How to develop the emotional-volitional sphere of a preschool child?

1. Greeting ritual (“let’s say hello!”)

Target:

develop communication skills, the ability to greet politely.

Equipment:

bunny toy

Progress of the game:

Teacher: I am glad to welcome you!

Let's say hello to you!?

The teacher takes the toy hare in his arms, greets him, saying different phrases: “Hello, bunny!”, “Hello, bunny!”, “How are you, bunny?” etc. Invites the child to say hello to the bunny. The child takes the hare in his hands and pronounces the words of greeting according to the model.

What do you need to know about the development of your child’s emotional-volitional sphere? Useful tips for parents

In order for the child to know what emotions, feelings are and what shades they have, the child’s vocabulary must be periodically replenished with concepts that are new to him.

In preschool age, visual forms of thinking predominate in a child. Therefore, it is very convenient to study the manifestations of emotions and feelings using specific examples by observing the characters of fairy tales and cartoons. For example, while watching, you can discuss with your child exactly what the character feels, what caused such feelings and emotions in him, whether they are positive or negative, whether they can tell something about him, etc. Also, using specific examples, you can explain to the child the main signs and manifestations of emotions, teach him to distinguish between them (for example, describe how a person’s facial expressions and gestures change when he laughs, gets angry, is surprised, etc., what happens to the intonation of his voice ).

Emotional sphere - structure

Despite the fact that the division of feelings and emotions into positive and negative is familiar to everyone, you should not inspire a child that the latter play an exclusively negative role in his life, it is worth remembering that controlled fear is inextricably linked with the instinct of self-preservation, resentment highlights the boundaries of personal space , separating what is permitted from what is forbidden. Dissatisfaction, expressed in the correct form, serves as a defense mechanism that reveals the child's dissatisfaction with someone or something.

In order to teach a preschool child to respect the feelings of other people, it is necessary that he himself feels understanding from adults. To do this, you do not need to prohibit him from expressing them and, at the same time, encourage him to talk about how he feels. Developing empathy is impossible without understanding and trust.

Causes of emotional disorders

The parent must explain to the child that every person can experience dissatisfaction, anger, and fear, and that all these are absolutely healthy emotions, without which the life of any person is impossible. It is important to simply learn to express them as correctly as possible.

The child needs to learn to select emotions in such a way that they correspond as best as possible to his emotional state. And also - correctly recognize the emotions of others. This will greatly facilitate his communication with other people and will develop in him such qualities as empathy, the ability to sympathize, etc.

Types of disorders of the emotional-volitional sphere

Finger gymnastics “counting”

Are these fingers? They're just boys.

Here's the Big one

- funny fat guy, likes to brag just like that.

"How are you?" - ask him, - He will jump up and shout: “Whoa!”

If my donkey doesn't sleep, Index

threatens.

He shows everyone everything, He shows everyone everything.

Middle finger

- an angry boy, he clicks on the forehead, immediately a bump.

And then he roars: “It hurts! Hurt! Give me iodine!

Nameless

chooses names until morning.

And the little finger

- my favorite, I’ll take him to the menagerie,

I’ll buy him a popsicle, I love very little ones!

3. Game “who is hiding?”

Target:

teach the child to focus his attention on himself and identify himself with his name.

Equipment:

bright scarf.

Progress of the game:

The teacher sits the child in a chair in front of him, strokes him on the head, looks into his eyes, smiles, and gently says to him: “Petya is good, let’s play now. This is a beautiful scarf, take it and play with it.” The teacher covers the child’s head with a handkerchief and says: “Let’s hide Petya under the handkerchief. Just like that, they hid it. Where is Petya? No Petya! Then the teacher removes the scarf from the child’s head and exclaims: “Here is Petya!”, while simultaneously patting the child’s chest with his palm, once again focusing his attention on himself.

The same game can be played in front of a mirror, with the teacher standing next to or behind the child. The game can be repeated several times.

Game "affectionate child"

Target:

teach the child to imitate emotional, tactile and verbal ways of interacting with adults.

Equipment:

Doll

Progress of the game:

The child sits on a chair in front of the teacher. The teacher picks up the doll and shows how you can hug it, lean against it, look into its eyes, and smile. “Oh, what a nice doll. I'll hug her, like this. I'll look into her eyes and smile like this. Look Anechka, how I hug her, like this. I look into her eyes, smile, like that. I'm affectionate." Next, the teacher calls the child to come to him. “Oh, how good Anya is, come to me. I'll hug you, like this. I'll look into your eyes and smile like this. The adult invites the child to repeat all his actions only with the doll, emotionally emphasizing each action of the child and, if necessary, providing him with help. At the end of the task, the teacher emphasizes and sums up all the child’s actions: “Anechka hugged the doll, looked into its eyes, and smiled. What a sweet little girl Anechka is!”

"Journey to the Bunny"

Target

: Formation of skills to recognize and differentiate emotions.

Tasks:

1. To develop the ability to understand emotions of joy and sadness by their facial expressions on the faces of other people;
2. Develop the ability to identify emotions (joy, sadness, etc.) in pictures depicting fairy-tale characters and correlate them with the corresponding pictogram;
3. Formation of your “I”
4. Form communication skills;
5. Develop the ability to say hello (goodbye) using verbal and/or non-verbal means;

Progress of the lesson:

The essence of games for emotional development

Children who cannot speak express sadness, anger, and dissatisfaction by screaming, sobbing, and stamping their feet, thereby throwing out the physical tension that has arisen in the body due to negative emotions. In the preschool period of childhood, thanks to speech development, children master the so-called social forms of expressing emotions, which become a clear indicator of mental and physical health. Games for emotional development are organized play activities designed to show children ways to channel their experiences in the right direction, read the feelings of others, which subsequently shapes their emotional attitude to the world.

Raising a harmonious personality is impossible without the development of the emotional sphere in childhood

Goals of games for emotional development

Teachers of preschool educational institutions (DOU), when developing a system of games, create a kind of emotional primer, the purpose of which is:

• teach children to use the language of emotions to convey their experiences and feelings;
• help children master techniques for understanding the emotional states of people around them;
• develop the ability to understand the reasons for certain moods;
• show kids ways to deal with negative states and experiences (resentment, fear);
• cultivate respect for the experiences of other people and a sense of emotional unity.

Fundamental tasks of emotion development

Among the tasks aimed at achieving the set goals, five can be identified. Like goals, they are universal when working with children of any age, but have some nuances in determining the emphasis of the work.

Demonstrate to children the mechanisms of self-regulation

In early preschool age, marked by the crisis of three years, when children perceive the world around them through the prism of “I myself,” “Mine,” these will be games that allow one to escape from emotions (anger, anger).

For example, to suppress anger in my practice, I invite kids to play the game “Tender Paws.” The kids close their eyes, bare their arm up to the elbow, and the teacher moves objects of various textures along the arm: a piece of fur, beads, cotton wool, etc., while asking which animal is touching (cat, snail, butterfly, etc.).

In younger groups, games for emotional development can teach children to control manifestations of anger caused by the age crisis

In the middle group, self-regulation mechanisms will be relevant for children in the context of resolving conflicts, which partly arise against the background of the distribution of roles in games. One of the options for overcoming negative emotions that arise on this basis may be the game “Kind Word”. Children sit in a circle, the teacher invites them to turn to their neighbor and, looking into their eyes, say a kind word.

In older preschool age, children fantasize a lot and often cannot come to a consensus on the rules of the game. Everyone pulls the blanket over themselves. To overcome this situation, to teach children to harmoniously feel part of a team in different situations-rules, I offer my students the game “Centipede”. Preschool children stand in a column, put their hands on each other’s shoulders and sit down. The task is to not become disengaged when moving around the perimeter of the room or site.

Teach socially acceptable behavior

In other words, the teacher teaches children the correct reaction to situations that arise. In primary and middle preschool age, focusing on the coordinate system of children 1.5–4 years old, only those reactions that fit into the formula “I want - I don’t want” are acceptable.

So, for example, to show that it is bad to be greedy and evil, I invite my children to act out a scene from the fairy tale “The Greedy Bear.” According to the plot of the story with a little bear who did not share candy and toys with his friends, no one wanted to be friends. We play excerpts, changing roles, and then come to the conclusion that it is bad to be greedy and evil.

In the senior and preparatory groups, “I want it or I don’t want it” is added to “it’s necessary because the adult said.”

To deal with this orientation, to understand and accept (or not to accept) its expediency, the game “Evaluate the Action,” aimed at eradicating snitching, helps us and our children. The teacher informs the children of a conflict situation: the boy Vova loved to gossip and constantly told the teacher about all the boys’ pranks. One day, he once again approached Maria Anatolyevna - that was the name of the teacher - and said that during a walk, Misha and Andrey poured sand from the sandbox onto the path leading to the main building of the kindergarten, which the janitor had just swept. And when Maria Anatolyevna asked why Vova didn’t tell the boys that they couldn’t do that, he replied that he was in a hurry to tell the teacher about their action. Then the teacher explained to the boy that while he was walking to her and telling her, Misha and Andrey poured out even more sand, which means that in the chaos that was created, it was Vova’s fault, who, instead of distracting the hooligans, explaining the wrongness of their behavior, lost time for sneaking. Therefore, Maria Anatolyevna said that all three would sweep the sand from the path: Misha and Andrey, and Vova, who did not stop them. During the discussion, the children agree that the teacher’s reaction was correct and that it is bad to be like Vova.

Teaching children to share toys is one of the tasks of games for the development of the emotional-volitional sphere

Learn to express your positive emotions without hesitation

This task is especially relevant for middle and older groups, when children, copying adult behavior patterns, can get angry, scream, and suppress manifestations of joy, even feel embarrassed about them.

To stimulate positive feelings, I offer my students a theatrical sketch game “Good Mood”, which is preceded by the following story: mother sent her son Seryozha to the store, instructing him to buy sweets. “Please buy some cookies and some sweets for our tea. And after tea we’ll go look at the hippopotamus at the zoo.” The boy was very happy about this idea and skipped off to do the shopping. Children show Seryozha’s emotions and movements: a smile, a quick step, sometimes turning into a run.

Learn to deal with your fears

Like the previous task, this one is especially relevant for children in the middle and older groups, since speaking out certain “scary” situations is important for games.

So, in the senior group, I propose to the pupils of my group to hold a “Boyusek Competition”: the children sit in a circle, passing the ball to each other, and continue the phrase “Children are afraid...”. The one who could not name the fear is eliminated. At the same time, you cannot repeat the fears already mentioned. At the end we determine the winner of the competition.

Foster emotional unity with the team

To solve this problem, children need to be shown that people experience all emotions in their own way, but at the same time, there is still something similar in these manifestations.

For example, surprise. In order to reveal the essence of this experience with the children of the preparatory group, we play the game “Mirror”. We take turns looking in the mirror, imagining that something fabulous is reflected there, being surprised, and then analyzing: all people are surprised in different ways, but there is still something in common, for example, rounded eyes, raised eyebrows, etc.

Games for emotional development help children feel the joy of communicating in a team

Game "fairytale house".

Target:

Formation of skills to identify emotions (joy, sadness, etc.) in pictures depicting fairy-tale characters (gnomes) and correlate them with the corresponding pictogram.

Equipment:

image of a house, pictograms, cards of fairy-tale characters with different emotional states.

Progress of the game:

The teacher draws the child’s attention to the house. He invites you to look at the cards hanging on the house with images of gnomes experiencing different emotional states.

- Which of them feels joy?; Which one of them feels sad? etc.

The teacher describes a person’s state of joy (sadness), focusing on expressive signs: “Eyebrows are tense or relaxed, the corners of the lips are lowered or raised,” etc.

The teacher offers to choose any of the proposed pictures and select the corresponding pictogram for it.

Correction of the emotional-volitional sphere of older preschoolers through play therapy

Abstract: The article discusses play therapy as one of the means of correcting the emotional-volitional sphere in older preschool age. Based on the fact that violations of the emotional-volitional sphere entail distortions in the development of mental functions and the personality as a whole, the work presents some play therapy techniques that are most effective in correcting negative emotional manifestations in the behavior of children.

The causes of disturbances in the emotional-volitional sphere are both mental and psychophysiological disorders caused by immaturity or neurodynamic disorders, as well as social and psychological problems caused by primary immaturity or lack of formation of the emotional-volitional sphere [2, p. 57]. In both cases, the child shows an inability to control his own behavior. Emotional abnormalities in such children are permanent. The task of adults is to prevent unwanted manifestations, constantly soften the child’s emotional stress, and help regulate the volitional sphere. Correcting emotional disorders in children requires taking into account their vulnerability, touchiness, being stuck on negative emotions, intolerance to frustration and other behavioral characteristics.

This approach contributes to the effectiveness of the correctional and educational process.

Correction of the emotional and volitional sphere of a preschooler is the activity of a teacher aimed at developing the emotional and volitional sphere of the pupil, the formation of moral, intellectual, aesthetic, practical feelings and the development of the ability to control one’s feelings, understand and respect the feelings of others. This point of view is confirmed by the words of N.L. Kryazheva: “Feelings play a big role in understanding the world, various activities, communication, and behavior of children” [2, p. 150].

Within the framework of a humanistic-oriented approach, methods such as play therapy, art therapy, and music therapy are most often used to correct this area.

Game therapy is one of the main methods of psychological and psychotherapeutic influence on children of primary preschool age, since the basis of this method is play - the leading type of activity at this age.

Game therapy, as a method of psychotherapeutic influence on children using all types of games, appeared in the first half of the 20th century and quickly became widespread due to a wide range of areas and the diversity of its methods. Also, play therapy can be considered as the most effective way to correct emotional-volitional disorders.

It is worth recognizing that the influence of play on the development and formation of a child’s personality is exceptional. The game helps to create a favorable atmosphere, warm and trusting relationships between all its participants, relieves fear, anxiety and tension, provides an opportunity to increase self-esteem, allows you to test yourself and your strengths in various communication situations, and removes the danger of various social consequences. During the game, the child has a unique opportunity to bring out all his negative attitudes and thoughts, to express his anger, fear and anxiety towards others and the situation as a whole. In the game, the child can speak freely, express his emotions, feelings and thoughts, the child can independently make decisions, recognize and accept himself. All this allows the child to regain adequate self-esteem, restore his strength and position in life [1].

The emphasis in play therapy is on the two-dimensional nature of the game: the player carries out real activities related to solving specific, often non-standard, problems. Part of this activity and a number of certain moments are conditional in nature, which makes it possible to escape from the real situation and circumstances. There is also a developing moment in the game. And also, thanks to the establishment of positive contact between an adult and a child, play activities also have a psychocorrective effect.

The game corrects negative emotions and fears, expands children’s communication abilities, suppresses self-doubt, and also increases the range of actions available to the child with objects and people around him in various life circumstances.

What children do during play most often symbolizes their fears, emotions and experiences. Play is a natural setting for a child in which he can unconsciously express his emotions, and then become aware of them, understand and cope with them. This is an absolutely comfortable environment for a child to express himself. It is for this reason that play therapy is becoming increasingly important in modern pedagogy and psychology.

Let's consider some areas of play therapy in the practice of preschool correctional pedagogy.

Response play therapy is aimed at working with children who have experienced stressful events and situations. Its essence is that the child can play absolutely calmly and freely, then the play therapist, at the appropriate moment, introduces a stressful situation into the child’s play, which allows the child to release the tension caused by this event. For example, during free drawing, you can include the “ABC of Fears” technique in your work. In it, children are invited to draw various scary characters and give them names. Then the children talk about what they drew and come up with continuation stories.

In addition, in this area of ​​play therapy, specially selected toys are often used that help the child restore the experience that caused him anxiety, fear or other negative emotions, thereby, during the game, the child has the opportunity to move from the role of a passive observer to the role of an active one. figure. It is possible to correct the negative emotional mood of individual children through the games “I don’t want to”, “Roar, lion, roar”, “Tuh-tibi-spirit”, “Silence”, “Sunny Bunny”, etc. [4]. The purpose of these methods is to reduce the level of manifestation of negative emotions in the child.

Another direction of play therapy for negative emotional-volitional manifestations is play therapy associated with increasing the effectiveness of the communicative sphere.

Communication play therapy places particular emphasis on the therapeutic effects and healing power of the emotional relationship between an adult and a child. Here children can manage their activities, they are given the right to choose whether to play or not. Consequently, the child’s volitional regulation also develops in parallel. For example, these are games such as “Turtles”, “Shouters - whisperers - silencers”, “Listen to the command”, “Freeze”, “Magic whistle”, “Arrange posts”, etc. [4]. Let's dwell in more detail on just one game - “Shouters - Whisperers - Silencers”. Its goal: the development of volitional manifestations through the regulation of attention and motor control. The essence of the game: the play therapist should prepare three silhouettes of a palm from multi-colored cardboard: red, yellow, blue. These are signals. When the presenter raises his red palm - the “chant”, you can run, shout, make noise; yellow palm - “whisper”, you can move quietly and whisper; blue palm - “silent”; children should freeze in place or lie on the floor and not move. You should end the game with “Silence”. After the children lie down on the floor at the end of the game, you can turn on calm music.

The formation of communication skills during the correction of the emotional-volitional sphere is associated with the development in children of understanding and ways of expressing various emotional states. The games “Training Emotions”, “Mood Lotto”, “Guess the Emotion”, “Masks”, “Tiger Hunt”, “Mirror”, “Three Faces”, etc. can be effective here. [4].

The goal of emotional communication correction is not to change the child, but to help him affirm his sense of self-worth. A child is unique in its essence; it has internal sources of self-development. The main goal of this area of ​​play therapy is to establish a relationship of communication between the child and the play therapist, where the second accepts all the attitudes and values ​​of the child, thereby expressing faith in him and his abilities.

The term play therapy was coined by Melanie Klein. It was in her works that play material was first identified, which included various simple toys: small wooden men and women, cars, carts on wheels, swings, trains, airplanes, animals, trees, cubes, a house, paper, scissors, pencils, crayons , paints, glue, balls, sets of balls, plasticine and rope. The small size of such toys, their significant number and variety allows the child to express a wide range of his fantasies and experiences. From all these toys, the child can reproduce in reality a situation from his own experience.

At the same time, according to the level of participation of the therapist in the game, play therapy can be active or passive. Active play therapy includes a play situation in which the child, with the help of toys selected by an adult, plays out traumatic episodes from his personal experience. For this purpose, games “Home”, “Daughters - Mothers”, “Stuffing”, etc. are held. [4]. Let us reveal the essence of the game “Stuffing”. During therapy, the child is asked to crumple paper into a small ball and draw using the “stuffing” technique. Usually the movements of those who paint with “stamping” are sharp, rhythmic, and active. After stuffing, you need to discuss this exercise with your child and see what interesting shapes you get.

It is assumed that the success of active therapy is the fact of rapid correction of the emotional-volitional sphere of older preschool children due to high-quality elaboration of the most acute and traumatic experiences. This method leads to positive results quite quickly.

In parallel with the active type of play therapy, a passive type is used, when the therapist does not limit children's play, but is simply present during it. In passive play therapy, it is generally accepted that accepting the child’s ways of self-expression is important in overcoming emotional disturbances. The child has the opportunity to work through his anxiety and fears, hostility and self-doubt in a playful way and at his own pace. At the same time, it is important to focus on developing confident behavior and helping each child accept himself as a person worthy of respect. The games “Competition of Braggers”, “King”, “Grow into the Ground” can help with this [4].

Another direction for correcting the emotional-volitional sphere of an older preschooler is play therapy, centered on the client. The goal of such therapy is to allow the child to remain himself. There is no need to change and redo it, teach him special skills, you just need to give him the opportunity to be himself and play in a way that comes naturally to him.

This direction is based on the idea of ​​the spontaneity of the mental development of a child who has internal sources of self-development and the potential to independently resolve problems of personal growth. The task of correction is to recreate significant relationships between a child and an adult, the unsatisfactory development of which often becomes the cause of dysregulation of the emotional-volitional sphere.

When planning individual work with preschoolers with a low level of emotional-volitional regulation, emphasis should be placed on organizing games that develop children’s ability to regulate their own emotional state. For example, “Brack!”, “Breathe and think beautifully,” “Little bird,” “Pull yourself together,” etc. At the same time, you should play games to reduce muscle and emotional tension: “Fight,” “Sunny Bunny,” “Mountain from the shoulders”, “Catching mosquitoes”, etc. [4]. One of the favorite games from this series is “Pillow Fight,” which helps reduce muscle and emotional tension.

Another important area of ​​correction of the emotional-volitional sphere of older preschoolers is play therapy of child-parent relationships. This is a special direction that should be aimed at solving social, emotional and behavioral problems in the family.

This direction highlights two main aspects: play therapy with children and training of parents, as a result of their direct involvement in the process of playing with children. The therapist teaches parents how to behave competently with children, develops body contact skills, and teaches parents to help children relieve muscle tension as one of the manifestations of negative emotions. To carry out similar work, you can start with the games “Cake”, “Magic Dream”, “Touch Theater” [4].

So, various methods of play therapy are considered. Their diversity confirms the relevance of using this method for the purpose of correcting the emotional-volitional sphere of the child. In general, they can be classified as follows:

1. Correction of negative emotions (“I don’t want to”, “Roar, lion, roar”, “Tuh-tibi-spirit”, “Silence”, “Sunny Bunny”);
2. Regulation of emotional state (“Brack!”, “Breathe and think beautifully,” “Little Bird,” “Pull yourself together”);
3. Development of volitional regulation (“Turtles”, “Shouters - whisperers - silencers”, “Listen to the command”, “Freeze”, “Magic whistle”, “Arrange posts”);
4. Development in children of understanding and ways of expressing various emotional states (“Training Emotions”, “Mood Lotto”, “Guess the Emotion”, “Masks”, “Tiger Hunt”, “Mirror”, “Three Faces”);
5. Overcoming a traumatic episode (“Home”, “Mothers and Daughters”, “Stuffing”);
6. Formation of confident behavior, acceptance of oneself as a person worthy of respect (“Competition of Braggers”, “King”, “Grow into the Ground”)
7. Games to reduce muscle and emotional tension (“Fight”, “Sunny Bunny”, “A Mountain Off Your Shoulders”, “Catching Mosquitoes”);
8. Developing skills in body contact and relieving muscle tension (“Cake”, “Magic Dream”, “Theater of Touch”).

The game has a huge impact on personality development, relieving fear, tension and anxiety. Play for a child is a joy that brings pleasure and, based on this, many methods for correcting disorders in psychotherapy are based on play.

Play, as the main activity of a child, free imposition and subordination, is the only means by which a child has the opportunity to express himself freely and unhindered, exploring and studying his own feelings and experiences.

Thus, having determined the influence of the game on the development of the child’s personality, we can draw the following conclusions:

• play therapy is the main method of correcting disorders of the emotional-volitional sphere of children of senior preschool age;
• the reasons that caused a failure in the regulation of the emotional-volitional sphere may lie in all spheres of the child’s life;
• the play therapy method is the most optimal for working with this category of children, since the leading activity of this age is play;
• in the game, the child’s need to understand the world and the surrounding reality is manifested, skills and abilities are acquired to influence it, the opportunity appears to adapt the world to his interests and adapt to himself;
• A child’s knowledge about the world around him is always reflected in the content and design of his play.

As a result of applying the described gaming techniques, the following results are expected to be obtained:

1. improving the emotional state of older preschoolers;
2. a more controlled volitional sphere of personality;
3. increasing the communicative potential of children;
4. improvement of child-parent emotional interaction.

Play therapy is aimed at helping and correcting negative manifestations of the emotional-volitional sphere of children. And we, adults, must help children gain a sense of control, develop an internal source of self-esteem, gain faith in themselves, and also become more responsible in their actions and actions.

Bibliography:

1. Kostina L. Play therapy with anxious children. – St. Petersburg: Rech, 2003. – 160 p.

2. Kryazheva N.L. The world of children's emotions. Children 5-7 years old. – Yaroslavl: Academy of Development, 2010. – 208 p.

3. Kudrina G.Ya. Diagnostic methods for examining children. – Irkutsk, 2009. – 157 p.

4. Monina G. B., Gurin Yu. V. Games for children from three to 7 years old. – St. Petersburg. : Speech; M.: Sfera, 2011. – 256 p.

Game "Who is it?"

Target:

developing the ability to recognize oneself in the mirror and use a pointing gesture.

Equipment:

child's full-length mirror.

Progress of the game:

The child stands in front of the mirror. The teacher, with a pointing gesture, draws the child’s attention to his and his image in the mirror, then with words he encourages the child to look at himself: “Who is this? This is Petya! That's what Petya is! And this is auntie! Here's auntie! (the teacher points to himself using a gesture).

Then he asks the child to point at himself (and the teacher) with a gesture.

If the child does not point to himself independently, then the teacher takes his hand in his own and helps him complete the task through joint actions.

It is important that the child looks at himself in the mirror at this time. The game is repeated 2-3 times. In the future, the teacher encourages the child not only to point to himself with a gesture, but also to say his name, to say “I”.

III. Final stage

1. RELAXATION

Relaxation takes place to the sound of calm music.

The teacher invites the child to turn into a bear cub. The “bear cub” goes to the den and lies down in his crib (the child sits comfortably on the sofa).

Teacher: A cold north wind blew and made its way through the cracks into the den. The little bear is frozen, curled up into a small ball and warms itself. It got hot. The little bear turned around. The north wind blew again. (The exercise is repeated 2-3 times).

6. RITUAL OF FAREWELL (GAME “LET’S SAY GOODBYE”)

Teacher: It's time for us to say goodbye!

Target:

develop communication skills, the ability to say goodbye politely.

Progress of the game:

The teacher takes the toy hare in his arms, says goodbye to him, saying different phrases: “Goodbye, bunny!”, “All the best, bunny!”, “Come visit us!” etc. Invites the child to say goodbye to the bunny.

LESSON 3

"SAD AND FUN"

Target

– development of a positive attitude towards classes, communication with the teacher and peers, adequate forms of behavior,

Tasks:

1. relieving emotional stress;
2. development of ideas about positive and negative emotions;
3. developing the ability to find positive aspects in any situation;
4. development and encouragement of positive forms of activity, interaction with other children and teachers.

Progress of the lesson:

I. Installation stage

1.WELCOMING RITUAL “LET’S SAY HELLO!”

Equipment:

bunny toy

Teacher: I am glad to welcome you!

Let's say hello!

The teacher takes the toy hare in his arms, greets him, saying different phrases: “Hello, bunny!”, “Hello, bunny!”, “How are you, bunny?” etc. Invites children to say hello to the bunny. Children take turns picking up the hare and say greetings according to the pattern.

2. CONVERSATION-EXERCISE ON THE CARPET.

Looking first at sad and then happy pictures and selecting the appropriate pictograms.

II . Correction stage

1. JOINT DRAWING OF A SAD STORY

(as an example, you can draw a falling autumn leaf and correlate it with a sad pictogram).

4. TRANSFORMING A SAD STORY INTO A FUNNY STORY

Identifying the positive side of the current situation: looking at paintings that depict how a hedgehog is wrapped in leaves for hibernation, how garden beds are covered with leaves for the winter, how children make various crafts and applications from leaves.

After analyzing the pictures, a new icon is selected that corresponds to the “joy” mood.

The same work is done with student drawings.

Specifics of development

The emotional and volitional development of children is influenced by two groups of factors:

• internal (individual, innate abilities of the baby);
• external (family situation, communication with parents, environment).

And if parents cannot influence the first factors, then they have the power to create conditions for the child at home that will develop both will and positive emotions in him.

Several key stages in the development of this important area can be identified.

1. Understanding, awareness and consolidation of emotional reactions - both positive and negative. The baby understands which events and phenomena evoke positive emotions in him and which ones cause negative ones, and tries to do things in such a way as to receive the former and avoid the latter.
2. Formation of motives, the strongest of which is praise.
3. The emergence of a hierarchy of needs, which is individual in nature.
4. Development of self-knowledge and the ability to understand one’s own emotional state and express it verbally.
5. The emergence of new feelings and the ability to self-esteem. It’s as if the baby is looking at himself through the eyes of adults, primarily his parents, trying to figure out how one or another of his actions will be assessed by them.

Also, with age, vocabulary becomes enriched; the child becomes able to describe his emotions and mood in detail. The development of the emotional-volitional sphere, therefore, is a complex process.

Game "leaf fall"

The teacher stands on a chair and, from the height of his raised hand, lets the sheet fall. Children take turns catching the swirling leaves.

6. DRAWING WITH LEAVES

Equipment: leaves, PVA glue, landscape paper.

The psychologist demonstrates how to do the work: he applies a random pattern to a sheet of paper with PVA glue, picks up dry leaves, rubs it into small particles between his palms and scatters it over the adhesive pattern. Shakes off excess, non-adherent particles. The procedure is repeated until the desired result is achieved.

After observing the work of the psychologist and examining the resulting drawing, the children begin to draw with leaves independently.

III.Final stage

Reviewing student work, giving positive feedback, and selecting the appropriate mood icon.

RITUAL OF FAREWELL
( GAME “LET’S SAY GOODBYE”)
Teacher: It’s time for us to say goodbye!

The teacher takes the toy hare in his arms, says goodbye to him, saying different phrases: “Goodbye, bunny!”, “All the best, bunny!”, “Come visit us!” etc., invites the children to say goodbye to the bunny. Children take turns picking up the hare and say farewell words according to the pattern.

LESSON 4

"FIND YOURSELF A COMRADE"

Target

— consolidation of adequate forms of behavior that correspond to established norms in society.

Tasks:

1. familiarization with positive emotional and tactile ways of expressing a child’s sympathy for adults and children.
2. development of positive emotions and responses when contacting the teacher and peers;
3. developing different ways for children to interact with each other;

Progress of the lesson:

I. Installation stage

1. ESTABLISHING EMOTIONAL CONTACT,

EXERCISE “RING THE BELL”

Psychologist: “Hello, children! I am glad to see you. Go (calls one of the children by name) and say hello.”

The child rings the bell and says hello: “Hello, Zinaida Andreevna!

Hello guys! Go and (says the name of the next child) say hello.”

Statements can be supplemented with other pleasant words, for example, how cheerful, beautiful, lively, attentive you are today, how collected and neat you are today, what a wonderful dress you have, etc. In addition to the word “hello,” children learn other words—greetings.

Using art therapy

To correct disorders in the emotional-volitional sphere of children, you can use art therapy (art therapy), which will help the child get rid of emotional discomfort and stimulate self-awareness and self-regulation. Classes can reduce anxiety, aggression, increase a child’s self-esteem, and in addition, help develop his artistic abilities.

During such therapy, the child’s independent work on creating a specific product should be alternated with dialogue, discussions, and the exchange of emotions, thoughts, and impressions.

Various forms of art therapy should be used. Let's name the main ones, often used during classes with preschoolers.

• Drawing with pokes.
• Monotype (the child uses gouache to draw a drawing on a plastic board, then a sheet of paper is placed on top - the resulting print is the result of creativity).
• Loose objects, dry leaves (a drawing is applied to a sheet of paper with glue, then it is sprinkled with either sugar, rice, other cereals, or crushed leaves. Once glued, they will create an original image).
• Plasticineography.
• Drawings on the back. Pairs game - one child runs his finger along the back of the other, “depicting” the sun, a house, a flower, and the first child must try to guess.
• Drawing on glass helps to correct self-doubt and the fear of making a mistake, since during the creative process you can always erase what happened with a wet sponge.

All this is interesting to the child, it will help him get positive emotions, get rid of anxiety, fear, reduce aggressiveness, and fully express his imagination. Gradually, he will learn to think outside the box, demonstrate his abilities, and gain confidence in his abilities.

II. Corrective stage

1 CARRYING OUT THE GAME “BUNNY”

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Children walk in a circle holding hands. One of the guys portrays a sick bunny and is inside the circle.

- Bunny, bunny, what's wrong with you? You're sitting there completely sick! Don't you want to play, dance with us?

(The children pick up the bunny and everyone touches it.)

- Bunny, bunny, dance! (Children clap their hands, the “bunny” dances.) Find another one.

(“The Bunny” chooses the next player. It is important that all children play the role of the Bunny.)