based on actions with substitute objects, the child learns to think about a real object. Gradually, playful actions with objects are reduced, the child learns to think about objects and act with them mentally. Thus, play greatly contributes to the child’s transition to thinking in terms of ideas. In play activities, the child learns to replace some objects with others and take on different roles. All this contributes to the development of imagination.

By capturing the child and forcing him to obey the rules corresponding to the role he has assumed, the game contributes to the development of feelings and volitional regulation of behavior.

Game as a leading activity is of particular importance for the development of reflexive thinking (the ability to analyze one’s own actions, actions, motives and correlate them with universal human values, as well as with the actions, actions, motives of other people), since in the game there is a real opportunity to control how an action is performed that is part of the communication process. Thus, when playing hospital, a child cries and suffers like a patient, and is pleased with himself as a well-performed role. The dual position of the player - performer and controller - develops the ability to correlate his behavior with the behavior of a certain model. In a role-playing game, prerequisites arise for reflection as a purely human ability to comprehend one’s own actions, anticipating the reactions of other people.

2. Real relationships between children in a game situation.

There are two types of relationships in the game - gaming and real. Game relationships are relationships based on plot and role. So, if a child took on the role of Karabas Barabas, then, in accordance with the plot, he will be exaggeratedly angry towards children who took on the roles of other characters in A. Tolstoy’s fairy tale “The Adventures of Pinocchio, or the Golden Key.”

Real relationships are those of children as partners, comrades doing a common task. Children agree on the plot, distribute roles, discuss questions and misunderstandings that arise during the game.

In play activities, certain forms of communication between children develop. The game requires from the child such qualities as initiative, sociability, and the ability to coordinate his actions with the actions of a group of peers in order to establish and maintain communication. Interest in a peer's game leads to attempts to establish certain relationships. The first forms of relationships are manifested in the child’s desire to get closer to another child, to play next to him, in the desire to give up part of the space occupied for his own play, in a timid smile given to another at the moment when the children meet their gaze.

In playing together, children learn the language of communication, mutual understanding and mutual assistance, and learn to coordinate their actions with the actions of others. In the game there is an exchange of experience. Children learn from each other and turn to adults for help. As a result, games are becoming more diverse.

Real relationships between children can arise before the game, when children are just negotiating with each other, but they can take place in a hidden form and during the game itself. They may coincide with the possible logic of plot relationships. For example, the initiator of the game of airplanes and traffic controller, by offering this game, becomes a traffic controller. In this case, in the game itself, by right of his role, he gets the opportunity to lead other children. But real relationships between children may not correspond to the logic of plot relationships. For example, the initiator of the game takes on a subordinate role (depicting one of the aircraft of the squadron) and obeys the child, who plays the role of a traffic controller.

Game relationships can be complicated by real ones if the initiator of the game takes on a subordinate role, but actually continues to lead the game.

When children start playing, their individual characteristics are revealed. One shouts demandingly: “I will be in charge! I!" Others calmly accept this desire. However, there may be someone who will not be satisfied with such a statement. In this case, a conflict arises. A child who is dissatisfied with the distribution of roles may categorically refuse to participate in the game: “I won’t play with you. And that’s it!” But he can also displace the contender for first place: “Come on! Come here everyone! I will be in command"

If the children fail to agree among themselves, the game falls apart. Interest in the game and the desire to participate in it lead to the fact that children make mutual concessions.

3. Games for the prevention of psycho-emotional stress in preschoolers

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The purpose of the games: prevention of psycho-emotional stress in preschoolers. Objectives: 1. Relaxation, reduction of muscle tension and fatigue. 2. Development in children of the ability to recognize their emotions and recognize the mood of their peers.

3. Nurturing friendly relationships in the children's team. 4. Formation of teamwork skills and group cohesion. 5. Development of positive emotions.

1. “We won’t tell you where we were, but we’ll show you what we did.”

Rules of the game

: A driver is selected from among the children. He goes out the door, and the teacher and the children come up with a re-enactment of some action (washing in the bathroom, drawing, picking berries in the forest, making a phone call, washing the floors, putting on lipstick, playing ball, getting dressed, combing your hair, eating). Each show is preceded by the famous phrase: “We won’t tell you where we were, but we’ll show you what we did.” When the driver returns to the group, the teacher and the children silently show the intended action. He needs to guess what his comrades are doing. Then a new driver is selected and the game continues. 2. “Find out who called?”

Rules of the game:

The driver is selected. He stands at the end of the room and closes his eyes. One of the participants calls his name. The driver needs to guess who called him. If he guesses right, then the comrade who called him becomes the driver himself. If not, he drives again. 3. “The sea is rough”

Rules of the game:

The teacher invites the children to play with the sea waves. Children need, at the teacher’s command, to freeze in place, showing some figure (animal) or object. The teacher commands: “The sea worries once, the sea worries two, the sea worries three, the sea figure freezes in place.” Children freeze, depicting the inhabitants of the sea. The driver must guess what was planned.

4. Velcro

Rules of the game:

2 drivers are selected from among the children. All the children walk around the room to cheerful music. The drivers, holding hands, try to catch their peers, while they say: “I’m a sticky stick, I want to catch you.” The “Velcro” take each caught child by the hand, joining him to their “Velcro” company. Then they all catch the other children together.

5. "The Fox and the Chickens"

Rules of the game:

The teacher becomes a fox, and the children become chickens. While the “fox” is sleeping, the “chickens” are pecking grains, running, flapping their wings - with their arms. The awakened fox tries to catch the chickens, and they run away into the house. The chicken that is caught becomes a fox and the game continues.

The game can be used while walking.

6. "Golden Gate"

Rules of the game:

two children stand side by side, holding hands, and raise their hands up. The result is “collars”. The rest of the children stand in pairs one after another and join hands. The resulting chain should pass under the gate. "Vorotiki" pronounce:

Golden Gate

They don't always miss!

Saying goodbye for the first time

The second one is prohibited

And for the third time

We won't miss you!

After these words, the “collars” sharply lower their hands, and those children who were caught also become “collars.” Gradually the number of “gates” increases, and the chain of people passing through decreases. The game ends when all children become "gates".

The game can be used while walking.

7. “Uncle Tryphon”

Rules of the game:

children stand in a circle and join hands. The teacher becomes the driver and stands in the center of the circle. The teacher and children walk in a circle and chant the words:

"Like Uncle Tryphon

There were seven children

Seven sons

They didn't drink or eat

Everyone looked at each other.

At once they did as I did!”

At the last words, everyone begins to repeat the movements of the driver. The one who repeated the movements best becomes the new driver, and the old driver turns into an ordinary player.

4.Conclusion.

Play is undoubtedly the leading activity of a preschooler. It is through play that a child learns about the world and prepares for adult life. At the same time, play is the basis for a child’s creative development, the development of the ability to correlate creative skills with real life. The game acts as a kind of bridge from the world of children to the world of adults, where everything is intertwined and interconnected: the world of adults influences the world of children and vice versa.

All types of games have a positive role in developing readiness for school and educating a future student, but role-playing games occupy a special place.

In role-playing games, mental processes develop and the qualities necessary for subsequent studies at school are developed. These games are crucial for the formation of the immediate prerequisites for educational activities.

In role-playing games, the child learns to consciously obey rules that easily become internal to him. All this is of particular importance for the formation of prerequisites for educational activities. During the transition to school education, this ability makes it possible to subordinate the child’s activity to the educational task and educational goals. It should be emphasized that it is in role-playing games according to the rules that the child begins to pay attention to the method of achieving the result, and not just to the result itself.

Bibliography

1. Geytsi E.D. The problem of preparing children for school as one of the aspects of education reform // Modern problems of science and education. Electronic scientific journal, 2005, No. 2 - www/science-education.ru/39-1478.
2. Kozlova S.A. Preschool pedagogy: a textbook for students. avg. prof. educational institutions / S.A. Kozlova, T.A. Kulikova. – 8th ed., erased. – M.: Publishing House, 2007. – 416 p.
3. Korotkova N.A. Story-based game for older preschoolers (5-7 years old) //Child in kindergarten, 2006, No. 5.- P. 83.
4. Mikhailenko N.Ya., Korotkova N.A. Organization of a story game in kindergarten. – M.: Linka-Press, 2009. – 96 p.
5. Nemov R.S. Psychology. Textbook for higher education students ped. textbook establishments. In 3 books. Book 2 Educational psychology. – 2nd ed. – M.: Education: VLADOS, 1995. – 496 p.
6. Novikov G. Psychological and pedagogical readiness of a child for school // Preschool education, 2005, No. 8.- P. 95-100.
7. Elkonin D.B. Psychology of the game. – 2nd ed. – M.: Education, 1999. – 300 p.

Comparative analysis of a game with rules and a role-playing game

It has been experimentally proven that by the end of the third year of life, children are able, in joint activities with an adult, with a directed organization of the subject environment, not only to master actions according to the rules, but also to apply them then in independent activities, joint with other children. The importance of models for the development of a child’s play activity was emphasized by A.V. Zaporozhets: “The problem of the relationship between the development of play forms, play patterns, play traditions and the child’s creativity, independence, and transition from one to another has not been sufficiently studied” [60].

Table 3

Comparative analysis of a game with rules and a role-playing game

Collaboration, formed within the framework of games with rules, at the beginning of preschool age is characterized by voluntariness, coherence, and the absence of conflicts over breaking the rules. However, the rule does not yet appear to the child as mandatory, generalized control. Awareness of the rule, obedience to the rule is a line that develops throughout preschool age. If compliance with the rule at the beginning of preschool age is associated with emotional pleasure from repeated joint actions, then at an older age it is associated with the desire to ensure agreement and equality of rights of each participant to win. Contradictions arising in connection with violation of rules can lead to conflicts, and the situation of mismatch becomes personally significant. The identification and awareness of conditional rules, the ability to explicate them, appears, according to studies of the genesis of play with rules, towards the end of preschool - beginning of school age. Children are exposed to the mandatory and universal nature of the rule, which allows for fair regulation of relations between participants.

The cyclical, complex structure of an expanded game with rules requires the child to develop arbitrariness and the ability to control the actions of another, to understand the transitions from one game cycle to another, with the establishment of initially equal positions for the players. The experience of mutual normative regulation of behavior in games with rules is one of the core achievements of preschool age. The attitude towards the rule as a norm, the concept of justice as the basis for regulating relationships creates the foundation for the moral development of the individual. Playing with rules contributes to the development of this type of regulation, where “everyone acts as a subject and as an object of normative requirements that are common to all members of a given community” [91].

Formation of relationships in the play of children of primary, middle and senior preschool age

Tamara Gruzinova

Formation of relationships in the play of children of primary, middle and senior preschool age

Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character. The whole life of a preschool child is permeated with play ; this is the only way he is ready to open himself to the world and the world for himself.

Play is the leading activity of a preschool and one of the important means of comprehensive education of preschool children . Play affects all aspects of a child’s personality and regulates relationships in children’s groups. Play is a way of learning social experience and developing relationships .

The development of relationships between children has its own age stages associated with the child’s mastery of the ability to live in the society of children .

In the first younger group, children do not know how to communicate with each other; a peer is perceived as an interesting moving object. By imitating an adult, children borrow from him forms of behavior when communicating with other children.

In the second junior group, understanding their capabilities is carried out through practical activities.

The main content of the game is actions with toys and substitute objects. The game duration is short. Over time, joint games acquire elements of cooperation, which are manifested in the establishment of emotional, selective contacts with peers, in the unification of children based on a common gaming interest. The child develops a subjective attitude towards a peer as a partner in joint activities, without whom “playing is not interesting”
(photo 1)
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The first play associations are created, children are united in small groups, the gender composition is dominated by “pure” ones.

micro-unions,

but they are, in most cases, unstable in nature (photo 2, 3)

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The child’s awareness of himself as a subject of joint activity is intensively developing, especially in role-playing games. In them, the child begins to focus not only on the plot, but also on his peer, his area of ​​interest, his level of capabilities and skills. Children a desire to establish cooperation to achieve a common result (photo 4.5)

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Games with rules at this age are just beginning to take shape (photo 6)

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Collective games are also of great value. Playing together is a new education; in playing with other children, new relationships arise, where they express their judgments and desires. The game teaches joint, collective action, develops the ability to control oneself. In the second younger group, the first such games are construction games (photo 7)

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For most children of this age, it is incredibly difficult to behave in a friendly, kind manner towards other children, and to achieve any results together. Children who have already mastered this skill are often unfairly strict with those who lag behind them, so conflict may arise play

The main requirement for a peer before accepting him into a joint game is mastery of game operations. Children determine their attitude towards a peer emotionally rather than rationally, assessing the actions of the other. The source of value judgments, and ultimately evaluative attitudes, are adults. Younger preschoolers often turn to them to clarify the rules of interaction . At the end of the 4th year of life, relationships between children become more stable. Some likes and dislikes are more noticeable.

In the middle group, joint role-playing games are being developed, during which children are drawn into a new system of relationships.

At this age , a deep qualitative restructuring of the child’s relationship with his peer occurs, the other child already becomes the subject of constant comparison, and in the process of this comparison, not similarities are sought, but a contrast between oneself and another occurs. That is why middle preschool age is characterized by increased conflict in children, taking into account the fact that they still do not always know how to resolve them.

Children of senior preschool age are very willing to unite in various types of activities: games, work, doing things together on a walk, etc. Some children develop special, friendly relationships, characterized by the fact that children prefer specific peers, want to play, communicate with them more than with others.

These independently emerging children's associations are very valuable, as they indicate a certain social growth of preschoolers , their moral development, and desire to assert themselves. However, the self-affirmation of individual children should not be opposed to other children's associations or the group as a whole, since the social nature of the life of pupils makes it necessary for the existence of friendly, benevolent relationships among all children .

Role-playing play plays a leading role in the formation of positive relationships among children and the formation of positive moral qualities of an individual of senior preschool age . In the process of role-playing games, conditions are created for further strengthening the moral ideas, feelings, and qualities of children that were formed in everyday life . Joint play activities stimulate the development of organization and responsibility of each child.

In the game, it becomes clear : how the child feels about the successes or failures of his partners in the game , whether he enters into conflicts with other participants in the game, whether he knows how to restrain immediate impulses , whether he is ready to help a friend, whether he is attentive to other participants in the game, how accurate he is in fulfilling the role.

In role-playing games, favorable conditions are created for the formation of relationships between children .

The positive qualities of children shown in the game serve as the basis for the formation of friendly relationships in which such personality traits of children as kindness , patience, courage, and the ability to resolve conflicts develop. In a peer group, a certain public opinion is formed mutual assessment , which has a great influence on the development of the child.

relationships with peers largely depend on his living conditions in the family and the pedagogical position of his parents. At the moment, the most pressing problem of the moral education of preschoolers is the formation in the child of a humane attitude towards others, the need to be useful and kind, and the willingness to use all his abilities.

But practice shows that some parents experience difficulties in the process of raising a child; they need significant help from teachers in order to improve their pedagogical culture, specific knowledge about the characteristics of a child of a particular age , about the content and methods of education.

A close connection between parents and teachers, their skillful guidance in the development of a child’s social competence and the formation of his morality is an important and necessary condition for raising a comprehensively developed, creative, humane personality.

Relationships between children during games

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Children's relationships during games often project the behavioral realities of adults onto themselves. The child acts as a kind of indicator of the older generation. Such manifestations are especially pronounced during play incidents with daughters and mothers, as well as when taking on professional and official powers. Game processes have a beneficial effect on the course of team-friendly relations.

Even at a tender preschool age, various inclinations begin to appear. Such as leadership and organizational skills. From the games it will become clear what temperamental and natural preferences are. It’s easy to detect over-zealousness or over-activity. To find out what qualities are inherent in a child, you just need to take a closer look at the game’s favorites.

It is worth considering that it is typical for infants and children under three years of age not to give away their toys, and also not to get along with other children. It is also necessary to realize that in a large family, socialization occurs faster. An only child can have a more difficult and difficult time getting used to society.

Games to develop interpersonal relationships

Card index of games aimed at developing positive communication skills with peers in preschoolers

On the bridge

Goal: development of communication skills, motor dexterity.

Number of players : 2 teams.

Game description : an adult invites children to cross the bridge across the abyss. To do this, a bridge is drawn on the floor or on the ground - a strip 30-40 cm wide. According to the condition, two people must walk along the “bridge” from both sides towards each other at the same time, otherwise it will turn over. It is also important not to cross the line, otherwise the player is considered to have fallen into the abyss and is eliminated from the game. The second player is eliminated along with him (because when he was left alone, the bridge turned over). While two children are walking along the “bridge,” the rest are actively “cheering” for them.

Comment: when starting the game, children must agree on the pace of movement, monitor synchronicity, and when they meet in the middle of the bridge, carefully change places and reach the end.

Tiger Hunt

Goal: development of communication skills.

Number of players: at least 4 people.

Necessary equipment: small toy (tiger).

Description of the game: children stand in a circle, the driver turns to the wall and counts to 10. While the driver counts, the children pass the toy to each other. When the leader finishes counting, the child who has the toy covers the tiger with his palms and stretches his arms forward. The rest of the children do exactly the same. The driver must find the tiger. If he guessed right, then the one who had the toy becomes the driver.

Comment: Autistic children may have difficulties while playing, so they can first be allowed to take a closer look at how other children play.

You can train children in the ability to restrain emotions and not show them outwardly. This is quite difficult for preschool children. But this can be taught in a playful form (games like “The Sea Is Worried...”, “Princess Nesmeyana”).

Twins

Goal: development of communication skills, the ability to coordinate your actions, development of graphic skills.

Number of players: multiple of two.

Necessary equipment: dressing bandage, large sheet of paper, wax crayons.

Game description : children break into pairs, sit at the table very close to each other,

then they tie the right hand of one child and the left of the other from the elbow to the hand. Each person is given a piece of chalk.

Crayons should be different colors. Before starting drawing, children can agree between

themselves that they will draw. Drawing time: 5-6 minutes. To complicate the task, one of the players can be blindfolded, then the “sighted” player must direct the movements of the “blind” one.

Comment : In the early stages of the game, time restrictions can be removed so that players can gain experience interacting in pairs without outside interference. During the game, an adult can accompany the actions of the participants with comments about the need for an agreement in pairs to achieve a better result. After the game, children have a conversation about their

the sensations that arose during the drawing process, whether they were comfortable, what bothered them and what helped them.

Glomerulus

Goal: development of communication skills.

Number of players: group of children.

Necessary equipment: a ball of thread.

Description of the game: children sit in a semicircle. The adult stands in the center and, winding a thread around his finger, throws a ball to the child, while asking about something (what is your name, how old are you, what do you like). The child catches the ball, winds the thread around his finger, answers the question and asks a question, passing the ball to the next player. If the child finds it difficult to answer, he returns the ball to the leader.

Commentary: This game helps children see the common connections between them, and helps adults identify which of the children have communication difficulties. It will be useful for children who are not sociable, and it can also be used in groups of unfamiliar participants.

A child can also be chosen as the leader.

When all the participants are connected by a thread, the adult should fix their attention on the fact that all people are somewhat similar and this similarity is quite easy to find. And it's always more fun when you have friends.

Mirrors

Goal : development of observation and communication skills.

Number of players : group of children.

Game description : the leader is selected. He stands in the center, the children surround him in a semicircle. The presenter can show any movements, the players must repeat them. If the child makes a mistake, he is eliminated. The winning child becomes the leader.

Comment: it is necessary to remind children that they are a “mirror” of the leader, that is, they must perform movements with the same hand (leg) as him.

Cooks

Goal : development of communication skills, a sense of belonging to a group.

Number of players : group of children.

Description of the game: all children stand in a circle - this is a “pan” or “bowl”. Then the children agree on what they will “cook” - soup, compote, salad, etc. Everyone comes up with what it will be: potatoes, meat, carrots or something else. The presenter is an adult, he shouts out the names of the ingredients. The person named jumps into the circle, the next component takes his hand, etc. When all the children are back in the same circle, the game ends, you can start preparing a new “dish”.

Comment: it is good if the presenter performs any actions with the “products”: cutting, crumbling, salting, pouring, etc. You can simulate boiling and stirring.

This game helps relieve muscle tension and stiffness through a light imitation massage.

Island

Goal: development of communication skills, overcoming tactile barriers.

Number of players : four, or a multiple of four.

Necessary equipment : newspaper.

Description of the game: an unfolded newspaper is placed on the floor, on which four children stand. Then the newspaper is folded in half, all children must stand on it again. The newspaper is folded until one of the participants can stand on the newspaper. During the game, children must understand that to win they need to hug - then the distance between them will be reduced as much as possible.

Comment: this game helps children overcome shyness before physical contact, removes their “muscular armor”, and makes them more open. This is especially important for withdrawn and timid children, as well as for children who have suffered some kind of trauma.

The game will be more interesting if children act on command. In other words, they must stand on the newspaper after a certain signal, and between them they can move freely around the room. After the children stand on the newspaper, the adult should record their location and give the children the opportunity to feel the support of their neighbor.

Palm to palm

Goal: developing communication skills, gaining experience interacting in pairs, overcoming the fear of tactile contact.

Age : any.

Number of players : 2 or more people.

Necessary equipment: table, chairs, etc.

Description of the game: children stand in pairs, pressing their right palm to their left palm and their left palm to their friend’s right palm. Connected in this way, they must move around the room, avoiding various obstacles: a table, chairs, a bed, a mountain (in the form of a pile of pillows), a river (in the form of a laid out towel or a children's railway), etc.

Development of emotions and feelings in preschool children

Comment : in this game a couple can be an adult and a child. You can complicate the game if you give the task to move by jumping, running, squatting, etc. Players need to be reminded that they cannot unclench their palms.

The game will be useful for children who have difficulty communicating.

Zoo

Goal: development of communication abilities, ability to recognize the language of facial expressions and gestures, removal of bodily tensions.

Number of players: two teams.

Game description : It’s more interesting to play in teams. One team portrays different animals, copying their habits, poses, and gait. The second team is the spectators - they walk around the “menagerie”, “photograph” the animals, praise them and guess the name. When all the animals have been guessed, the teams change roles.

Comment: children need to be encouraged to convey the habits of this or that animal, and also, if they wish, to endow it with any character traits.

Old grandma

Goal : development of communication skills, trust, empathy, development of motor dexterity.

Number of players : 8-10 people.

Necessary equipment : blindfolds.

Description of the game : children are divided into two teams - grandparents and grandchildren. The “old people” are blindfolded - they are very old, so they don’t see or hear anything and they must definitely be taken to a doctor. You will have to walk across a street with heavy traffic. Their grandchildren (granddaughters) should see off the grandparents, trying not to get hit by a car.

Then a street is drawn with chalk, and several children become “cars”, running back and forth along the “street”. The grandchildren’s task is not only to take the “old people” across the road, but also to show the doctor (one of the children plays his role), and buy medicine at the pharmacy, and then bring them home.

Comment: before starting the game, you can talk with the children about the need to help the elderly and grandparents. You need to practice taking a characteristic pose.

During the game, the adult regulates the relationships between the players. “Grandparents” must trust their grandchildren, “machines” must follow the rules.

Games and exercises aimed at developing communication skills, interpersonal relationships and the emotional sphere

1. “Goodbye - hello”

An adult asks how you can say goodbye with a movement of your hand. If the child finds it difficult to answer, the adult shows a gesture: raising his hand up, he waves his hand (away from himself). Then, with the word “goodbye,” he moves away from the child, waving his hand farewell, and with the word “hello,” he approaches, stretching out his hands to him with open palms turned upward. Let the child get involved in the game, repeating the movements (and words) with the adult.

1. “Weasel”

The adult asks the baby to affectionately stroke the toy, expressing his love for it, saying tenderly: “Good, good.” Prompts: “Look into her eyes tenderly, stroke her gently so that she is pleased.” The child demonstrates the movement, performing it expressively and with participation.