Game guess emotions for kindergarten children. Games for emotional development in kindergarten: an emotional primer for children and adults

Exercise "Magic bag"

Target: to teach children to understand the mood of another person; to acquaint with methods of control and regulation of mood; to diagnose the emotional mood of children; vocabulary enrichment.

Material: bag, pictures depicting different shades of moods.

Exercise progress: the magician is invited to put all negative emotions into the bag: anger, resentment, anger. The teacher invites the children to discuss their own mood.

Exercise "Tell me about your mood"

Target: to acquaint children with the concept of "mood" and its manifestation in good and evil people; learn to understand the mood of another person.

Material: pictures depicting different shades of moods.

Game progress: children are offered pictures depicting different shades of mood. First, the teacher finds out whether the children know the main characteristics of a person’s mood, and then offers to choose the picture that is most similar to the child’s mood. (The concept is introduced: cheerful (joyful), sad (I want to be silent, think about something, I want to cry).

What words can you use to describe your mood?

What is your mood now?

What color is your mood?

What smell can you compare your mood to?

What is your mood like?

(Bad weather, cold, rain, gloomy sky are aggressive elements that indicate emotional well-being.) If during the conversation it turns out that one of the children is in a bad mood, the teacher offers them to place all negative emotions in a magic bag.

As a model, the caregiver can recall situations from his life associated with a bad mood, and also place these memories in a bag.

At the end of the conversation, the teacher summarizes the answers of the children and draws their attention to the fact that the mood can be different:

We express a good mood with the help of such words as cheerful, joyful, bright, festive, fabulous.

A bad mood can be expressed in the following words: angry, gloomy, gloomy, sad.

And what does the mood depend on?

Can mood change?

The game "Zhmurki"

Target: show in an accessible form the variability of mood.

Material: pictures depicting an "evil wizard" and a "sullen wizard".

Game progress: first, the teacher shows the children a picture depicting an "evil" wizard, then the teacher replaces the picture depicting an "evil" wizard with a "gloomy wizard".

Look, children, the face of the evil wizard has changed - now it is gloomy. Let's try to cheer him up! According to the counting rhyme, the children choose the "blind man's buff", then spin it in a circle, blindfolded, under the words of the dialogue:

What are you standing on?

On the bridge.

What do you sell?

Look for the kids, not us!

They played a horse, the blind man's blind man changed, and the children are offered another turntable: the players spin the blind man's blind man's blindfold and say:

The cat inflated the balloon

And the kitten interfered with her:

He came up with a paw - top!

And the cat's ball - burst!

They stamped together, saying "top!"; clapped their hands in unison, saying "pop!" - run away! Catch, "blind man"! The game is repeated two or three times. At the end of it, the teacher first addresses those children who, for example, had a sad, sad mood at the beginning of the lesson:

Are you a little more fun?

The teacher determines the verbal general mood of the children.

The game "Flower - seven-color"

Target: to continue acquaintance with the polar concepts of "good - evil".

Material: flower - seven-flower, such that the petals open

(taken out of the flower), red and yellow chips.

Game progress: everyone, having plucked a petal, can think of one cherished desire. It is possible to tell others about nm only when the petal “circles the whole world”. In turn, the children with the petals are spinning with the rest:

Fly, fly, petal

Through the west - to the east,

Through the north, through the south,

Come back, make a circle.

As soon as you touch the ground

Be your way!

If the made wish is connected with the satisfaction of his personal needs, the child receives a yellow token, if it is of social importance, a red one. By collecting all the chips at the end of the game, you can determine the level of moral development of the group (but the children are not told about this). At the end of the game, the teacher offers to discuss what desires the children liked and why.

Exercise "Making up stories"

Target: to consolidate the ability to determine the emotional state of people, to encourage them to provide assistance.

Exercise progress: the teacher invites the children to choose and describe the hero who, in their opinion, can help solve the problem (help the hyena become kind). The child can choose any cartoon character, movie, book. The educator can recall the plot of a movie or book in which his favorite character is in a quandary. For example, in the fairy tale “Sleeping Beauty”, three good fairies came to the aid of the princess who was bewitched by the evil fairy.

It's good to have someone in life who can help.

Think about which of your favorite heroes could help the evil hyena and the angry bear become kind.

Come up with an interesting, magical story.

At the end of the conversation, the teacher leads the children to a generalization: what can you call adults, children, heroes of fairy tales, films, cartoons who come to the rescue? (Kind, cordial).

Game "Buzz"

Target: exercise in the regulation of your emotional state.

Material: towel.

Game progress: "zhuzha" sits on a chair with a towel in his hands. Everyone else is running around her, making faces, teasing her, touching her, tickling her. “Buzz” endures, but when she gets tired of all this, she jumps up and starts chasing the “offenders” around the table, trying to whip them with a towel on their backs.

Note: the educator follows the form of expression "teasers": they should not be offensive, hurt.

Conversation with children (Diagnosis of aggressiveness)

Have you ever been angry in your life?

What are you angry about?

When you are angry about something, what do you want to do? (Answers like: hit, push, shout - indicate aggressive tendencies.)

What do you do in order not to be angry, not angry? (With the help of this question, the teacher can judge the ability of children to constructively solve difficult situations, consciously manage their emotions and behavior.)

Exercise "Inflate a balloon with anger."

Target: continue to teach children to distinguish between emotions of anger and joy; exercise in regulating your emotional state.

Exercise progress: the teacher should explain to the children: in order to get rid of anger, physical exercises are necessary. This gives an outlet for energy to those bad feelings and thoughts that have gripped a person. All resentment and anger can be placed in a balloon. Having tied it, imagine how this ball disappears into the blue sky.

The game "Guess the mood from the picture"

Target:

Material: pictures of a girl who found her bow and a boy angry with his friend.

Game progress: Children put up their pictures. Questions:

What is the boy's mood?

Does he look angry?

How do you know he's angry?

What is the girl's mood?

Why is the girl in a good mood?

And how did you determine that the girl was in a cheerful mood?

And how do you feel?

Exercise "Help the Wizard"

Target: to generalize the idea of ​​children about kindness and emotional states that correspond to this concept, to cause the desire to do good deeds.

Material: three pictures depicting girls with different facial expressions: angry, indifferent, kind.

Game progress: the teacher draws the attention of the children to the fact that the evil wizard is in a difficult situation, and he needs help. Today the magician read two poems that are well known to children - about toys with which he sometimes liked to play.

1. 1. The hostess threw the bunny - 2. They dropped the bear on the floor.

Bunny remained in the rain, Mishka's paw was torn off -

I couldn't get off the bench. I still won't drop it.

Wet to the skin. Because he's good. (A. Barto)

The wizard has three pictures of girls. He wanted to figure out which of the girls left Bunny, which one tore off Mishka's paw, and which one is very sorry for both Mishka and Bunny:

How can I find out, because it is not drawn what they do!

The teacher offers to look at the photos of the girls and help the wizard. (Demonstration of three portraits of girls with different facial expressions: angry, indifferent and kind.)

Look, who is this girl? (Indifferent, indifferent.)

What is her face like? What did this girl do?

Children compare the facial expressions of girls with their actions:

I started playing with Bunny in the garden, but quickly forgot about him and left him in the rain.

And this girl loves to fight, offend others, he tore off Mishka's paw and threw him right there on the floor.

And this girl is kind - she pities everyone.

Exercise "Get out of trouble"

Target: to generalize the idea of ​​children about kindness and emotional states that correspond to this concept, to cause the desire to do good deeds.

Material: toys: Bunny and Bear, pictures depicting "evil" and "good" wizards.

Game progress: the teacher invites the children to think about how they would help Mishka and Bunny out of trouble. Children make up stories that are played out with toys. The teacher draws their attention to the expression on the face of the evil wizard: it has changed and become kind. (The image of the evil wizard is replaced with the corresponding one) The wizard thanks the children for helping out his favorite toys from trouble, and says that he also wants to do something nice for them and tells a fairy tale.

Exercise "Draw music"

Children are invited to listen to calm, soft music and "draw" it (D. Kabalevsky's waltz).

Exercise "Friendship begins with a smile ..."

Children sitting in a circle join hands, look into the eyes of a neighbor and silently give the kindest smile (in turn).

The game "Fairy tale in reverse"

Target: Introduce children to good behavior.

Material: Uzbek folk tale "Stubborn goats". Once upon a time there lived two stubborn goats. And then one day they met on a narrow road, thrown over a deep canal. Together on the board you can’t disperse, someone needs to give in.

Hey you, get out of the way! yelled one goat.

Here it is, I figured it out! It turns out that I have to back away because of you? another yelled back.

And why don't you back up? the first insisted.

The stubborn goats argued for a long time. And then each of them retreated three steps, bent their heads and... Fuck! They bumped heads and both fell into the water.

Game progress: children come up with a new name for the fairy tale (for example, “Polite, funny, kind goats”). They solve a problem situation on their own: two goats met on a narrow board. How to be? Who will give in? What words should the goats say? What facial expression will they have? Together with the teacher, the children choose the most successful version of the fairy tale, after which they are again distributed in pairs and the training "polite goats" is carried out.

Game "Two sheep"

Target: to form the skills of self-regulation of behavior, control of emotions.

Game progress: early - early two sheep met on the bridge. Players are divided into pairs. With legs wide apart, torso bowed forward, palms and foreheads rest against each other. The task is to confront each other without moving. Who moves - he lost. You can make sounds "be-be-be ...". Note: make sure that the "rams" do not hurt their foreheads.

Children, what did you feel when you were "sheep" in the game?

Would you like to be like them? Why?

Game "Shadow"

Target: reinforce knowledge of the rules of benevolent behavior.

Game progress: I suggest you play the game "Shadow", but not in order to learn how to be friends with it, but in order to be attentive to other people. Children are divided into pairs: one plays the role of a person, the other - the role of his shadow. A person makes any movements, the shadows repeat them, acting in the same rhythm as a person.

Game "Finish the sentence"

Target: learn to analyze your emotional state.

Game progress:

I get offended when...

I get angry when...

I rejoice when...

I get sad when...

Exercise "Unexpected joy."

Target: to teach children to understand the feelings experienced by others; develop social skills.

Game progress: Mom came into the room, looked at her boys with a smile and said:

Finish your game guys. We're going to the circus in an hour.

Mom raised her hand and showed the tickets. The boys first froze, and then started dancing around their mother. Expressive movements: raise eyebrows, smile; laugh, rub your hands together, and one can be clenched into a fist; you can clap your hands, jump, dance.

The game "Magic Flowers"

Target: teach children to understand the feelings experienced by others.

Material: contour images of roses, burdock, lilies, mignonette.

Game progress: Children are invited to become magicians and bring flowers to life. On the contour image of flowers, children should draw faces and color the flower.

ROSE burdock

They call me rose, I'm prickly burdock,

Accept me. I come to everyone.

I am very fragrant I grow on the road,

And gentle in color. I'm standing at the wall.

By color and name Hit me with a dress

This is what they gave me. The passer-by is afraid ...

And even the queen. Is it possible even with you

They were nicknamed for their splendor. Reply to make friends?

LILY RESEDA

I am a lily; with you A little prominent bush

I will be friendly I always grow

Meek and modest I am And a white flower

And very slim; Reseda looks.

I love, bending over, I just smell nice,

Look into the stream ... Though the color is pale.

Let me go with you, but I'm everywhere

Turn around in a circle! Acquaintance and affection.

Children draw to the music of P.I. Tchaikovsky "The Lilac Fairy". (The nature of the music is affectionate, light, kind, soothing)

Game "Mouse and mousetrap"

Target: to develop in children a sense of kindness, empathy, the desire to support others; develop a positive attitude towards animals.

Game progress: the required number of players -5-6. Everyone forms a circle, tightly pressed against each other with their legs, hips, shoulders and hugging a neighbor by the waist - this is a “mousetrap” (or net). The driver is in a circle. His task is to get out of the “mousetrap” by all possible means: to find a “hole”, to persuade someone to move the players apart, to find other ways of action. At the same time, the teacher makes sure that the legs of the “mousetrap” do not kick the mouse, do not hurt it. If the teacher notices that the mouse is sad and cannot get out in any way, he regulates the situation, for example: “Let's all help the mouse together, relax the legs and arms, take pity on him.

Game "Guess the mood"

Target: teach children to analyze conflict situations; build communication skills.

Material: pictures with types of moods (cheerful, sad, angry, kind, happy).

Game progress: children are given a set of pictures with different types of moods. After determining the "mood" of each picture, the children are divided into pairs. One child takes a picture and, without showing it to another, calls the mood that is depicted on it. The second must find the picture conceived by the partner. After that, the children compare the pictures. If there is a discrepancy, you can ask the children to explain why they chose this or that picture to determine the mood.

Leaning tower game

Target: teach children to manage their emotions in conflict situations.

Material: pillows.

Game progress: the teacher invites everyone to play a game together that will help get rid of anger, resentment and gives you the opportunity to have fun. A high tower is built from pillows. The task of each participant is to storm the tower, jump on it, uttering victorious cries like: “Aaaa”, “Hurrah!” etc. The winner is the one who jumps on the tower without destroying its walls. Each participant can build himself a tower of such a height that, in his opinion, he is able to conquer. After each assault, the “fans” emit loud cries of approval and admiration: “Well done!”, “Great!”, “Victory!” etc.

Game "Bumps"

Target: continue to teach children to manage their emotions.

Material: pillows.

Game progress: pillows are laid out on the floor at a distance that can be overcome with some effort in a jump. The players are frogs living in the swamp. Together on one hummock, capricious frogs are cramped. They jump on the pillows of their neighbors and croak: “Kwa-kva, move over!” If two frogs are cramped on the same pillow, then one of them jumps further or pushes a neighbor into the swamp, and she is looking for a new bump. The teacher also "jumps over bumps." If between the "frogs" it comes to a serious conflict, he "jumps" and helps to find a way out.

Before the start of the game, the teacher can practice with the children in the intonational pronunciation of the phrase: “Kwa-kva, move over!”.

Good-bad game.

Target: Teach children to analyze their own behavior and the actions of others.

Material: red and black chips.

Game progress: children are invited to evaluate actions and actions from two positions: good or bad? The teacher gives the children chips of two colors - red and black, with the help of which they will evaluate accordingly: good deeds - red chips; bad deeds are black chips. The teacher calls the act or action, and the children must raise the chip corresponding to his moral assessment. An approximate list of children's actions for the game:

BAD GOOD

1) tore the blouse 1) protected the weak

2) offended a friend 2) visited a sick friend

3) quarreled with mom 3) warmed and fed

4) kicked the puppy 4) helped the younger sister get dressed

5) hit the kitten

6) destroyed the bird's nest

Emotions in the life of a small child are a kind of code, a message in which others can find information about the state of the baby, explain the motives of one or another of his behavior. However, during the period of childhood, the feelings and emotions of children go through a certain path of development, which needs some organization on the part of adults. At different preschool ages, these will be games of different content for emotional (emotional-volitional) development.

The essence of games for emotional development

Sadness, anger, dissatisfaction with children who cannot speak are expressed by screaming, sobbing, stomping their feet, thereby splashing 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. Emotional development games are an organized play activity designed to show children ways to direct their experiences in the right direction, reading the feelings of others, which subsequently forms their emotional attitude to the world.

The upbringing of 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 (DOE), developing a system of games, create a kind of emotional primer, the purpose of which is:

• to teach children to use the language of emotions to convey their experiences, feelings;
• help the children learn techniques for understanding the emotional states of the people around them;
• develop the ability to understand the causes of 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 the development of emotions

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

Show children the mechanisms of self-regulation

At the younger preschool age, marked by a crisis of three years, when children perceive the world around them through the prism of "I myself", "Mine", these will be games that allow you to distract from emotions (anger, anger).

For example, to suppress anger in my practice, I suggest that kids play the game "Tender Paws". The kids close their eyes, bare their arm to the elbow, and the teacher runs 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 allow kids to learn to control manifestations of anger caused by an age crisis.

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

At senior preschool age, children fantasize a lot, often they cannot reach a consensus on the rules of the game. Everyone pulls a blanket over himself. To overcome this situation, to teach children to feel harmoniously part of the team in different situations-rules, I offer my pupils the game "Centipede". Preschool children stand in a column, put their hands on each other's shoulders and sit down. The task is not to disengage while moving around the perimeter of a room or site.

Teach socially acceptable behaviors

In other words, the teacher teaches children the correct reaction to the situations that have arisen. In the younger and middle preschool age, focusing on the coordinate system of kids 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 being greedy and evil is bad, I invite my children to play a scene from the fairy tale "Greedy Bear". According to the plot of the story with a little bear who did not share sweets and toys with friends, no one wanted to be friends. We play passages, reversing roles, and then come to the conclusion that it is bad to be greedy and evil.

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

To deal with this orientation, to understand and accept (or not accept) its expediency, the game “Evaluate the act”, aimed at eradicating snitching, helps us with children. The teacher informs the children about the conflict situation: the boy Vova liked to talk to the teacher, he constantly told the teacher about all the pranks of the children. Once again, he approached Maria Anatolyevna - that was the name of the teacher - and said that during a walk Misha and Andrei 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 it was impossible to do this, he replied that he was in a hurry to tell the teacher about their act. Then the teacher explained to the boy that while he was walking towards her, he was telling, Misha and Andrey poured out even more sand, which means that in the arranged mess there is also Vova’s fault, who, instead of distracting the hooligans, explaining the wrongness of their behavior, lost time for gossip. Therefore, Maria Anatolyevna said that all three would sweep the sand from the path: Misha and Andrei, and Vova, who did not stop them. During the discussion, the children agree that this reaction of the teacher 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 not to hesitate to express your positive emotions

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

To stimulate a positive feeling, I offer my pupils a theatrical game-etude “Good mood”, which is preceded by such a story: mother sent her son Seryozha to the store, instructing him to buy sweets. “Please buy cookies and some sweets for our tea. And after tea, we'll go see the hippopotamus at the zoo." The boy was very happy with this idea and skipped to go shopping. Children show Serezha'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 of middle and older groups, since it is important for games to pronounce certain “terrible” situations.

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, continue the phrase “Children are afraid ...”. The one who could not name the fear is out. At the same time, the fears already mentioned cannot be repeated. At the end, we determine the winner of the competition.

Cultivate 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 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 look in the mirror in turn, imagine that something fabulous is reflected there, we are surprised, and then we analyze: all people are surprised in different ways, but there is still something in common, for example, rounded eyes, raised eyebrows, etc.

With all its apparent simplicity, the recognition and transmission of emotions is a rather complex process that requires a certain level of development from the child. The better the child knows what emotions are, the more accurately he will understand the state of another person and respond to it.

Studies show that older preschool children are able to correctly perceive the state of another person, while they more accurately determine joy, delight, admiration and find it difficult to determine sadness, sadness, fear, surprise. Children pay attention to facial expressions, not attaching importance to pantomime (posture, gestures). Often the child simply does not know how to express their emotions.

The proposed didactic games of a training nature contribute to the development of understanding of the emotional state of a person in all its manifestations and the ability of children to express their emotions.

"Mirror"

Target: teach children to recognize various emotional states, imitate them, .

The participants of the game are divided into pairs (optional), stand or sit facing each other. One child with the help of facial expressions and pantomimics (slow movements of the head, arms, torso, legs) conveys a different mood. The task of another child of the “mirror” is to be his reflection, to accurately copy his state, mood. Then the children switch roles.

"The Theater of Fashion"

Target: to develop in children the ability to distinguish between the individual characteristics of their peers, the features of their appearance, to form the skills of free, natural, liberated behavior being in the center of attention of others.

Equipment: tape recorder, microphone for commentator, "podium".

Option 1. The participants of the game are divided into fashion models, fashion models, commentators and spectators.

Everyday outfits of children can be decorated with beads made of spools and balls, handbags, original hats and caps, etc. Mannequins and fashion models walk along the catwalk to the music, demonstrating models and grace. The demonstration is accompanied by a friendly commentary. First, the teacher can be the commentator, and then the children. The audience applauded their favorite models. Then the players switch roles.

Option 2. At the request of the children, the role of fashion designers demonstrating their new collections can be introduced into the game (at the same time, decorations made of paper, fabric and other materials are prepared in advance). The audience determines the winner.

Option 3. You can enter various "nominations" and award awards:

• for the most charming and charming smile;
• for the most cheerful eyes;
• for the most graceful gait,
• for the highest growth;
• for the lightest (darkest), long (short) hair;
• for the bluest, red color of clothes;
• for the most original costume, etc.

At the same time, everyone should receive awards, and the audience decides which one.

"Guess the emotion"

Target: teach children according to the scheme to recognize the emotional state and depict it with the help of facial expressions, pantomime, voice intonations.

Equipment: pictures with a schematic representation of emotions.

Option 1. Lay out schematic images of emotions on the table with the picture down. Invite the children to take any card in turn without showing it to the others. The task of the child is to learn the emotional state according to the scheme, to depict it with the help of facial expressions, pantomime and voice intonations. The rest of the children - the audience - must guess what emotions the child depicts, what happens in his mini-sketch.

Option 2. To study the intensity of emotions, the task can be complicated by inviting one child to portray, for example, joy, and another - delight (irritation - rage, sadness - grief). The task of the audience is to define these emotions as accurately as possible.

"Dialogue on the phone"

Target: teach children the rules of conducting a telephone conversation; learn to invite the right interlocutor to the phone, greet, introduce yourself, thank, say goodbye.

Equipment: two phones.

Option 1. Children are divided into pairs. Each pair should come up with a dialogue on the phone, using as many polite words as possible. The couples take turns talking on the phone, the rest of the children listen carefully.

The winner is the couple who used the most polite forms in their dialogue.

Option 2. This can be a dialogue on a given topic: about the past day off, about a circus performance or a puppet show you saw, your favorite cartoon or TV show, inviting a friend to visit, for a birthday, calling a sick friend.

Option 3. Business conversation on the phone: request, offer, reminder, finding out the time of the TV show, etc.

Option 4. A telephone conversation with a character from a famous fairy tale or cartoon.

"Chunga-Changa"

Target: develop the ability to share your joy with other people.

Equipment: beads, bracelets, earrings, colorful feathers, tape recorder.

Travelers landed on their ship to the island. They were surrounded by the inhabitants of a wonderful island - small dark-skinned children. They wear colorful skirts, bracelets on their arms and legs, round earrings in their ears, beads on their necks, and beautiful feathers in their hair.

They dance merrily to the music of V. Shainsky "Chunga-Changa" and sing:

Wonder Island, Wonder Island

Living on it is easy and simple,

Living on it is easy and simple,

Chunga-Changa!

Travelers are invited to share their joy, to take part in the general fun.

"Little Raccoon"

Target: develop the ability to recognize and express.

Equipment: record player.

One child is Little Raccoon, the rest are his reflection ("The one that lives in the river"). They sit freely on the carpet or stand in a line. The raccoon approaches the “river” and depicts different feelings (fear, surprise, joy), and the children accurately reflect them with the help of facial expressions and gestures. Then other children are chosen in turn for the role of the Raccoon. The game ends with the song: "From a smile it will become brighter for everyone."

"Summer of Moods"

Target: develop the ability to recognize emotion according to the scheme, depict it, find the appropriate one in your set of pictures.

Equipment: sets of pictures depicting animals with different facial expressions (for example, a fish is cheerful, sad, angry) according to the number of children; schematic representations of various emotions and moods.

Animals have feelings

In fish, birds and people.

Impact without a doubt

All of us are in a mood.

Who's having fun?

Who is sad?

Who got scared?

Who is angry?

Dispels all doubts

Loto mood.

The teacher shows the children a schematic representation of a particular emotion, invites the children to find an animal with the same emotion in their set. The children raise the card with the answer up, depict the appropriate mood.

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

No. 1 "LET'S HELLO"

Target: the exercise continues the acquaintance, creates a psychologically relaxed atmosphere.

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

#2 STAND UP ALL YOU WHO...»

Target: the exercise is aimed at developing attention, observation, as well as the continuation of group acquaintances.

The host gives the task: "Stand up all those who ...

Likes to run - enjoys the good weather,

Has a younger sister - likes to give flowers, etc.

If desired, the role of the leader can be played by children.

After completing the exercise, the children are asked questions summing up the game:

Now we will see who in our group turned out to be the most attentive. Which of the guys remembered who in our group likes sweets? Who has a younger sister? etc.

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

Who in our group likes sweets and has a younger sister? Each question is addressed to a specific child, if he cannot answer himself, the group helps him.”

#3 "DESCRIBE A FRIEND"

Purpose: the development of attentiveness and the ability to describe what he saw, the continuation of acquaintance.

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

Then the description is compared with the original and it is concluded that

how accurate the child was.

#4 "WHAT'S CHANGED"

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

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

#5 "HOW DO YOU FEEL?"

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

The exercise is performed in a circle.

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

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

No. 6 "MY MOOD"

Target: the development of the ability to describe one's mood, to recognize the moods of others, the development of empathy.

Children are invited to tell others about their mood: it can be drawn, it can be compared with any color, animal, state, you can show it in motion - it all depends on the child's imagination and desire.

No. 7 "GIFT FOR EVERYONE" FLOWER - SEMITSVETIK»

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

choice, cooperate with peers.

The children are given the task: "If you were a magician and could work miracles, what would you give now to all of us together?" Or: "If we had a Seven-Flower Flower, what wish would you make?" Each child makes one wish by tearing off one petal from the common flower.

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

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

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

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

No. 8 "PORTRAIT OF THE BEST FRIEND"

Target: development of analysis and introspection.

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

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

During the general discussions, the rules of joyful communication are formulated, which they draw in a schematic form accessible to children or write them down on a sheet of drawing paper in block letters (if the children already know how to read). For instance:

Help your friends.

Share with them, learn to play and practice together.

Stop a friend if he does something bad. Tell him if he is wrong about something.

Do not quarrel, do not argue over trifles; play with everyone.

Do not envy.

If you did something wrong, don't be afraid to admit it, apologize.

Feel free to accept the advice and help of other guys.

Don't rejoice when someone loses. Help him if you can.

If you lost yourself, do not take out your anger on others, maybe you will win next time.

No. 9 "Study for different positions in communication"

Target: feel different positions in communication.

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

in dialogue mode. For communication are offered interesting and

relevant topics for children: "My favorite animal", "My most

happy day last month" etc.

At first, the communication situation is organized when both children are sitting

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

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

back to back, continue the conversation.

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

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

No. 10 “HANDS GET TO KNOW. HANDS FIGHT. HANDS RECONCILE»

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

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

Stretch your arms forward again, find the hands of a neighbor. Your hands are quarreling. Put your hands down.

Your hands are looking for each other again. They want to reconcile. Your hands make up, they ask for forgiveness, you part as friends.

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

No. 11" MAGIC MEANS OF UNDERSTANDING»

Introductory conversation.

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

What helps you when it is difficult for you, when you feel bad, when you have been guilty, when you have been offended?

What is special about the people with whom we are pleased to communicate, what distinguishes them? (smile, ability to listen, eye contact, kind gentle voice, soft unsharp gestures, pleasant touches, polite words, ability to understand a person).

Why can we call these means of understanding "magical"?

Can you and I use these "magic" remedies when?

No. 12 "FACES"

Target: contributes to the development of understanding of facial expressions and facial expressions.

The leader hangs various pictures, masks on the board:

Joy, - surprise, - interest,

Anger, anger, - fear, - shame,

contempt, disgust,

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

No. 13 "MASK"

Target: the ability to distinguish facial expressions, independently consciously use facial expressions to express their emotions.

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

No. 14" ROLE PLAYING OF SITUATIONS»

Target: the exercise is performed in pairs, it is aimed at a specific study, the use of "magic" means of understanding, the development of empathy, the use of already familiar means of understanding.

Using the "magic" means of understanding, children should help:

1) crying child, he lost the ball;

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

3) a friend in the class is sad, his mother is ill;

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

5) a neighbor girl asked you to make an application for her ... You need to choose as many situations so that each child can complete the task.

No. 15 "DRAWING"

Target: development of empathy, creativityimagination .

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

affectionate name, reward him with some magical remedy

understanding."

Drawing is carried out to quiet calm music, paints or

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

Then there is a competition for the kindest animal. Winner

diploma is awarded.

No. 16 "ARTIST OF THE WORD"

Target: development of the ability to describe the observed, the ability to highlight the details that are essential for the description, the use of acceptable, harmless words, the expansion of the active and passive vocabulary of children.

Each child in turn thinks of someone from the group and begins to draw his verbal portrait - his external features (and, if possible, internal, psychological), without specifically naming this person.

Given the level of development of children, you can offer them exercises for associative perception. (What animal does it look like? What flower? What piece of furniture? Etc.)

No. 17 "LET'S MAKE A GIFT TO EACH OTHER IN A CIRCLE"

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

another, the development of empathy.

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

No. 18 "TOY"

Target: role-playing situations, developing skills for effective interaction, empathy, ability to cooperate.

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

beautiful and very beloved toy, with which he loves

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

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

Important: when performing this exercise, the child - the owner of the toy

any toy is given in his hands, which he must present as

your favorite.

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

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

No. 19 "ROLE PLAYING SITUATIONS"

Target: the task is aimed at a specific study and application of "magic" means of communication, the development of empathy, the use of already familiar means of understanding.

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

Examples of playable situations:

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

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

You hurt your friend very much. Apologize and try to make amends.

No. 20 "MOOD"

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

A color scheme of the mood of the group is created. For example, on a common sheet of drawing paper, with the help of paints, each child draws his mood in the form of a strip, or a cloud, or simply in the form of a spot. Another option is possible: from a basket with multi-colored petals made of colored paper, each child chooses a petal for himself, the color of which is most suitable for the color of his mood. Then all the petals are collected in a common chamomile. You can invite children to compose a spontaneous mood dance.

No. 21 "SCHOOL OF SMILES"

Target: development of empathy, cultural communication skills.

Introductory conversation:

When do people smile?

What are smiles?

Try to show them.

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

Draw a smiling person.

Smiling man, what is he?

No. 22 "GENERAL HACTPOINT"

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

Stage 1: A competition is announced for the best image of joy, fear, anger, grief (in the future, the set of emotions can be expanded). The mood is depicted with the help of facial expressions and gestures. Then, when an expression of emotion is found, the facilitator asks to come up with and make a sound that each child associates with this state. some unpleasant event happened, etc."

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

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

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

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

No. 23 "I AM GOOD - I AM BAD"

Target: development of reflection and introspection.

Children are invited to draw a picture, a self-portrait, on which both their good and bad qualities should be drawn. If the children are at a loss, then you can talk with them about what qualities they consider to be bad and which are good and why. How can you draw bad quality, but how good? What color can they be and what shape?

No. 24 "The wind blows on ..."

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

friends”, etc.

The leader must be changed, giving the opportunity

ask each participant.

No. 25 "Find a friend"

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

No. 26 "Mittens"

For the game, mittens cut out of paper are needed, the number of pairs is equal to the number of pairs of participants in the game. The host spreads mittens with the same ornament, but not painted, around the room. The children are scattered around the room. They look for their “pair”, go to a corner and, with the help of three pencils of different colors, try, as quickly as possible, to color the mittens in exactly the same way. note: The facilitator observes how the couples organize the joint work, how they share pencils, how they agree at the same time. Congratulations to the winners.

No. 27 "Let's make a story"

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

No. 28 "Dragon"

The players stand in a line, holding on to their shoulders. The first participant is * the head", the last one is the "tail" of the dragon. The "head" should reach out to the tail and touch it. The "body" of the dragon is inseparable. Once the "head" has grabbed the "tail", it becomes the "tail". The game continues until each participant has played two roles.

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

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

“And who can growl even louder? Roar well, lions." You need to ask the children to growl as loudly as possible, while depicting a lion's stance.

Then everyone stands one after another, putting their hands on the shoulders of the person in front of them. This is a steam locomotive. He puffs, whistles, the wheels work clearly, in time, everyone listens and adapts to the neighbors. The locomotive travels around the room in different directions, now quickly, then slowly, then turning, then bending, making loud noises and whistling. The driver at the stations changes. At the end of the game, a "crash" can occur and everyone falls to the floor.

No. 30 "Yes or not?"

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

Is there a firefly field? Are there fish in the sea? Does a calf have wings?

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

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

No. 31 "Shadow"

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

#32 "What does the mood look like?"

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

No. 33 "Psychological modeling"

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

No. 34 "Walk on the brook"

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

No. 35 "Mirror"

Children are asked to imagine that they have entered a mirror shop. One half of the group are mirrors, the other half are different animals.

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

Emotions play an important role in children's lives: they help to perceive reality and respond to it. Manifested in behavior, they inform the adult that the child likes, angers or upsets him. As the child grows, his emotional world becomes richer and more diverse.

In my professional work, I pay much attention to the development of the emotional sphere of preschoolers.

I bring to your attention games and game exercises that will help the child better understand and describe his emotional state.

"My mood"

For this game you need to make the following pictures:

A conversation is held with the children that our mood can be compared with various weather phenomena.

So, the sun means a cheerful, joyful, good mood;

the sun behind the cloud - the mood changes during the day, sometimes sad, sometimes joyful;

cloud - a sad, sad mood;

a cloud with lightning - an evil mood;

a cloud with droplets - a sad, dreary, offensive mood.

"Color mood"

For this game, I made a rainbow circle and small pictograms for emotions.

A conversation is held with the children that our mood can be compared with the different colors of the rainbow. So, bright colors can denote a joyful, kind, cheerful mood; and dark ones - a sad, sad, evil mood.

Children take turns choosing the color of their mood and explaining their choice.

You can also invite children to decompose pictogram schemes denoting various emotions into the desired sector of the rainbow circle, also explaining their choice.

"Guess the Emotion"

This game will require pictogram schemes (see above)

They must be put in a bag or box. Next, the child is offered to pull out one picture, look at it and try to depict the same emotion with facial expressions. The rest of the children try to guess it.

"Cut Pictures"

For the game, you need to pick up pictures of heroes with images of various emotional states. Then cut them into several pieces. The children are told a story that an evil wizard has bewitched the forest inhabitants, and we need to help them.

Children put together a picture and name the emotion of the hero. Alternatively, you can add a picture, name the emotional state of the hero and try to portray him.

Based on my experience of working in a preschool, I can say that children really like these games.

www.maam.ru

Games for the development of the emotional sphere of preschoolers.

With all its apparent simplicity, the recognition and transmission of emotions is a rather complex process that requires a certain level of development from the child.

The better the child knows what emotions are, the more accurately he will understand the state of another person and respond to it.

How to teach a child to understand their emotions and the emotions of other people? In Game. While playing, the guys learn to control their own mood, which will positively affect their relationship with the outside world.

The presented didactic games will help to develop the emotional sphere of preschoolers, they will teach: to distinguish between the main emotional states, to compare the emotional feelings of both their own and others.

www.maam.ru

Games for the development of the emotional sphere of preschoolers

Dear colleagues!

We all know how important the role of emotions is in the life of every person, and especially in preschool children. The emotional well-being of the child in the group plays a big role in my work. To improve the mental health of children in my group, I use games made by me.

I propose to view the emotional zone of the group.

For the manufacture of the sun, I used self-adhesive paper, cardboard. We play the game "Sunny greeting" in the morning (we greet the sun, the teacher, the children with a word, a compliment, a palm, a finger, a side, etc.), thereby creating a positive emotional background for further work.

Designed a zone on the wall "My mood". I used mirrors, self-adhesive film, cardboard, pockets (cassette cases).

Children, coming to kindergarten (in a group), determine their mood looking in the mirror, analyze, talk about the reasons for its change, get acquainted with different emotions, learn to master the skills of managing their emotions.

Used postcards for the game "Petals of Desires". Children pull petals from under the magic flower and continue the thought they have begun. (I love my mom.)

"I love and I don't love"

"I like and don't like"

"I can and I can't"

"I can and I can't"

“I am praised and scolded for…”

"I want..." etc.

This game forms a positive image of "I", positive self-esteem, friendly relations, the ability to listen to peers, develops thinking, speech. At the end of the game, a flower opens and a melody (musical flower) sounds.

She made "emotional little men" out of cardboard and juice tubes. She introduces children to different human emotions. Helps develop a better understanding of yourself and others.

I printed out different emotions that children use in joint discussions, thereby expanding their ideas about their own experiences (define joy, fear).

In the album "Our emotions" we put clippings and photos of children and adults with different emotions.

Emotional mittens help direct attention to the expression of one's own and others' emotions. Children show how they are happy, sad, determine a funny fairy-tale (sad character), sing this or that song, receive prizes.

I wish you creative success. Thank you for your attention.

www.maam.ru

Card file of games for the development of the emotional sphere of children

Card file of games

on the development of the emotional sphere of children

Emotions play an important role in children's lives, helping them perceive reality and respond to it. Feelings dominate all aspects of a preschooler's life, giving them a special color and expressiveness, so the emotions that he experiences are easily read on his face, in posture, gestures, in all behavior.

Entering kindergarten, the child finds himself in new, unusual conditions, surrounded by unfamiliar adults and children with whom he has to build relationships. In this situation, teachers and parents need to join forces to ensure the emotional comfort of the child, develop the ability to communicate with peers.

Game "Kindergarten"

Two participants in the game are selected, the rest of the children are spectators. Participants are invited to act out the following situation - parents came to kindergarten for a child. The child comes out to them with an expression of a certain emotional state. The audience must guess what state the participant in the game is depicting, the parents must find out what happened to their child, and the child must tell the reason for his condition.

Game "Artists"

Purpose: to develop the ability and express various emotions on paper.

The participants of the game are presented with five cards depicting children with different emotional states and feelings. You need to choose one card and draw a story in which the selected emotional state is the main plot. At the end of the work, an exhibition of drawings is held. Children guess who is the hero of the story, and the author of the work tells the depicted story.

The game "The Fourth Extra"

Purpose: development of attention, perception, memory, recognition of various emotions.

The teacher shows the children four pictograms of emotional states. The child must highlight one condition that does not fit the others:

Joy, good nature, responsiveness, greed;

Sadness, resentment, guilt, joy;

Diligence, laziness, greed, envy;

Greed, anger, envy, responsiveness.

In another version of the game, the teacher reads out tasks without relying on picture material.

Be sad, upset, have fun, be sad;

Rejoices, has fun, admires, gets angry;

Joy, fun, happiness, anger;

The game "Who - where"

Purpose: to develop the ability to recognize various emotions.

The teacher exposes portraits of children with various expressions of emotional feelings, states. The child needs to choose those children who:

Can be planted at the festive table;

Need to calm down, pick up;

offended the educator;

The child must explain his choice, naming the signs by which he understood the mood of each child depicted in the picture.

The game “What would happen if. »

Purpose: to develop the ability to recognize and express various emotions.

An adult shows the children a plot picture, the hero (s) of which is missing (yut) face (s). Children are invited to name what emotion they consider appropriate for this occasion and why. After that, the adult invites the children to change the emotion on the hero's face. What would happen if he became cheerful (sad, angry, etc.?

You can divide the children into groups according to the number of emotions and offer each group to play the situation. For example, one group comes up with and plays out a situation in which the characters are angry, the other - a situation in which the characters laugh.

Game "What happened? »

Purpose: to teach children to recognize various emotional states, to develop empathy.

The teacher exposes portraits of children with various expressions of emotional states and feelings. The participants in the game alternately choose any state, name it and come up with a reason why it arose: “Once I am very strong," because ... " For example, "Once I was very offended, because my friend .... »

Game "Expression of emotions"

Purpose: To develop the ability to express facial expressions of surprise, delight, fear, joy, sadness. To consolidate knowledge of Russian folk tales. To evoke positive emotions in children.

The teacher reads an excerpt from the Russian fairy tale "Baba Yaga":

“Baba Yaga rushed into the hut, saw that the girl had left, and let’s beat the cat and scold why he didn’t scratch out the girl’s eyes.”

Children express pity

An excerpt from the fairy tale "Sister Alyonushka and brother Ivanushka":

“Alyonushka tied him with a silk belt and took him with her, but she herself was crying, crying bitterly ...”

Children express sadness (sadness).

The teacher reads out an excerpt from the fairy tale "Geese-swans":

“And they ran home, and then the father and mother came, they brought gifts.”

Children express their facial expressions - joy.

An excerpt from the fairy tale "The Snake Princess":

“The Cossack looked around, looked - a haystack was on fire, and a red maiden stood in the fire and said in a loud voice: - Cossack, good man! Deliver me from death."

Children express surprise.

The teacher reads an excerpt from the fairy tale "Turnip":

"Pull - pull, pulled out a turnip."

The children are excited.

An excerpt from the fairy tale "The Wolf and the Seven Kids":

“The goats opened the door, the wolf rushed into the hut ...”

Children express fear.

An excerpt from the Russian folk tale "Tereshechka":

“The old man came out, saw Tereshechka, brought him to the old woman - a hug went on! »

Children express joy.

An excerpt from the Russian folk tale "Ryaba the Hen":

“The mouse ran, waved its tail, the testicle fell and broke. Grandfather and grandmother are crying.

Children express sadness with facial expressions.

At the end of the game, mark those children who were more emotional.

"Little Raccoon"

Purpose: to develop the ability to recognize and express various emotions.

One child is Little Raccoon, and the rest are his reflection (“The one that lives in the river.”) They sit freely on the carpet or stand in a line. The raccoon approaches the “river” and depicts different feelings (fear, interest, joy, and the children accurately reflect them with the help of gestures and facial expressions. Then other children alternately choose the role of the Raccoon. The game ends with the song “From a smile, everyone will become warmer.”

Card file of games and exercises

EMOTION ANGER

Anger, anger

Anger is one of the most important human emotions, and at the same time one of the most unpleasant.

An angry, aggressive child, a fighter and a bully is a great parental chagrin, a threat to the well-being of the children's team, a "thunderstorm" of the yards, but at the same time an unhappy creature that no one understands, does not want to caress and pity. Children's aggressiveness is a sign of internal emotional distress, a bunch of negative experiences, one of the inadequate methods of psychological protection. Therefore, our task is to help the child get rid of the accumulated anger by constructive methods, that is, we must teach the preschooler accessible ways of expressing anger that do not harm others.

Game "Tender Paws"

Purpose: relieving tension, muscle clamps, reducing aggressiveness, developing sensory perception.

Game progress: an adult picks up 6-7 small items of various textures: a piece of fur, a brush, a glass bottle, beads, cotton wool, etc. All this is laid out on the table. The child is invited to bare his arm to the elbow: the adult explains that the animal will walk on the arm and touch it with gentle paws. It is necessary to guess with closed eyes which animal touched the hand - to guess the object. Touches should be stroking, pleasant.

Variant of the game: the "animal" will touch the cheek, knee, palm. You can switch places with your child.

Exercise "Evil".

Purpose: to develop the ability to recognize mi different emotions with the help of facial expressions and pantomime.

Children are invited to imagine that anger and anger have “infused” one of the children and turned him into Zlyuka. Children become in a circle, in the center of which stands Zlyuka. All together read a short poem:

There lived (a) - there was (a) a little (th) boy (girl).

A small (th) boy (girl) is angry (a) was (a).

The child playing the role of Zlyuka must convey the appropriate emotional state with the help of facial expressions and pantomimics (shifts his eyebrows, pouts his lips, waves his arms). When repeating the exercise, all children are invited to repeat the movements and facial expressions of an angry child.

Game "Magic bags"

Purpose: to relieve the psycho-stress of children.

Children are invited to put all negative emotions into the first magic bag: anger, anger, resentment, etc. You can even scream into the bag. After the children have spoken out, the bag is tied and hidden. Then the children are offered a second bag, from which children can take the positive emotions that they want: joy, fun, kindness, etc.

Exercise "Finish the sentence"

Anger is when...

"I get angry when..."

Mom gets mad when...

The teacher gets angry when...

“Now let's close our eyes and find on the body a place where anger lives in you. What is this feeling? What color is it? There are glasses of water and paints in front of you, paint the water in the color of anger. Next, on the contour of a person, find a place where anger lives, and paint over this place with the color of anger.

Exercise “Go away, anger, go away! »

Goal: Removal of aggressiveness.

The players lie on the carpet in a circle. There are pillows between them. Closing their eyes, they begin with all their might to be with their feet on the floor, and with their hands on the pillows, with a loud cry of “Go away, anger, go away! » The exercise lasts 3 minutes, then the participants, at the command of an adult, lie down in the “star” position, spreading their legs and arms wide, lie quietly, listening to calm music, for another 3 minutes.

Card file of games and exercises

Emote of Surprise

Surprise is the shortest lasting emotion. Surprise comes suddenly. If you have time to think about the event and speculate about whether it surprised you or not, then you were not surprised. You cannot be surprised for long, unless the event that struck you opens up for you with its new unexpected facets. Surprise never stretches. When you stop experiencing surprise, it often disappears as quickly as it appeared.

Exercise "Finish the sentence."

Surprise is when...

"I'm surprised when..."

Mom is surprised when...

The teacher is surprised when...

Exercise "Mirror".

Invite the children to look in the mirror, imagine that something fabulous is reflected there, and be surprised. Draw the children's attention to the fact that each person is surprised in his own way, but, despite the difference, there is always something similar in expressions of surprise. Question:

What do you have in common with how you portrayed surprise?

Fantasy game.

Children are invited to continue the start of amazing adventures:

An elephant has come to us.

We ended up on another planet.

All of the adults suddenly disappeared.

The wizard changed all the signs on the shops at night.

Etude Focus on the expression of surprise

The boy was very surprised: he saw how the magician put a cat in an empty suitcase and closed it, and when he opened the suitcase, the cat was not there. The dog jumped out of the suitcase.

Etude "The weather has changed".

Children are invited to imagine how suddenly, unexpectedly for everyone, the rain ended and the bright sun came out. And it happened so fast that even the sparrows were surprised.

What happened to you when you imagined such unexpected changes in the weather?

h4]]Card file of games and exercises

Emotion Fear

This is one of the first emotions that a newborn baby experiences; associated with a sense of danger. Already in the first months of life, the child begins to be frightened, first by sharp sounds, then by unfamiliar surroundings, strangers. As a child grows, their fears often grow with them. The more the knowledge of the baby expands, and the fantasy develops, the more he notices the dangers that lie in wait for each person. The line between normal, protective fear and pathological fear is often blurred, but in any case, fears prevent the child from living. They disturb him and can cause neurotic disorders, which manifest themselves in the form of tics, obsessive movements, enuresis, stuttering, poor sleep, irritability, aggressiveness, poor contact with others, lack of attention. This is not a complete list of unpleasant consequences that unsurmounted children's fear leads to.

Vulnerable, sensitive, overly proud children are especially susceptible to fear. The most common fears among preschoolers are the fear of the dark, nightmares, loneliness, fairy-tale hooligans, bandits, war, disasters, injections, pain, and doctors.

Adults, and first of all, parents, should help the child overcome the fears that have appeared.

Exercise "Dress the scarecrow."

Purpose: to give children the opportunity to work with the subject of fear.

The teacher prepares in advance black and white drawings of a scary character: Babu Yaga. He must "dress him" with plasticine. The child chooses plasticine of the color he needs, tears off a small piece and smears it inside the horror story. When the children “dress up” a horror story, they tell the group about it, what this character likes and dislikes, who is afraid of him, who is afraid of him?

Exercise "Draw scary."

Purpose: to help children in the manifestation of feelings in relation to the subject of fear.

The facilitator prepares in advance unfinished black and white drawings of a scary character: a skeleton ... He distributes it to the children and asks to finish it. Then the children show the drawings and tell stories about them.

Exercise "ABC of moods".

Purpose: to teach children to find a constructive way out of the situation, to feel the emotional state of their character.

“Look what pictures I brought you (cat, dog, frog). They all experience a sense of fear. Think and decide which of the characters you can show each of you. At the same time, it is necessary to say about what your hero is afraid of and what needs to be done so that his fear disappears.

Exercise "Competition boyusek."

Purpose: to give children the opportunity to actualize their fear of talking about it.

Children quickly pass the ball in a circle and finish the sentence: “Children are afraid ...”. Whoever can't come up with fear is out of the game. You can't repeat. At the end, the winner of the "boyusek" contest is determined.

Exercise "Fishermen and fish."

Purpose: removal of psychomuscular tension, fear of touch.

Choose two fish. The rest of the participants stand in pairs facing each other in two lines, take each other's hands - forming a "network". The host explains to the children that a small fish accidentally got into the net and really wants to get out. Rybka knows that this is dangerous, but freedom lies ahead of her. She should crawl on her stomach under clasped hands, which at the same time touch her on the back, lightly stroke, tickle. Crawling out of the net, the fish waits for its mate crawling after it, they join hands together and become a net.

The game "Bee in the dark"

Purpose: correction of fear of the dark, confined space, heights.

Game progress: the bee flew from flower to flower (children's benches, high chairs, cabinets of different heights, soft modules are used). When the bee flew to the most beautiful flower with large petals, she ate nectar, drank dew and fell asleep inside the flower. A children's table or high chair is used (a stool under which a child climbs. Night fell imperceptibly, and the petals began to close (tables and chairs are covered with cloth). The bee woke up, opened her eyes and saw that it was dark around. Then she remembered that she had remained inside the flower and decided to sleep until the morning. The sun rose, the morning came (the matter was removed, and the bee again began to have fun, flying from flower to flower. The game can be repeated, increasing the density of the fabric, thereby increasing the degree of darkness. The game can be played with one child or with a group children.

Exercise "Cultivate your fear."

Purpose: correction of the emotion of fear.

Children, together with the teacher, figure out how to instill fear in order to make the horror story kind, add balloons to it, draw a smile, or make the horror story funny. If the child is afraid of the dark, draw a candle, etc.

Exercise "Trash can".

Goal: Removal of fears.

The host offers to tear the drawings of fears into small pieces and throw them in the trash, thereby getting rid of their fears.

Card file of games and exercises

Emotion Joy

The factor that reflects the emotional well-being of the child is the state of pleasure and joy. Joy is characterized as a pleasant, desirable, positive feeling. When experiencing this emotion, the child does not experience any psychological or physical discomfort, he is carefree, feels light and free, even his movements become easier, bringing him joy in themselves.

In childhood, the emotion of joy can be caused by well-defined types of stimulation. Its source for the child is daily communication with close adults who show attention and care, in playful interaction with parents and peers. The emotion of joy performs an important function in the formation of feelings of affection and mutual trust between people.

To get acquainted with the emotion of joy, various exercises are used.

Storytelling exercise.

Purpose: development of expressive movements, the ability to understand the emotional state of another person and adequately express one's own.

“Now I will tell you some stories and we will try to act them out like real actors.”

Story 1 "Good mood"

“Mom sent her son to the store: “Please buy cookies and sweets,” she said, “we will drink tea and go to the zoo.” The boy took the money from his mother and skipped to the store. He was in a very good mood."

Expressive movements: gait - a quick step, sometimes skipping, a smile.

Story 2 "Umka".

“Once upon a time there was a friendly bear family: father bear, mother bear and their little son Umka bear cub. Every evening mom and dad put Umka to bed. The bear gently hugged him and sang a lullaby with a smile, swaying to the beat of the melody. Dad stood nearby and smiled, and then, starting to sing a melody to mom.

Expressive movements: smile, smooth swaying.

Mirror game.

“Today we will try to meet our smile in the mirror. Take a mirror, smile, find her in the mirror and complete the sentence in turn: “When I am happy, my smile is like ...»

Etude "Meeting a friend"

The boy had a friend. But then summer came, and they had to part. The boy stayed in the city, and his friend went south with his parents. Bored in the city without a friend. A month has passed. One day a boy is walking down the street and suddenly sees his friend getting off the trolley bus at a bus stop. How happy they were for each other!

Exercise "Picture ..."

Purpose: to consolidate in children the knowledge gained about the feeling of joy. “Let’s play a game, I’ll call one of you by name, throw a ball to him and ask, for example, “... draw a happy bunny.”

The one of you whom I will name should catch the ball, depicting a bunny, says the following words: “I am a bunny. I rejoice when…”

Compiled by: Soboleva M. Yu., Sushkova V. S.

www.maam.ru

"Games and exercises for the development of the emotional and personal sphere"

color therapy

Exercise #1

Goal: Correction of fears, inertia, apathy.

Progress: Pour red finger paint into plastic plates. To the music, with the little fingers of the left hand and right hand, put dots on a piece of paper. Ask your child: “What does the picture you drew look like?”

Game number 2 "Red object in my palm"

Purpose: the same

Action: Close your eyes and prepare your hand. When there is an object in your palm, squeeze your fist. (An adult puts a small red object in the child's palm.) Open your eyes, but do not open your palm.

Try to guess what's in your palm. (The child expresses his guesses). Well done! Now consider your subject. Describe what he is. (Large or small, round, oval, smooth, rough, patterned, with a hole in the middle, etc.)

Exercise #3

Purpose: the same

Progress: Prepare pieces of velvet paper and red floss threads, woolen threads of the same color. On a sheet of paper, draw the outline of a flower. To the music, stick the prepared pieces of different materials on the outline of the drawn flower.

Orange color.

Exercise #1

Purpose: Used in the correction of shyness, isolation, stiffness.

Progress: Apply glue to thick cardboard, pour millet groats, spreading over the entire sheet, wait until it dries. To the music, use finger paint to color the millet in orange.

Exercise number 2Relaxation.

Target: same

A move of two colors: red and yellow.) after everyone has cut out their butterflies, we proceed to coloring the orange pattern on the butterfly with our fingers. Well done! : Close your eyes and imagine yourself as a big orange butterfly. (Music turns on). Consider it better. At the end of the music, open your eyes and go to the table.

You and I have just imagined ourselves as orange butterflies. Now we will cut out a butterfly from a sheet of white paper.

See how it's done. (An adult explains and shows cutting technologies, mixing two colors: red and yellow.) After everyone has cut out their butterflies, we proceed to color the orange pattern on the butterfly with our fingers. Well done!

Yellow

Exercise #1

Purpose: used in the correction of hyperreactivity, the formation of self-control, increasing self-esteem.

Step: Draw a mimosa branch on a sheet of watercolor paper. Make confetti out of yellow velvet paper. To the music, stick confetti on the image of a branch, paint the branch and leaves with green watercolor paint.

Exercise number 2

Purpose: the same

Move: The child sticks his piece of paper on paper. The leaf can be the head, torso, dress, or anything else. Colored pencils complete everything necessary to make a self-portrait.

If the child refuses to portray himself, then he can portray what he wants.

Green color

Exercise #1

Purpose: used in the correction of excitability, anxiety, hyperactivity.

Progress: Draw clusters of grapes on a sheet of watercolor paper or cardboard. Cut off a small piece from a piece of green plasticine, roll into a ball. To the music, separate the pieces from the ball and smear them over the image of berries, paint the leaves with light green watercolor paint.

Game number 2 "Green inhabitants of the forest"

Purpose: the same

Move: Name the forest inhabitants - animals, birds, insects - green (green lizard, green snake, frog, caterpillar, butterfly, bug, grasshopper, etc.). Now each of you will turn into any green creature, and when the music starts, you will move like your heroes. That is, a butterfly will fly, grasshoppers will jump, snakes will crawl, a frog will jump.

Show how you will move. Good! When the music stops, your hero should freeze in place. (The game is repeated several times).

Exercise number 3

Purpose: the same

Progress: Cut green velvet paper into strips 15 cm long. Stick the strips on a sheet of watercolor paper or cardboard to the music, paint the gaps with finger paints, mixing green paint with yellow. Show the children how to mix paints to achieve the desired shades, how to use a palette.

Blue

Purpose: used in the correction of anxiety, aggression, increased excitability.

Move: Glue a few pieces of cotton wool (clouds) on watercolor paper.

To the music "Sounds of Nature. Singing birds ”paint the sky with blue finger paint. Show the children how to mix blue and white to get the right shade of blue.

Exercise #2

Purpose: the same

Progress: Prepare 10 pieces of blue floss. On a sheet of watercolor paper or cardboard, draw several wavy lines one above the other. To the music, stick the threads on the lines, trying to keep the shape.

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Games and exercises for the development of communication skills

and emotional sphere of preschoolers.

"Octopussy"

This is a game - a greeting, in which children, sitting on the carpet, lowering their fingers on the carpet, depict octopuses that crawl on the floor and, meeting with other octopuses, greet and greet each other.

In this exercise, each child can feel himself in an impromptu sea. The child representing the bather stands in a circle of children representing the waves. The “waves” gently stroke the “bather” from all sides, saying, “We love you”, and every child can feel the tenderness and caress of the peculiar waves.

"Magic Shell"

The host tells the children a mysterious story about a magic shell, while describing the underwater world in all colors. Then he gives each of the children a shell, offering, by putting it to his ear, to listen to what the shell wants to tell us about. And then, the facilitator asks the children to tell what the shell told them and ask the children how they provide the underwater world.

"Underwater world"

It is a continuation of the game "Magic Shell", in which kids are given the opportunity to draw with their palms and fingers the underwater world as they imagine it.

On this topic:

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Adequate forms of communication with children.

Project participants: children of the senior group 5-6 years old.

Expected results:

The development of higher feelings - intellectual, aesthetic, moral.

The formation of the highest emotional properties of the personality, (the ability to sympathize, empathize, understand the feelings of others).

The ability to subordinate motives, to control one's behavior.

The desire to achieve the result of their activities, the development of a positive worldview.

Managing emotional processes.

In recent years, there has been an active reform of the system of preschool education: the network of alternative preschool institutions is growing, new programs of preschool education are emerging, and original methodological materials are being developed. Against the background of these progressive changes, the development of the emotional sphere of the child is not always given sufficient attention, in contrast to his intellectual development.

Psychologists have proven that in the process of development there are changes in the emotional sphere of the child. His views on the world and relationships with others are changing. The child's ability to recognize and control their emotions increases.

But the emotional sphere itself does not qualitatively develop: it needs to be developed, creating certain conditions for this. The world of such people would be a world of soulless robots, devoid of the whole gamut of human experiences and unable to understand either the subjective consequences of everything that happens in the outside world, or the meaning of their own actions for others.

To prevent this from happening, it is necessary to take into account the characteristics of this age when working with preschool children. Senior preschool age is characterized by teachers and psychologists as a special period in the upbringing and development of the child, as it completes preschool childhood and is a transitional stage to schooling. It is during this period that the active formation of the behavioral features of children, activities related to the intellectual, moral-volitional and emotional spheres, important for the subsequent learning and development, takes place.

Emotion is a complex process that has neurophysiological, neuromuscular and sensory-experiential aspects. Neurophysiological processes cause facial and somatic manifestations: breathing and heart rate, sweating, muscle tone, etc. They are also perceived by a person through feedback, as a result of which emotions arise in him.

At the neuromuscular level, emotion appears in the form of facial expressions, pantomime, voice.

At the sensory level, emotion is an experience that has direct significance for a person.

Emotional stimuli can be:

Sensory information (pain, cold, hunger)

Cognitive information (value judgment, anticipatory information about what might happen, memory, etc.)

Neuromuscular stimuli (changes in body temperature, cough, etc.)

Emotions, as already mentioned, is a direct experience of a person's attitude to objects and phenomena of reality. This attitude can be positive, negative and indifferent.

Indifferent, indifferent attitude, usually not associated with any emotions. Joy is a positive emotional state associated with the ability to sufficiently fully satisfy an urgent need, the fidelity of which until this moment was small or, in any case, not certain.

Interest is a positive emotional state that promotes the development of skills and abilities, the acquisition of knowledge, and motivates learning. Surprise is an emotional reaction that does not have a clearly expressed positive or negative sign to a sudden circumstance. Negative attitude is expressed in the emotions of dissatisfaction, grief, hatred and:

Anger is an emotional state, negative in sign, as a rule, proceeding in the form of affect and caused by the sudden appearance of a serious obstacle to satisfying an extremely important need for the subject. Fear is a negative emotional state that appears when the subject receives information about the possible damage to his well-being in life about the real or imagined danger that threatens him.

An important conclusion in the emotional development of the child is communication with other people and play, during which the foundations of social feelings are formed. A preschool child is emotionally easily excitable, but his emotions are usually unstable.

A child of preschool age is at the mercy of external emotional impressions and spontaneously arising feelings. It is easy to attract him to any occupation, but it is also easy to distract him; his feelings quickly arise and also quickly disappear.

He reacts vividly to what is happening, but his emotions are not stable. Often you have to see that even 2-3 minutes have not passed after the failure suffered by the baby, and he is already smiling, enthusiastically following what is shown to him.

At preschool age, higher feelings begin to noticeably develop - moral, aesthetic, intellectual. Constant observations of children allow us to assume that most often the harmonious development of the child is hindered by emotional instability.

With insufficient emotional contacts, preschoolers may experience a delay in emotional development. The main goals of the development of the emotional sphere of preschoolers are to teach children to understand the emotional state (of themselves and those around them); give an idea of ​​the ways of expressing one's own emotions (facial expressions, posture, gestures, word); Improve your ability to manage your feelings and emotions. Activities with children:

Game: "Mischievous octopuses" Purpose: the emotional development of children in the process of forming the cognitive sphere. Develop imagination, thinking, form a culture of children's communication using the game.

Game: "Magic bag" Purpose: to teach children to recognize the emotion of anger in themselves and others, to express a given emotional state using various expressive means.

Game: "Mood bowler" Purpose: development of the emotional sphere.

Game: "Let's draw anger" Purpose: the game helps to remove the state of aggression, understand one's emotional state, learn to express emotions with the help of a picture, talk about them, and also create behavior patterns.

The game "Living Flowers" Purpose: to teach children a trusting attitude towards each other; development of emancipation in the expression of emotions.

The game "Smesilki" Purpose: to help children learn to express their emotions more freely, to teach positively, to influence the mood of other people.

The game "Rain and Daisies" Purpose: to help the child learn to express their emotions more freely, to teach sensitivity, to cheer up other people.

The game "Bumps" Purpose: reduction of aggressive behavior, hyperactivity, emotional stress; development of self-regulation, group cohesion.

The game "Like this" Purpose: the formation of ideas about the causes of emotional states, the development of the ability to express emotions in verbal and non-verbal ways.

The game "One, two, three-mood freeze" Purpose: development of the ability to determine the emotional states of people and express them with the help of facial expressions.

The game “Who rejoices (is upset)” Purpose: development of the ability to depict various emotional states in verbal and non-verbal ways.

The game "Who will laugh funnier" Purpose: development of the ability to convey an emotional state of joy.

Game "Tickles" Purpose: development of skills of regulation of emotions.

The game "Drawing in a circle" Purpose: development of group cohesion and skills of joint activity, to be able to cooperate, develop connected speech.

Game "Emotions" Purpose: development of the emotional sphere of the child. Forms of work with parents:

Questionnaire for parents. Describe your child's emotional state.

Consultation. "If Children Draw Monsters" References.

1. V. A. Krutetskaya "Psychology" Moscow "Enlightenment" 1986.

2. I. V. Dubrovina, E. E. Danilova, A. M. Parishioners "Psychology" Izdat. Center "Rakseliya" 2002.

3. "General psychology" edited by A. V. Petrovsky M. Enlightenment 1986.

4. G. A. Shirokova "Handbook of a preschool psychologist" Rostov-on-Don 2008

5. E. G. Votinova, I. V. Karneeva “Formation of emotional stability in preschool children” 2009.

6. Magazine "Hoop" 2006.

7. Journal "Preschool education" 2003.