Game guess emotions for kindergarten children. Games and exercises for the development of the emotional sphere in preschoolers

Target: development of emotive vocabulary.

Tasks:

• consolidate knowledge of basic emotions;
• develop differentiation of emotions;
• enrich children's speech with emotive vocabulary.

In the development of the speech of preschool children, vocabulary work is of great importance, namely, work on emotional and evaluative vocabulary, which denotes emotions and feelings, a person’s inner experiences, his moral qualities. The verbal designation of emotions helps to realize their own emotional experiences and manage their emotions. A child with an insufficiently developed emotional-evaluative vocabulary finds it difficult to understand the emotional state of other people, which leads to a violation of relations with others.
At preschool age, an attitude to the moral and ethical norms of society is formed, and the development of emotional and evaluative vocabulary is of great importance in this. The presented manual can be used in conjunction with the educational area "Social and communicative development".

There are 3 options for playing with this manual:

• Game "Arrange in order";

The game "Put it in order"

Didactic task: to form an idea of ​​the degree of intensity of manifestation of emotions, the ability to explain its distinctive features; enrich speech with synonyms denoting emotions.
The game is played preferably individually.

Game rules: put in order, answer questions.
Game progress: the teacher shows the child randomly arranged cards (without following the sequence) with the image of a face with varying degrees of intensity of manifestation of any emotion (for example, joy). He asks: “What kind of person can be said to be calm, smiling, laughing, laughing. Why? Who among the people depicted is more fun. Why?". Offers to arrange the cards in order of increasing emotions and vice versa. Similarly: sad - crying - sobbing, dissatisfied - angry - furious, etc.

Didactic task: to develop and consolidate knowledge about emotions and their differentiation, enrichment of the vocabulary with the names of the main emotions and feelings. The game is played in a subgroup or individual form.
Game rules: who quickly closed all the icons on his playing field - he won. Game progress: players receive a card - a playing field with the image of emotion pictograms. The teacher shows an image of a character or a person with a pronounced emotional state (or a card with a situation in a more complicated version). Players recognize the depicted emotion, name it, look for the corresponding icon on their playing field and close it with a checkmark.

Game "Guess the emotion"

Didactic task: to form the ability to use emotional and evaluative vocabulary in speech (grammatical structure - different parts of speech).
The game is played in a subgroup or individual form.
Game rules: a chip is given for the correct answer.
Game progress: players are presented in turn with a card with text and an image describing the situation. The player needs to either continue the phrase or answer with a full answer (name the emotion)

Materials used

Internet resources:

• liveinternet.ru
• snob.ru
• minecraftnavideo.ru
• http://i-sonnik.ru
• http://native-english.com.ua
• http://answerprost.com
• www.uaua.info/
• kurer-sreda.ru
• http://i.artfile.ru
• http://crazymama.ru
• http://womenshik.ru
• http://kyselivka.church.ua
• https://www.syl.ru/misc/i/ai/98389/199034.jpg
• http://getwallpapers.ru/img/picture/Apr/08/008f4d2256d2067906cbc732b1efa4b5/2.jpg

Literature:

• Gippenreiter Yu.B. Psychological games and activities with children.
• Mastering the emotional-evaluative vocabulary of older preschoolers / V. I. Yashina - "Prometheus", 2016.

Sections: School psychological service

Game tasks.

• Introduce students to basic emotions.
• Help students respond to negative emotions and replace them with positive ones.
• The study of the expression of the emotional state in facial expressions and pantomime.
• Developing the ability to express emotions verbally and non-verbally.

A description of the problems or developmental tasks that the game is intended to solve.

The development of the ability to understand the emotional states of other people, and the ability to adequately express their state. Development of communication skills, ability to cooperate. Enrichment of vocabulary and conceptual apparatus

Expected psychological outcome.

Enriching the world of emotions and feelings of adolescents. Expansion of ideas about the world of human feelings and experiences.

Description of the plot line.

Students travel through the Land of Emotions on an imaginary train, stopping at different stations. They get acquainted with the country of Emotions, plunge into its atmosphere, pass various tests, participate in competitions. A “Movement Route” has been developed, on which places of stay are marked.

game result.

The acquisition of "baggage" - impressions, knowledge about one's own world of emotions and feelings. “Baggage” is clearly expressed in the works of students and presented at the “Vernissage”.

Plot type. Real.

Time for play and discussion. 1.5–2 hours

Members: Students in grades 5-6 (11-12 years old). Group size. Up to 20 people.

It is possible to continue the game in the activities of a psychologist within the framework of psychology lessons, training sessions, in the activities of teachers - a cycle of class hours “Learn to control yourself”.

Materials needed for the game.

Paper, A4 format, colored pencils, felt-tip pens, stapler, magnets, glue.

"Traffic route". Table of feelings. Pictogram cards. Feelings cards. Cards with various sketches. Reproductions of paintings by Russian artists, excerpts from musical works, excerpts from poems. Clippings from magazines of parts of the face; face ovals. Flower petals, middle (chamomile), Table “My mood”. Cards for each participant with a color image of the mood.

Game progress

I. Immersion in the game. 5 minutes.

Today we are going on a journey through an unusual country - the Land of Emotions. We will get acquainted with the world of emotions, immerse ourselves in the atmosphere of this country. We will travel on an imaginary train. You will need your ingenuity, resourcefulness, ability to find a common language with other people. During the trip, we will make stops, interesting and informative, where you need to prove yourself. We will go out both in groups and together, where each will be for himself. It is very important not to miss the train after the stops. And so that you do not get bored on the way, while the train is moving, you will also need to work hard. We are leaving light, but during the journey we will fill our luggage with new knowledge, impressions, and practical work. “Motion Route” will help us navigate this unusual country. Be careful, try to remember what you see while driving and during stops. I wish you everyone to find something interesting for themselves!

So, good luck!

II. The beginning of the journey. 10 min.

1. Exercise "Greeting".

Say hello to each other: sad, joyful.

2. Discussion.

• Can you imagine a person who never laughs, never cries, never wonders, never gets angry, never afraid?...
  Word "emotions" comes from the Latin word emoveo, and means “shock, excite”.
• Why do you think it is necessary to pay attention to the feelings of people, why should they be studied?

Output: the study of feelings is necessary in order to :

- be able to control the manifestation of feelings, that is, to restrain if necessary;
- understand yourself;
- understand others
- communicate without conflict.

3. Competition "Connoisseurs of feelings".

Alternately name the emotions or feelings that a person can experience. If a person does not name the right word within ten seconds, then he is eliminated from the competition.

Joy, sadness, sadness, fear, surprise are all different emotions.

III. Arrival at the first station “Human Mimicry”. 10 min.

1. How do we express our emotions?

- Is it possible to understand by looking at a person what he feels at the moment, what emotion he is experiencing?
What helps determine this?

facial expressions– facial expression of a person. Your face expresses various emotions.

2. Exercise "Depict this or that emotion on your face."

• Depict with the help of facial expressions anger, surprise, sadness, joy.

What has changed in facial expressions?

Facial expression mainly depends on various combinations of the position of the eyes, lips and eyebrows.

Conclusion: everyone portrays in their own way, because each of you is unique.

Leo Nikolayevich Tolstoy in his writings 85 times described the shades of expression in the eyes and 97 times the shades of smiles that reveal the emotional state of a person.

3. Exercise. “Do you understand the language of facial expressions?”

Here are 9 facial expressions in which the artist encoded nine emotional states of a person. Try to decipher them. ( Working with a table of feelings, presented in the form of a computer Presentations ).

4. The game "Depict, guess the emotion." (Working with pictograms).

Schematic representations of emotions are laid out face down on the table. Children take turns taking any card without showing it to the others. The task of the child is to recognize the emotion and depict it with the help of facial expressions, pantomime, voice intonations.

The rest of the children-spectators must guess what emotion the child is depicting, what is happening in his mini-sketch.

IV. On my way. 10 min.

1. Exercise. Image of emotions.

Sketch the emotions that help you communicate and then the emotions that interfere with your communication.

2. Exercise "Magic shop".

Instruction: “Imagine that a small shop has appeared in the class, having in its assortment such pleasant experiences as joy, luck, love, friendship.

Those who wish can buy any such things in the store and at the same time leave unpleasant feelings in it.”

Those who wish come out in turn, who want to choose the feelings that he wants to have in return for negative experiences.

Why do you want to get rid of this feeling? What is it connected with? What is purchased for?

A person has the right to any emotion, has the right to feel and express his feelings.

There are no good and bad emotions.There are good or bad deeds.

Emotions affect our actions, our behavior. Therefore, it is important to learn to control your emotions, to manage your emotions.

Learning to manage your emotions is, first of all, means expressing them in such a way that other people understand and do not harm them.

V. Arrival at the second station "Artisticheskaya". 10 min.

1. Let's think about how else people express their emotions?

Imagine that you have come to a circus where a magician performs various miracles. Do you remember how you felt when you saw it for the first time? Probably, you had many different emotions: surprise, admiration, and fun.

It turns out that the same event can evoke many emotions at once and they can be expressed in different ways: as we have already discussed with using facial expressions (or facial expressions).

For example, when you are trying to understand what is happening in the circus arena, and how the magician does it all, you can get up from your seat or say something that expresses curiosity and delight at the same time: “Wow!”, “Great!” etc. Means, You can also express your emotions with the help of words, voice intonations.

And finally, when you admire an artist, clap your hands, applaud, you express your emotions, your joy and admiration with with the help of action (or in pantomime, i.e. in expressive movements of the whole body).

Output: Emotions can be expressed by different means: through movement, posture, facial expressions, gestures, intonation.

2. Playing out sketches.

Various situations. Task: depict the situation with the help of facial expressions and gestures.

Focus (study on the expression of surprise).

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

Cinderella (study on the expression of sadness).

Cinderella returns from the ball. She is very sad: the girl will never see the prince again, besides, she lost her shoe.

In the forest (attention - fear - joy).

Friends went for a walk in the forest. One boy lagged behind, looked around - there was no one. He began to listen: can you hear voices (attention). It seems that he heard some rustling, crackling of branches - what if it's a wolf or a bear (fear)? But then the branches parted, and he saw his friends - they were also looking for him. The boy was delighted: now you can return home (joy).

VI. On my way. 15 minutes.

Is it possible to find out what a writer, artist or composer thought about and felt when reading, looking at or listening to their works?

a) Excerpts from poems. What feelings did the author want to convey? What feelings did you experience while listening to the poems you read? How do you think other students in the class felt?

b) Painting reproductions. What emotional states, feelings did the artist want to convey?(reproductions are presented in the form of a computer presentation).

c) Excerpts from musical works . Listen to music snippets. Verbally indicate those emotional states that arose under the influence of the music you listened to.

VII. Arrival at the third station "Command". 10 min.

We will now work in teams. In order to determine who is in which team, choose one of the colored cards. ( Color breakdown: red, yellow, green, orange).

Exercise: Make up feelings of joy from magazine clippings.

Team work - 4 teams.

Each team of clippings from newspapers and magazines on the prepared oval of the face makes up the feeling of “joy”.

Props: glue, clippings from magazines of parts of the face, oval face.

Each team showcases their masterpiece.

Instruction:“In front of you are drawings and photographs cut out of magazines, which depict parts of the face: faces, eyebrows, noses, smiles. Your task is to choose an oval for the face and glue the parts you have chosen on it so that, looking at the resulting faces, we can say: “All these faces are joyful.” Get to work.

VIII. On my way. 5 minutes.

Exercise: “Bouquet of pleasant events”, “Chamomile”.

And now we will make a bouquet, but not a simple one, but a bouquet of pleasant events.

On the petals you need to write: I am happy when ... I am happy when ... I am cheerful when ...

Center: I rejoice when… (yellow). I am happy when… (red). I am cheerful when... (orange).

IX. Arrival at the final station “Izpicelnaya”. 10 min.

Exercise "My mood now". Draw your mood at the moment. Use colored pencils, markers.

X. The end of the journey. 10 min.

1. Vernissage of student work.“Mood”, “Bouquet of pleasant events”, “Composed feelings”.

2. Exercise "My mood".

Students are asked to rate their mood.

Each color represents a certain emotional state:

My mood

Color	Emotional condition
Red	Delight
Orange	Joy, fun
Yellow	Light, pleasant mood
Green	Calm, balanced state
Blue	Sad mood
Purple	Anxiety, tension
The black	Loss of energy, sadness
White	Indifference (hard to say)

3. "Our baggage." Checking the contents of luggage purchased during the trip.

Let's see what we added to our luggage during our trip.

4. Have you covered the entire route?

XI. Reflection. Conclusions. 15 minutes.

We got acquainted with the world of emotions. We discussed that a person reacts emotionally to any situation: he either gets worried, scared, or sad. And with the help of emotions conveys his attitude to reality.

The study of the emotional sphere of a person is a very interesting and exciting activity. Today we touched upon only some of the questions of this mysterious side of human life. In the future, you will learn a lot about emotions and their manifestations.

• What did you especially like?
• What was the most interesting for you?

Final exercise.

Smile at each other. Who wants, and me too. And I smile at all of you.

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, emotional development games 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 of the conflict situation: the boy Vova liked to tell the tales, 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.

For 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 children of older preschool age 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.

Didactic games "Emotions of a child"

(Pictograms)

This material is intended for preschool teachers, psychologists, primary school teachers. Pictogram cards introduce children to a person's emotions, teach him to be aware of his emotion and notice the emotions of other people.
I suggest you, dear colleagues, to make several sets of cards for the didactic game "Child's Emotions". They can be used for various activities, independent exercises for children, joint games, as well as individual work with a child to develop the emotional sphere. I think it is very important to acquaint children with their emotional state and the emotions of other people.
Preparatory work: making didactic games "Child's Emotions". Introduce children to various manifestations of people's emotions.

Tatyana Shapiro
A boring poem about boredom!
Boredom entered the house without knocking.
Boredom settled in the house.
She ran away after an hour.
She guys got bored!
Card set #1 includes 9 test cards with emotion pictograms (and their names).
A set of cards is recommended for working with children from four years old, cut-out picture cards depicting emotions and poems.

Card set number 2 includes 9 cards with pictograms of emotions, cut into halves. As well as a test card with small pictograms. In addition, I propose to make pictogram outline cards for self-drawing of emotions. These are cards with empty circles, in each of which you can draw your face with different emotions. For example, in one circle - a joyful face, in another - a sad face.

Card set number 3 includes 9 test cards with emotion pictograms (and their names), and 9 cut cards.
A set of cards is recommended for working with children of six years old, cut-out picture cards depicting emotions. They are like puzzles. Each "face" consists of two parts that differ from each other. The task of the child is to connect them correctly with each other and get a certain facial expression, because it's not so easy! Each face is characterized by certain curves of the eyebrows, lips, and the shape of the nose. After the child successfully copes with the task assigned to him, you can discuss this or that emotion (in the process of making).
Card set number 4- these are 18 cards with photographs of children (photos or pictures can be taken from the Internet, as I did), depicting a specific emotion (required: two photos or pictures for each emotion). Glue a small emotion pictogram on the back of the photo for self-control. The set includes small cards with pictograms of emotions. Recommended for children five to six years old, from this age cards with a schematic representation of emotions can be used, in which the child selects pictograms for each emotion depicted in these pictures (in the process of being made).
There are many interesting games in which you can use the "Child's Emotions" cards. For example: the game “Guess what my mood is?”, which consists in the fact that the child chooses a card and depicts the emotion of the pictogram shown in the picture, and other players must guess the emotion and name it. Variability depends on the knowledge and imagination of the teacher!

Card materials:

1. Schemes-emotions:

2. Schemes-images of emotions:

3. Pictures-emotions:

Ah, I wish I was a child
back for a day
and in carelessness
plunge again;
To the voice of my mother:
do not indulge in water -
to the river with friends
at dawn scarlet!
Half day fishing
swim for half a day;
In fun games
laugh all day
To make the world seem
always happy
And mom and dad
were alive again...
Perhaps, nevertheless
not old to strive,
When life worries
and childhood dreams ...