The role of play in the socialization of preschool children. Technology “We are together!” or “10 games for the socialization of preschoolers. Ways to organize play as a form of socialization

EXPLANATORY NOTE

Preschool childhood represents an important period in the development of a child’s personality, including his communicative development. During the period of preschool childhood, the child goes through a number of stages of socialization: non-independent elements of interaction (in the form of animation), the emergence of a need to communicate with peers, adaptation to a preschool institution, the ability to subordinate his behavior to the laws of children's groups based on learned rules and norms of behavior. Thus, if at each of these stages a favorable society is created, the necessary communication skills appropriate for a given age are formed in time, then already a 5-6 year old child communicates freely with others, observing the norms and rules accepted in this society. Therefore, already in the preschool years, it is desirable to develop in the pupil communicative competence, which helps him communicate effectively with other people. Communicative competence is the ability to come into contact with a stranger, understand his personal qualities and intentions, anticipate the results of his behavior and build his behavior in accordance with this

The proposed games are aimed at developing communication skills, the ability to derive joy from communication, the ability to listen and hear another person, the emotional sphere, relieving muscle and psycho-emotional tension, intensifying communication with each other, and developing a positive attitude towards peers. These games can be used when working with children with special educational needs.

"Magic wand"

Target: formation of the child’s ideas about the capabilities of his own and his peers.

Progress of the game:

An ordinary object (pen, pencil, ruler, etc.) is, by common consent, turned into a magic wand. Children sit or stand in a circle and pass the stick to each other in a random order or clockwise, while pronouncing phrases according to a previously established rule, for example: the transmitter names the object, and the receiver names the action that can be performed with it (carpet - lies), you can call a fairy tale and its characters.

"Bridge of Friendship"

Target: Development of empathy in children, overcoming indecisiveness and stiffness in shy children.

Move games:

The teacher shows the children a ruler and says: “This is a bridge of friendship. Let's try to hold the bridge with our foreheads. At the same time, we will say something pleasant to each other.”

The game can be played as a competition; the pair that lasts the longest wins.

"Mirror"

Target: Develop the ability to establish positive relationships with other people.

Progress of the game :

The players stand in pairs facing each other. One of the partners is a “mirror”, the other is standing in front of it. The “mirror” should repeat the movements.

Options:

The teacher (child) plays the role of standing in front of the mirror, the players are “shards of the mirror”, reflecting it - the facial expression, mood (gloomy, joyful, offended, etc.) are “reflected”.

"We're baking a pie"

Target: Learning to treat others with care, developing imagination and creativity.
Equipment: Blanket.

Progress of the game:

One of the children is covered with a blanket and asked to lie face down on the carpet. Then they stroke it with their hands, “sift the flour,” “roll it out,” “knead it,” “coat it with jam.” The cake is then turned over and decorated.

When the “pie” is ready, he will say. Then they unroll it and it rises, like a pie from the oven.

"Send a letter"

Target: Development of group cohesion.

Progress of the game:

The players stand in a circle, holding hands tightly. The driver - the postman - is in the center of the circle. He says: “I am sending a letter from Seryozha to Lena.” Seryozha begins to hand over the “letter”. He presses the hand of his neighbor on the right or left, who shakes the next one, and so on in a circle until the “letter” reaches Lena.

The goal of the postman is to “intercept” the letter, i.e. see which child has it.

The child drives until the letter is “intercepted.” It is advisable for every child to play the role of a postman.

"Scouts"

Target: develop the ability to communicate calmly with each other.

Progress of the game:

Each child, at a signal, without leaving his place, finds with his eyes the one who is looking exactly at him and fixes his gaze on him. For some time, the “scouts” remain motionless, looking into each other’s eyes. This is how pairs are formed, which can then perform a certain task.

« Storm"

Target: Develop a sense of group unity.

Progress of the game:

The leader begins the game by stopping in front of someone in the circle and rubbing his palms. The child in front of whom the leader stopped imitates the sound of a beginning storm in the same way. The leader moves further in the circle and invites each participant in front of whom he stopped to do the same. The children themselves begin to rub their hands when the leader moves a second time, snapping his fingers and inviting each participant to do the same. During the third movement along the circle, the leader makes a sound by lightly stamping his feet. The peak of the storm is indicated by full blows of the legs on the floor.

Thus, at first the wind just rustled through the leaves of the trees, then the rain began, which turned into a downpour, and finally a storm began. After a few seconds, the storm begins to subside. The stomping of feet gives way to light stamping, snapping of fingers, and finally rubbing of palms until there is complete silence.

"Waves"

Target: The game allows the child to feel his importance and the warm attitude of those around him.

Progress of the game:

“You probably like to swim in the sea? Why? Probably because there are usually small waves in the sea and it’s so nice when they gently wash you. Let's turn into sea waves now. Let's try to move like waves. Let's try to smile like the waves when they sparkle in the sun. Let’s try to “rustle” like the waves when they hit pebbles on the shore, let’s try to say out loud what the waves would say to people swimming in them if they could speak. They would probably say: “We love you!”

Then the presenter invites everyone to take turns “swimming in the sea.” “The bather” stands in the center, the “waves” run up to him one by one and, stroking him, quietly pronounce their words: “We love you!”

"Confusion"

Target: Formation of group unity.

Progress of the game:

The driver is selected by a counting rhyme. He leaves the room. The rest of the children join hands and form a circle. Without unclenching their hands, they begin to get confused - as best they can.

When a tangle has formed, the driver takes them into the room and untangles them without unclenching the children’s hands.

“The day comes, everything comes to life, the night comes, everything freezes.”

Target: develop the ability to collaborate and achieve the desired result.

Progress of the game:

After the words “The day comes - everything comes to life! The participants in the game move chaotically (running, jumping, etc.). When the teacher says: “Night comes, everything freezes!” children freeze in bizarre poses. The game gradually becomes more complicated when the “condition of the day” is set: each participant must make certain movements in a common situation for everyone, for example: harvesting, a zoo, a train station, etc. In this case, children can unite in pairs or small groups.

"Lost Child"

Target: The game helps children express their emotions and show their ability to empathize.

Progress of the game:

“Let's imagine that we are in the forest. What are we doing there? Of course, we pick mushrooms or berries. But one of us is lost. We are very concerned and loudly and affectionately call him in turns, for example, “Ay, Sashenka!”

The “lost” child stands with his back to the group and guesses who called him.

"Draw a pattern"

Target: Encourage collaboration and helping a friend.
Equipment. Paper mitten template - for each child, pencils.

Progress of the game:

Children are divided into pairs. The teacher hands out colored pencils and paper templates of mittens and asks them to decorate them so that each pair has the same pattern.

After the game, a competition is held, which takes into account the identity of the patterns of paired mittens and the complexity of the ornament.

"Golovoball"

Target: Develop collaboration skills.

Progress of the game:

Children, divided into pairs, lie on their stomachs opposite each other. A ball is placed between their heads. Touching the ball with only their head, they try to stand up and pick the ball up off the floor.

When children learn to cope with this task, the game can be complicated: increase the number of people lifting one ball to three, four, five people.

"Transitions"

Target: The game draws attention to the appearance of children, allows them to realize external similarities and differences.

Progress of the game:

The teacher asks the children to look carefully at each other: “Each of you has a different hair color. Now let’s change places so that the one with the lightest hair is sitting on the far right, on this chair, and the one with the darkest hair is sitting next to him, and the one with the darkest hair is sitting on the far right, on this chair. Let's start."

An adult helps the children, approaches each of them, touches their hair, and consults with the others.

Options. The task is the same as in the previous game, only the children must change places according to eye color.

"A toy shop"

Target: developing the ability to understand each other, relieving mental stress, fear of social contacts, and communicative timidity.

Progress of the game:

Children are divided into two groups – “buyers” and “toys”. The latter guess what kind of toy each of them will be, and take poses characteristic of them. Buyers come up to them and ask: what kind of toys are these? Each toy, upon hearing the question, begins to move, performing actions characteristic of it. The buyer must guess which toy is being shown to him. The one who doesn't like it leaves without buying anything.

"Guess who"

Target: Learn to mentally reproduce images of your friends and describe their individual characteristics.

Progress of the game:

The teacher chooses one child - the storyteller. The rest of the children form a circle. The narrator describes one of the children: appearance, clothing, character, inclination towards certain activities, etc. Children guess who we are talking about. The one who guessed first brings the child - the “guesser” - into the circle, and together with the storyteller, holding hands, they walk to the song sung by all the children:

Stand up, children,

Stand in a circle

Stand in a circle.

I am your friend

And you are my friend

Good, good friend.

"Guide"

Target:

Develop a sense of responsibility for another person.

Cultivate trust in each other.

Equipment. Blindfolds - according to the number of pairs of children, chairs, cubes, hoops.

Progress of the game:

Objects called “obstacles” are laid out and placed in the room. Children are divided into pairs: leader - follower. The follower puts on a blindfold, the leader guides him, telling him how to move, for example:

“Step over the cube,” “There’s a chair here.” Let's go around it."

Then the children change roles.

"Polite Words Store"

Target: develop goodwill and the ability to establish contact with peers.

Progress of the game:

Beforehand, a conversation is held with the children about “magic words.”

Educator: In my store on the “shelf” there are polite words: thanks (thank you, thank you), requests (I ask you, please), greetings (hello, good afternoon, good morning), apologies (sorry, forgive me, very sorry), affectionate addresses (dear mommy, daddy, dear mommy, granny, etc.). I will offer you various situations, and in order to behave correctly in them, you take turns going to the “shelf” and buy the necessary words from me.

Situation: Mom brought delicious apples from the store. You really want to try them, but mom said you need to wait until lunch. How can you ask her to give you a piece of a delicious apple?

Situation: Grandma is tired and lying on the sofa. You really want her to finish reading an interesting book to you. What will you do? How will you ask her?

Situation: Mom brought your favorite cake from the store. You've eaten your share, but you want more. What will you do?

"The Snow Queen"

Target: Help your child see positive character traits in every person.

Progress of the game:

The teacher asks you to remember the fairy tale by G.-H. Andersen's "The Snow Queen".

Children say that in this fairy tale there was a mirror, reflected in which everything good and beautiful turned into bad and ugly. How much trouble the fragments of this mirror caused when they got into people’s eyes!

The teacher says that this fairy tale has a continuation: when Kai and Gerda grew up, they made magic glasses through which, unlike a mirror, you can see the good that is in every person. He suggests “trying on these glasses”: imagine that they are on, look carefully at your comrades, try to see as much good as possible in everyone and talk about it. The teacher is the first to “put on glasses” and give a sample description of two or three children.

After the game, the children try to tell what difficulties they experienced in the role of observers, what they felt.

The game can be played several times, noting during subsequent discussions that each time we managed to see more good things.

“Hands get to know each other, hands quarrel, hands make peace”

Target: develop the ability to express your feelings and understand the feelings of another person.

Progress of the game:

The game is played in pairs with eyes closed, children sit opposite each other at arm's length. The teacher gives tasks. Close your eyes, stretch your hands towards each other, introduce your hands, try to get to know your neighbor better, lower your hands; stretch your arms forward again, find your neighbor’s hands, your hands are quarreling, lower your hands; your hands are looking for each other again, they want to make peace, your hands are making peace, they ask for forgiveness, you part as friends.

"Rug of Reconciliation"

Target: Develop communication skills and conflict resolution skills.

Progress of the game:

Coming from a walk, the teacher tells the children that two boys had a fight on the street today. Invites opponents to sit opposite each other on the “Rug of Reconciliation” in order to find out the cause of the discord and find a way to peacefully resolve the problem. This game is also used when discussing “How to share a toy.”

"Seven-flowered flower"

Target:

Encourage children to discuss their desires and choose one that is more meaningful.

Encourage a desire to care for others.

Equipment: A seven-flowered flower made of colored paper with removable petals.

Progress of the game:

Children are divided into pairs. Each couple in turn, holding hands, “plucks” one petal and says:

Fly, fly, petal,

Through west to east,

Through the north, through the south,

Come back after making a circle.

As soon as you touch the ground,

To be, in my opinion, led.

Having thought about and agreed on a common desire with each other, they announce it to the others.

The teacher encourages those desires that are associated with caring for comrades, old people, those who are weaker, and assures the children that their desires will definitely come true.

A.V.Borgul Games 02 Sep 2016

For preschool children, games are of exceptional importance: for them, play is study, play for them is work, and play for them is a serious form of education. Play for preschoolers is a way of learning about their surroundings. N. K. Krupskaya

"Name yourself"

Target: To develop the ability to present oneself to a group of peers.

The child is asked to introduce himself, saying his name as he prefers, as he would like to be called in the group.

"Call me kindly"

Target: Nurture children to have a friendly attitude towards each other.

The child is asked to throw a ball or pass a toy to his favorite peer (optional), affectionately calling him by name.

"Magic Chair"

Target: to cultivate the ability to be affectionate, to activate gentle, affectionate words in children’s speech.

One child sits in the center on a “magic chair”, and the rest say kind, affectionate words about him.

"Magic wand"

Target: continue to cultivate the ability to be affectionate.

Children stand in a circle. One child passes the stick to the person standing next to him and calls him affectionately.

"Freeze"

Target: develop listening skills, develop organization.

The point of the game is the teacher’s simple command “Freeze,” which can be heard during children’s activities, in a variety of situations.

"Stream"

Target: develop the ability to act together and learn to trust and help those with whom you communicate.

Before the game, the teacher talks with the children about friendship and mutual assistance, about how they can overcome any obstacles. The children stand one after another and hold on to the shoulders of the person in front. In this position they overcome any obstacles.

Go around the lake, crawl under the table, etc.

"Magic wand"

Target: formation of ideas about the capabilities of one’s own and peers.

One names the fairy tale, another its characters, etc.

"Polite Words Store"

Target: develop goodwill and the ability to establish contact with peers.

Educator: I have polite words on the shelf in my store: greetings (hello, good morning, good afternoon, etc.); affectionate addresses (dear mommy, dear mommy, etc.).

I will offer you various situations, and you buy the right words from me.

Situation. Mom brought apples from the store. You really want to, but mom said you need to wait until lunch.

How do you ask her to give you an apple?

« Body"

Target: continue to reinforce polite words.

Children sit around a table on which there is a basket. The teacher turns to the child: “Here’s a box for you, put a polite word in it.”

"That's what grandma is like"

Goal: develop respect for elders, reinforce kind words.

Each child takes turns telling what his grandmother’s name is, and how affectionately you can call her.

"Wonderful bag"

Target: expansion of the vocabulary, development of tactile perception and ideas about the characteristics of objects.

Children take turns recognizing the object by touch, naming it, and taking it out of the bag.

"Good words"

Target: develop the ability to use kind words in speech.

Children choose kind words. Show the children a picture of children working. What can you call children who work? (Hardworking, active, kind, noble, etc.)

"Rug of Reconciliation"

Target: develop communication skills and conflict resolution skills.

Coming from a walk, the teacher tells the children that two boys quarreled over a toy. Invites you to sit down opposite each other on the “rug of reconciliation” to find out the cause of the discord and find a way to peacefully resolve the problem. Discuss how to share the toy.

“What to do, what to do?”

Target: awaken initiative, independence, intelligence, responsiveness of children, and willingness to look for the right solution.

Create a situation: there are no paints of certain colors, there is not enough plasticine for modeling. Children look for solutions on their own.

"Package"

Target: expansion of the vocabulary, development of coherent speech.

The child receives a package from Santa Claus and begins to describe his gift without naming or showing it. The item is presented after the children have guessed it.

“This is what Santa Claus is like”

Target: develop respect, reinforce kind words.

The child tells what gifts Santa Claus brought, how he thanked him, and how you can affectionately call him.

"Without a mask"

Target: develop the ability to share your feelings, experiences, and construct unfinished sentences.

The teacher says the beginning of the sentence, the children must finish.

What I really want is………….

I especially like it when……………………………

One day I was very frightened by the fact that ………………..

"Day Night"

Target: develop the ability to collaborate and achieve the desired result.

After the words “The day is coming, everything comes to life,” the participants in the game move chaotically and jump. When the teacher says: “Night comes, everything freezes,” the children freeze in bizarre poses.

“Listen outside the window, outside the door”

Target: develop auditory attention.

According to the teacher's instructions, all children focus their attention on the sounds and rustles of the corridor. Then they take turns listing and explaining what they heard.

“Who better to praise”

Target: be able to name the characteristics of animals based on the example of an adult, develop attention, and the ability to describe.

The teacher takes a bear for himself and gives the child a bunny.

And he begins: “I have a bear.” Child: “And I have a hare.” etc.

"Who am I talking about"

Target: develop observation skills, the ability to focus on the main features of the described object.

The teacher describes the child sitting in front of him, naming his details of clothing and appearance. For example: “This is a girl, she’s wearing a skirt and blouse, her hair is blond, her bow is red. She loves to play with the Tanya doll."

“That’s what dad is like.”

Target: develop respect for dad, reinforce kind words.

The child tells what his dad’s name is, how he plays with him, how he affectionately calls him.

“Describe a friend.”

Target: develop attentiveness and the ability to describe what you saw.

Children stand with their backs to each other and take turns describing their partner’s hairstyle, clothes, and face. Then the description is compared with the original and a conclusion is drawn about how accurate the child was.

“That’s what mom is like.”

Target: develop love for mom, reinforce kind words.

Each child takes turns telling what his mother’s name is, how she takes care of him, and how she can be affectionately called.

"What changed?".

Target: the attentiveness and observation necessary for effective communication.

The driver leaves the group. During his absence, several changes are made in the group (in the children's hairstyle, in clothes, you can move to another place), but no more than two or three changes.

"A gift for everyone"

Target: develop a sense of teamwork, the ability to make friends, and make the right choice to cooperate with peers.

The children are given the task: “If you were a wizard and could work miracles, what would you give to all of us now?”

"Why?"

Target: develop the ability to make friends, be polite.

For example, if a girl is offended, she will cry.

If you accidentally pushed, then…………...

You were given a toy, then……………

"Beat the transformation"

Target: cultivate trust in each other, a sense of responsibility for the other.

The teacher passes the object (ball, cube) in a circle, calling them by conventional names. Children act with them as if they were objects named by an adult. For example, they pass a ball around in a circle. The presenter calls it “Apple” - the children “wash”, “eat”, “sniff”, etc.

"Toys Alive"

Target: to form a culture of communication in children.

Educator. You've probably been told or read fairy tales about how toys come to life at night. Please close your eyes and imagine your favorite toy, imagine what it does when it wakes up at night. Introduced? Then I suggest you play the role of your favorite toy. And we’ll try to guess what kind of toy you were depicting.

"Edible - inedible"

Target: development of auditory attention, development of the ability to highlight the essential features of an object (edibility, animation).

The leader says the word and throws a ball to one of the children and names the object. If edible, the player catches the ball, and if inedible, the player dodges the ball.

"Magic wand".

Target: formation of ideas about the capabilities of one’s own and peers, to consolidate the signs of spring.

Children pass the stick and name the signs of spring.

"Let's say hello."

Target: create a psychologically relaxed atmosphere in the group.

The teacher and children talk about different ways of greeting, real and comic. Children are encouraged to greet with their shoulder, back, hand, nose, cheek and come up with their own way of greeting.

"What can happen?".

Target: develop imagination, strengthen the ability to finish a sentence, and the ability to listen to each other.

What could happen if……….

“All fairy-tale heroes will come to life.”

“The rain will continue to fall.”

Game card index,

aimed at developing the socialization of children

senior preschool age.

"The Snow Queen"

Goal: developing the ability to give a friendly assessment to another person.

Progress: The teacher suggests remembering the fairy tale “The Snow Queen” and says that she has a proposal: Kai and Gerda grew up and made magic glasses through which they could see all the good that is in every person. The teacher suggests “trying on these glasses” and looking carefully at each other, trying to see as much good as possible in everyone and talk about it. The adult is the first to put on the “glasses” and give a sample description of two or three children. After the game, the children say what difficulties they experienced in the role of observers, what they felt. The game can be played several times, noting that each time the children were able to see more good things.

Option. You can invite the whole group to “put on glasses” and take turns looking at each participant in the game.

"Telegraph"

Goal: developing the ability to establish “feedback” when interacting with other people.

Progress: Four children are “signalmen”; the rest are observers; teacher - sender of the telegram; one child is its recipient. The signalmen and the recipient of the telegram go out the door. The teacher invites one signalman and reads the text of the telegram to him once. The first signalman, in order to better remember the text, can ask clarifying questions. Then he invites the second signalman and gives him the text he heard; second to third; third to fourth; the fourth - to the recipient. The recipient retells what he heard to the observers and asks: did he understand everything correctly?

Sample text.I'm leaving on flight 47. Meet me at 13.00 Moscow time. Don't forget about sweets and flowers. See you. Your friend.

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"A toy shop"

Goal: developing the ability to understand each other, relieving mental stress, fear of social contacts, and communicative timidity.

Progress: children are divided into two groups - “buyers” and “toys”. The latter guess what kind of toy each of them will be, and take poses characteristic of them. Buyers come up to them and ask: what kind of toys are these? Each toy, upon hearing the question, begins to move, performing actions characteristic of it. The buyer must guess which toy is being shown to him. The one who doesn't like it leaves without buying anything.

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"Bridge of Friendship"

Goal: developing empathy in emotionally withdrawn and selfish children, overcoming indecision and constraint in shy children.

Progress: The teacher shows the children a ruler and says to one of them: “This is a bridge of friendship. Let's try to hold the bridge with our foreheads. At the same time, we will say something pleasant to each other.” The game can be played as a competition; the pair that lasts the longest wins. You can use a stopwatch.

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"Radio".

Goal: development of sustainable interest in a peer.

Procedure: Children playing sit in a semicircle so that they can clearly see each other. According to the counting rhyme, the driver is selected (for the first time there may be a teacher), he chooses one of the people sitting to describe him and turns his back to them and says into the microphone: “Attention! Attention! A girl (boy) got lost... (gives a description of one of the children). Let her (he) approach the announcer.” All children determine by description who they are talking about. Then the role of announcer is played by the child who was described.

This game will help children establish contact with each other in a team, will promote the ability to listen to the opinions of others, and form a positive attitude towards peers.

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"Suitcase".

Goal: developing the ability to establish positive relationships with other people.

Progress: In order to play this game, we need to split into two teams. For this, I have cut pictures, each take one fragment of the picture for yourself. Your task is to collect the picture and find a place for your team. Next, the teacher offers the children an imaginary situation: they are going on vacation without adults. The day before, you pack your suitcase yourself. In order not to forget anything, you need to make a list of what you need and what will help you quickly get to know other children. The list must be compiled using diagrams, drawings, and icons.

Teams need to prepare materials, discuss and sketch what they need to take for the trip. To do this, you are given 10 minutes (an hourglass is set). After the time has passed, the presenter suggests exchanging lists - sketches and guessing what the other team is taking with them on the trip.

When organizing this game, we used the rules of socio-game technology: work in small groups, changing the leader, changing the mise-en-scène, integrating activities (socialization, communication, productive, search, etc.).

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"Present".

Goal: development of empathy, creativity in communication, the ability to anticipate the desires of another, to assert one’s positive “I”.

Progress: In order to start playing this game, you need to split into two teams. To do this, I propose to stand in a semicircle according to the numbers of the houses in which you live, in ascending order (the players stand up), and now calculate for an apple - an orange. All the “apples” stand in the inner circle, and all the “oranges” in the outer circle. Children form two circles and move to the music, in a circle, in opposite directions. At a signal, they stop, join hands with a peer standing opposite and turn to face each other. Assignment: First, children from the outer circle think to themselves what they would like to receive as a gift, and children from the inner circle guess. If the child guesses, the guesser gives him a token; if not, he gives him his own. Each player has 3 tokens. We play 3 times, then count the tokens.

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Games for a working mood

"Riddle letters"

1. “Letter by air.” Children choose a leader. He, standing with his back to the players, writes a large letter in the air, and the others guess. Letters can be written with your hand, shoulder, head, leg, knee, etc., in a mirror image.

2. “Letter-round dance.” A group of children, holding hands, follow the leader in a round dance like a snake and write down the letter he has guessed. The rest guess the letter.

3. “Building letters.” A group of children “constructs” the intended letter as a frozen living pyramid, the rest guess, write down, sketch. “Riddle letters” can be short riddle words (cat, poison, mustache, catfish, chorus)

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"Echo"

The teacher (child) taps a simple rhythmic pattern. “Echo”, upon a signal (by a glance or others), repeats the rhythm by clapping (stomping, beating the table with palms, etc.) Option: pronouncing syllables, words, phrases, reading aloud. The speaker (reader) pronounces - the players “echo” repeat muffledly, but in exactly the same way as was pronounced by the author.

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"Magic wand"

The “magic wand” (pen, pencil, etc.) is transmitted in any order, the transmission is accompanied by speech according to a predetermined order-rule.

Options:

The transmitter names a noun, the receiver names an adjective;

The transmitter names a fairy tale, the receiver names a character from this fairy tale, etc.

If the receiver does not answer, the “stick” returns to its original position or changes the receiver. Children agree on the terms of transfer:

Look into each other's eyes

Stand up if you agree with the recipient's statement

The transmitter is chosen alone and the wand is returned to him.

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"Undamaged phone"

Children pass the word to each other in a whisper in their ears, the children “catch” the word by ear. The success of the transfer is assessed by the following criteria: the word was “not caught”, all players participated in the transfer, the last one “received” the word transmitted by the first player.

Options:

Word, difficult word, phrase, tongue twister (counting book),

Two telephone lines (relay race): fast, undamaged telephone.

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"It flies - it doesn't fly"

The teacher names the nouns, the children perform the given movements

(airplane - they clap their hands or wave their hands, a closet - they do nothing or press their hands along the body). The one who makes a mistake is out of the game. The speech therapist selects words for inanimate and animate objects: tit, fly, TU-134, crane, mosquito, rocket, parachutist, ostrich, acrobat, poplar fluff. Options: grows - does not grow, moves - does not move, more - less, living - non-living, etc.

II. Games to get you started

"Echo"

The teacher (child leader) beats out a simple rhythmic pattern with clapping. “Echo”, upon a signal (by a glance or other), repeats the rhythm by clapping (stomping, beating on the table with palms, etc.). The speaker (reader) pronounces - the players “echo” repeat muffledly, but in exactly the same way as was pronounced by the author.

Option: pronouncing syllables, words, phrases, reading aloud.

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"Dispute with pretexts"

The teacher invites children to act out an argument between 2-3 groups using a picture: between a preposition and words (1 group - girl V coat, 2 gr. - girl V boots, 3 gr. - girl V forest); between different prepositions: 1 gr. - book on table, 2 gr. - book under lamp, 3 gr. - book at me, 1 gr. - book above floor, 2 gr. - book V room, 3 gr. - book before eyes, etc.). Children complete tasks one at a time from the group, in order (relay race). Each utterance is related to the previous intonation disputing or intonation of confirmation.

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“A story-drawing about what I see”

The teacher (child leader) asks the children to describe in words what is behind him (use epithets, comparisons). The teacher (child) finds an object or setting according to the description (outside the window, in the office, in a group, etc.). Descriptions must be understandable, clear, and coherent.

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"Make a Word"

Children play making words from syllables, identifying words by syllable. The game consists of creative attempts to make various combinations, collecting and reading words at speed. Children connect syllable cards, read, and write down words. The one who collects the most words wins.

Option: make words from letters (syllables) of one long word.

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"Typewriter"

All participants in the game perform a series of movements synchronously:

Clap your hands in front of you

Slap the knees with two hands (right hand on the right, left hand on the left)

Throw your right hand up to the right, snapping your fingers

Throw your left hand up to the left, snapping your fingers

Option :

Change the pace of movements,

Enter speech accompaniment,

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"Punctuation marks"

The teacher invites the children to voice punctuation marks, distinguishing interrogative intonation from affirmative, exclamatory, narrative intonation in a given sentence (A Christmas tree was born in the forest: !, ?, .).

Option: Children who do not read are offered picture material, sayings, lines of a poem (symbols).

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III. Warm-up and cool-down games

"Hands-legs"

The players sit (on chairs, on the carpet). The teacher (child) claps 1 time - a command to the hands (raise, lower, on the belt, behind the head, etc.), claps 2 times - a command to the legs (stand up, sit down, cross, etc.).

The sequence of movements (claps) and tempo may vary.

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"Clockwork Men"

The teacher offers the children symbol pictures (winding up people doing exercises). Each pose has its own number. Children, looking at the card, perform the exercise, repeating the movements several times.

Option:

Performing counting exercises, clapping exercises - changing movements,

Changing the pace of execution,

Performed in pairs, threes, standing in a line, in a row, in a semicircle, etc.

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"For 5 senses"

Children think of a situation, depict it according to a given “ticket”: drawn (nose, eye, mouth, ear, fingers) or written. During the game, the teacher pays attention to the work of each of their senses: vision, hearing, taste, smell, touch, which are manifested in human behavior. At the first stage, play one sense organ at a time, at the second - 2, 3 at a time, at the third - all 5 (a story skit about a character in circumstances).

Options:

Live a piece of a fictional story with character and circumstances,

Complication - comparison of characters (dwarf - giant, Thumbelina - Karabas Barabas, mouse - bear).

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“Words starting with one letter (sound)”

The game begins with the words “Here around us...” or “I see...”, “They loaded the ship...”. Children name (write, read) words based on a given sound (letter). The task is performed in small groups. The players count which group has named how many words and determine the winner

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"Catch the animal"

The players take turns taking “tickets” asking who they should catch (a grasshopper, a butterfly, someone else’s cat, their own kitten, etc.). The player completes the task, the rest stand up if the transformation has occurred and the “little animal has been caught.” The teacher asks to name the “guessed” animal and compares it with the task on the “ticket”.

Option: completing the task in pairs, triplets, etc.

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IV. Games for creative self-affirmation

"Poems by Roles"

For the game, the teacher selects dialogues from poems by Chukovsky, Marshak, Barto, Zakhoder, Mikhalkov, Kharms. The players pronounce the text in different voices, intonation, using different images (costumes), and decorative elements. Children discover different interdependencies between the final result, text, design, and execution techniques.

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"Specific Words"

The teacher offers the children a text for which they need to find a justification (construct a situation in which the text is pronounced, invent characters participating in the situation, determine the behavior of the speaker and the listeners, understand the nature of the words being pronounced). Start the game with common everyday phrases (Don’t do this, please!), move on to literary ones (replicas from fairy tales, poems, fairy tale plays, etc.).

Option:

The player must pronounce the “given word(s)”, finding a suitable goal, motive, choosing, inventing to whom and why it can be said (FIRE, NO, DAY PASSED, etc.),

The same player performs the task in different ways, justifying the pronunciation of the given words

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"Body in Action"

The teacher invites the children to come up with a certain pose (photograph) of some activity (looking at a picture, reading, doing articulatory gymnastics, etc.). The player demonstrates his “photo”, the others guess, comment, show guessing actions, and compare the “photos”.

Option:

Add your own understanding to the “photo”

Show “photos” before and after the plan

Each “business” requires a completely specific “body”. All muscles, from the direction of gaze to the movement of the center of gravity, from the muscles of the face to the position of the legs, are determined in their own way depending on what and how a particular child is doing. The point of the game is to establish

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“Phrase with given words”

The teacher names a set of words (stairs, man, clock). Children compose a sentence using intonation (scary sentence, fairy-tale sentence, etc.) It is allowed to change words by case and word order.

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"Collect dialogue"

The teacher invites the children to remember the heroes of familiar fairy tales and phrases from these fairy tales. Children agree among themselves who will speak a line for which character, determine the sequence (in the group of players, a certain plot with characters, characters, and dialogues arises). It’s better to start the game with one line (phrase), gradually increasing the dialogues to 3-5.

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V. Freestyle games

"Sparrow-crows"

The players are divided into 2 teams, stand opposite each other (team “Sparrows”, team “Crows”). The team that the teacher calls

(child leader) - catches, the other - runs away. They catch and run away to a certain line (2-3 steps behind the standing team). The teacher (child leader) says slowly: “Whoa-o-o-ro-o-o-o-o...”. At this moment, everyone is ready to run away or catch (this moment of contradictory readiness, the initial mobilization of each player is especially important). After a pause, the teacher (child leader) finishes: “... us! (...hit!" The players run away and catch up.

Option:

A “stop-freeze” complication is introduced: children break into pairs and agree on who is “sparrow” and “crow” in the pair. Children on the playground are located chaotically. On command: “Crows!” The “crow” catches up with the “sparrow” until the command “Stop!” is heard. or “Freeze!” Late couples leave the game (even if one of the pair fulfilled the rule)

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“The day comes - everything comes to life, the night comes - everything freezes”

The teacher (child leader) says “The day is coming - everything comes to life”, the players move around the playground chaotically (running, dancing, jumping, catching up with each other). When the teacher (child leader) says the second part, “Night comes - everything freezes,” the players stop in bizarre poses. At the choice of the presenter, some players “come to life” with an invented movement (jump, dance, run).

Option:

Using any movements “The day comes - everything comes to life”

Using purposeful movements “The day comes - everything comes to life” (harvesting, anthill, railway, swimming)

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“Words starting with one letter (sound)”

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“I love it - I don’t love it”

Children stand in a circle. The teacher (or child leader) passes the ball clockwise and says:“I don’t like it when children fight”, the next one should offer his own option"I do not like, …". Counterclockwise the game continues"I love, …"

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"Stand up on your fingers"

The teacher (child) stands with his back to the children, shows a number on his fingers and slowly counts to 5, after the word “freeze” there should be as many children left as there were fingers shown.

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"Mirror"

The players stand in pairs facing each other. One of the partners is a “mirror”

the other is standing in front of him. The “mirror” should repeat the movements.

Options:

the teacher (child) plays the role of standing in front of the mirror, the players are “mirror fragments” reflecting it

- “reflects” facial expression, mood (gloomy, joyful, offended)

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“Pretend your profession”

The players depict actions characteristic of a certain profession (the driver sits down, takes the wheel, turns on the engine, drives along the road). Children name their profession.

Options: children call a series of actions shown by the planner a group of children; draw objects recognized in the show (doctor - thermometer, pills, driver - car, steering wheel)

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"Bridge of Friendship"

Target: Development of empathy in children, overcoming indecisiveness and stiffness in shy children.

Progress of the game:

The teacher shows the children a ruler and says: “This is a bridge of friendship. Let's try to hold the bridge with our foreheads. At the same time, we will say something pleasant to each other.”

The game can be played as a competition; the pair that lasts the longest wins.

"Mirror"

Target: Develop the ability to establish positive relationships with other people.

Progress of the game:

The players stand in pairs facing each other. One of the partners is a “mirror”, the other is standing in front of it. The “mirror” should repeat the movements.

Options:

"We're baking a pie"

Target: Learning to treat others with care, developing imagination and creativity.
Equipment: Blanket.

Progress of the game:

When the “pie” is ready, he will say. Then they unroll it and it rises, like a pie from the oven.

"Send a letter"

Target: Development of group cohesion.

Progress of the game:

The goal of the postman is to “intercept” the letter, i.e. see which child has it.

The child drives until the letter is “intercepted.” It is advisable for every child to play the role of a postman.

« Storm"

Target: Develop a sense of group unity.

Progress of the game:

Thus, at first the wind just rustled through the leaves of the trees, then the rain began, which turned into a downpour, and finally a storm began.
After a few seconds, the storm begins to subside. The stomping of feet gives way to light stamping, snapping of fingers, and finally rubbing of palms until there is complete silence.

"Confusion"

Target: Formation of group unity.

Progress of the game:

The driver is selected by a counting rhyme. He leaves the room. The rest of the children join hands and form a circle. Without unclenching their hands, they begin to get confused - as best they can.

When a tangle has formed, the driver takes them into the room and untangles them without unclenching the children’s hands.

"Waves"

Target: The game allows the child to feel his importance and the warm attitude of those around him.

Progress of the game:

"Lost Child"

Target: The game helps children express their emotions and show their ability to empathize.

Progress of the game:

The “lost” child stands with his back to the group and guesses who called him.

"Draw a pattern"

Target: Encourage collaboration and helping a friend.
Equipment. Paper mitten template - for each child, pencils.

Progress of the game:

Children are divided into pairs. The teacher hands out colored pencils and paper templates of mittens and asks them to decorate them so that each pair has the same pattern.

After the game, a competition is held, which takes into account the identity of the patterns of paired mittens and the complexity of the ornament.

"Golovoball"

Target: Develop collaboration skills.

Progress of the game:

When children learn to cope with this task, the game can be complicated: increase the number of people lifting one ball to three, four, five people.

"Transitions"

Target: The game draws attention to the appearance of children, allows them to realize external similarities and differences.

Progress of the game:

An adult helps the children, approaches each of them, touches their hair, and consults with the others.

Options. The task is the same as in the previous game, only the children must change places according to eye color.

"Guess who"

Target: Learn to mentally reproduce images of your friends and describe their individual characteristics.

Progress of the game:

Stand up, children,

Stand in a circle

Stand in a circle.

I am your friend

And you are my friend

Good, good friend!

"Guide"

Target:

Develop a sense of responsibility for another person.

Cultivate trust in each other.

Equipment. Blindfolds - according to the number of pairs of children, chairs, cubes, hoops.

Progress of the game:

“Step over the cube,” “There’s a chair here.” Let's go around it."

Then the children change roles.

"The Snow Queen"

Target: Help your child see positive character traits in every person.

Progress of the game:

The teacher asks you to remember the fairy tale by G.-H. Andersen's "The Snow Queen".

After the game, the children try to tell what difficulties they experienced in the role of observers, what they felt.

The game can be played several times, noting during subsequent discussions that each time we managed to see more good things.

"Seven-flowered flower"

Target:

Encourage children to discuss their desires and choose some

one more significant one.

Encourage a desire to care for others.

Equipment: A seven-flowered flower made of colored paper with removable petals.

Progress of the game:

Children are divided into pairs. Each couple in turn, holding hands, “plucks” one petal and says:

Fly, fly, petal,

Through west to east,

Through the north, through the south,

Come back after making a circle.

As soon as you touch the ground,

To be, in my opinion, led.

Having thought about and agreed on a common desire with each other, they announce it to the others.

The teacher encourages those desires that are associated with caring for comrades, old people, those who are weaker, and assures the children that their desires will definitely come true.

Annotation: This system of games and exercises is aimed at the social development of the personality of a preschool child, in particular at the development and correction of the social development of the personality of older preschoolers.

A system of games aimed at the social development of the child’s personality

Target: development and correction of social development of the personality of preschool children.
Currently, the social development of the personality of a preschool child is becoming increasingly important. In preschool childhood, this is, first of all, mastering the norms of social life. The social development of a child is the most important prerequisite for the development of the spiritual and practical sphere of future activity of an adult, his moral character and creative potential.
Leading teachers Vygotsky L.S., Zaporozhets A.V., Spivakovskaya A.B., Elkonin D.B., Lisina M.I., Yakobson S.G. believe that play plays a huge role in the upbringing and social development of children . In the game, the moral foundations of the preschooler’s personality are actively formed, norms of social behavior are formed, which are subsequently transferred by children beyond the game. Play is a unique way of learning social experience, characteristic of preschool age.
Play therapy- a method of psychotherapeutic influence on children and adults using games. The game has a stabilizing effect on personality development.
The level of emotional anxiety of older preschoolers can be corrected by introducing various collective outdoor games and games of a developmental nature into their life. Outdoor games have a positive effect on the development of feelings and emotions; the joy of movement is enhanced by the presence of fun situations and a competitive attitude.
It is recommended to work with an anxious child in three directions: increasing self-esteem, teaching the child the ability to control himself in the most worrying situations, relieving muscle tension, and also uniting the children's team.

Games to overcome anxiety and increase self-esteem in preschoolers.

1. Game "Balloon"
Goal: relieve tension, calm children.
All players stand or sit in a circle. The presenter gives instructions: “Imagine that now you and I will inflate balloons. Inhale the air, bring an imaginary balloon to your lips and, puffing out your cheeks, slowly inflate it through parted lips. Follow with your eyes how your ball becomes bigger and bigger, how the patterns on it increase and grow. Introduced? I also imagined your huge balls. Blow carefully so that the balloon does not burst. Now show them to each other.”
The exercise can be repeated 3 times.
2. Game "Portrait"
Goal: to teach the child to recognize emotions, relieve psychomuscular tension.
The child sits opposite the adult. An adult in the role of an artist. “Now I will draw your portrait. But for this I need your help. I will name the parts of the face, and you will tell me how to draw them. For example, what size should I draw a face? More or less than yours? The child answers. What kind of eyes will there be - big or small, or will we leave the ones we have?” At the same time, the adult outlines the outline of the eyes in the drawing. “What color will they be?” The child calls. Then the nose, cheeks, ears, and hair are drawn in the same order. Eyebrows and lips expressing different emotions: joy, sadness, anger. Next, the child is asked to decide what mood this portrait will have. If a child identifies himself with a portrait, then he will reflect his own mood. If he does not reflect his true mood, it means that it has either moved from negative to positive, or the child is dissatisfied with himself and wants to change.
3. Exercise “Fight”
Goal: relax the muscles of the lower face and hands.
"You and a friend have had a fight. A fight is about to break out. Take a deep breath, clench your jaw tightly. Fix your fingers in fists, press your fingers into your palms until it hurts. Hold your breath for a few seconds. Think: maybe you shouldn’t fight? Exhale and relax. Hurray! The troubles are over! " This exercise is useful to carry out not only with anxious, but also with aggressive children.
4. Game "Pump and ball"
Goal: relax as many muscles in the body as possible.
“Guys, break into pairs. One of you is a large inflatable ball, the other one inflates this ball with a pump. The ball stands with the whole body limp, on half-bent legs, arms and neck relaxed. The body is tilted slightly forward, the head is lowered (the ball is not filled with air). The friend begins to inflate the ball, accompanying the movement of his hands (they pump the air) with the sound “s”. With each supply of air, the ball inflates more and more. Hearing the first sound “s”, he inhales a portion of air, simultaneously straightening his legs at the knees; after the second “s”, his torso straightened; after the third, the ball’s head rose; after the fourth, his cheeks puffed out and even his arms moved away from his sides. The ball is inflated. The pump stopped pumping. A friend pulls the pump hose out of the ball... Air comes out of the ball with force with the sound “sh”. The body went limp again and returned to its original position.” Then the players change roles.
5. Game “Bunnies and Elephants”
Goal: to enable children to feel strong and courageous, to help increase self-esteem.
“Guys, I want to offer you a game called “Bunnies and Elephants.” At first, you and I will be little bunnies. Tell me, when a hare feels danger, what does it do? That's right, he's shaking. Show him how he shakes. He purses his ears, shrinks all over, tries to become small and unnoticeable, his tail and paws are shaking,” etc. Children show.
"Show me what bunnies do if they hear a person's steps?" Children scatter around the group, class, hide, etc. “What do bunnies do if they see a wolf?..” The teacher plays with the children for several minutes.
“And now you and I will be elephants, big, strong, brave. Show how calmly, measuredly, majestically and fearlessly elephants walk. And what do elephants do when they see a person? Are they afraid of him? No. They are friends with him and, when They see him and calmly continue on their way. Show me how. Show me what elephants do when they see a tiger..." Children pretend to be a fearless elephant for several minutes.
After the exercise, the guys sit in a circle and discuss who they liked to be and why.
6. Game "Magic Chair"
Goal: to help increase the child’s self-esteem and improve relationships between children.
This game can be played with a group of children for a long time. First, an adult must find out the “history” of each child’s name - its origin, what it means. In addition, you need to make a crown and a “Magic Chair” - it must be high. The adult has a short introductory conversation about the origin of names, and then says that he will talk about the names of all the children in the group (the group should not be more than 6 people), and it is better to name the names of anxious children in the middle of the game. The one whose name is told becomes the king. Throughout the entire story about his name, he sits on a throne wearing a crown. At the end of the game, you can invite the children to come up with different versions of his name (gentle, affectionate). You can also take turns saying something good about the king.
7. Game “Blind Dance”
Goal: developing trust in each other, relieving excess muscle tension.
“Get into pairs. One of you gets a blindfold, he will be "blind". The other will remain “sighted” and will be able to drive the “blind”. Now hold hands and dance with each other to light music (1-2 minutes). Now switch roles. Help your partner tie the headband."
As a preparatory step, you can sit the children in pairs and ask them to hold hands. The one who sees moves his hands to the music, and the blindfolded child tries to repeat these movements without letting go of his hands for 1-2 minutes. Then the children change roles. If an anxious child refuses to close his eyes, reassure him and do not insist. Let him dance with his eyes open.

As the child gets rid of anxiety, you can start playing the game not while sitting, but moving around the room.
8. Game "Trains"
Purpose of the game: development of communication skills, uniting children, increasing self-confidence and arbitrariness.
A group of children is divided into threes, in each three the children stand one after another, holding their hands on the waist of the person in front. The first of them plays the role of a “train” (his eyes are closed and his arms are extended forward), the second is a “passenger”, the third is a “driver”. The driver’s task is to control the locomotive and avoid collisions. The “passenger” is the transmission link of the “driver’s” commands to the “locomotive”. One of the group of children plays the role of a “dispatcher”; he sets the rhythm of the movement of the trains by clapping, speeding up or slowing down their movement.
At the command of the leader, the trains begin to move, then after a while they stop on command, and the children and the trio change roles (the first becomes the third, etc.). It is important that all children experience three roles. It is advisable after the game to discuss with the children which role they liked best and why.
9. Game “Theater of Masks”
Goal: relax the facial muscles, relieve muscle tension and fatigue.
“Guys! We will visit the “Theater of Masks”. You will all be artists, and I will be a photographer. I will ask you to depict the facial expressions of various heroes. For example: show what the evil Baba Yaga looks like.” Children, with the help of facial expressions and simple gestures, or only with the help of facial expressions, depict Baba Yaga. “Good! Great! Now stop, I’m taking a picture. Well done! Some people even found it funny. You can laugh, but only after the frame is shot.
Now depict the Crow (from the fable “The Crow and the Fox”) at the moment when she squeezes the cheese in her beak." Children clench their jaws tightly, simultaneously stretching their lips, depicting a beak. "Attention! Freeze! I'm filming! Thank you! Well done!
Now show how scared the grandmother from the fairy tale “Little Red Riding Hood” was when she realized that she was talking not to her granddaughter, but to the Gray Wolf." Children can open their eyes wide, raise their eyebrows, open their mouth slightly. "Freeze! Thank you!
And how slyly did Lisa smile when she wanted to please the bun? Freeze! I'm filming! Well done! Well done!"
Further, the teacher or educator, at his own discretion, can praise particularly anxious children, for example, like this: “Everyone worked well, Vitya’s mask was especially scary, when I looked at Sasha, I was scared myself, and Mashenka looked very much like a cunning fox. That’s all.” tried your best, well done!"
"The actor's working day is over. You and I are tired. Let's rest. Let's sit silently, relax and rest. Thank you all!"
10. Game “Change of Rhythms”
Goal: to help anxious children join the general rhythm of work and relieve excessive muscle tension.
If the teacher wants to attract the attention of the children, he begins to clap his hands and count loudly, in time with the clapping: one, two, three, four... The children join in too, all clapping their hands together and counting in unison: one, two, three, four... Gradually the teacher, and after him the children, clap less and less, counting more and more quietly.
11. Game "Barbell"
Goal: to relax the muscles of the arms and back, to enable the child to feel successful.
"Let's take a lighter barbell and lift it above your head. Take a breath, raise the barbell, fix this position so that the judges count you a victory. It's hard to stand like that, throw the barbell, exhale. Relax. Hurray! You are all champions. You can bow to the audience. That's all for you clap, bow again like champions." The exercise can be performed several times.
12. Game “Image of Animals”
Goal: relax the facial muscles, relieve muscle tension.
A cunning fox, a cowardly hare, a terrible tiger, a strong bear and, conversely, a cowardly bear and a brave hare are depicted.

Games aimed at group cohesion.

1. Game "Mirror"
The driver is selected: this is a person, all the others are mirrors. A person looks in mirrors, and they reflect him. The mirrors repeat all his movements, the actions of a man who, of course, grimaces from the heart. Here it is important to ensure that the mirrors reflect correctly: if a person raises his right hand, the mirrors should raise his left, etc. In this game, it is convenient to reward the most passive members of the group.
2. Game “Give a card”
An adult and children draw cards with pictograms indicating various positive qualities. It is necessary to discuss with the children what each pictogram means.
For example, a card with a picture of a smiling person can symbolize fun. Each child is given 5-8 cards. At the leader’s signal, the children attach all the cards to their friends’ backs (using tape). The child receives this or that card if his comrades believe that he has this quality. At a signal from an adult, children stop playing and usually take the “prey” off their backs with great impatience. At first, of course, it happens that not all players have a lot of cards, but when the game is repeated and after discussion, the situation changes. During the discussion, you can ask the children if receiving cards is pleasant. Then you can find out what is more pleasant - giving good words to others or receiving them yourself. Most often, children say that they like both giving and receiving. Then the presenter can draw their attention to those who did not receive cards at all or received very few of them. Usually these children admit that they were happy to give cards, but they would also like to receive such gifts. As a rule, when the game is repeated, there are no “outcast” children left.
3. Game "Sculpture"
This game teaches children to control the muscles of the face, arms, legs and relieve muscle tension.
Children are divided into pairs. One of them is a sculptor, the other is a sculpture. On instructions from an adult (or child leader), the sculptor sculpts a sculpture from “clay”: a child who is not afraid of anything; a child who is happy with everything; a child who has completed a difficult task, etc.
Themes for sculptures can be suggested by an adult, or by the children themselves.
The players usually change roles. A group sculpture option is possible.
After the game, it is advisable to discuss with the children how they felt in the role of a sculptor, sculpture, which figure was pleasant to depict, which was not.
4. Game "Lavata"
The players stand in a circle, hold hands and begin to move in a circle, loudly singing: “We dance, we dance, tra-ta-ta, tra-ta-ta, our cheerful dance is Lavata.” Then everyone stops and the leader says: “My elbows are good, but my neighbor’s are better” - everyone takes their neighbors by the elbows and starts moving again, singing. The presenter can name the body parts he wants (waist, shoulders, heels, legs, etc.), the main thing is to relieve tactile tension in children.
5. Toe-heel game(mini-training for approaching and relieving tactile tension)
Everyone stands in a circle very tightly, so that the toe rests on the heel of the person in front. When they stand up properly, everyone begins to slowly squat in this position - it turns out that everyone sits on the knees of the previous one. If you successfully sit down, you need to try to hold on for a while.
6. Game "Triangle, square"
Everyone stands in a circle and joins hands. Then everyone closes their eyes. The presenter asks: “Guys! In complete silence, without words, build me a triangle... square... rhombus, etc.”
7. Game "Beep"
The entire group, with the exception of the driver, sits in a circle on chairs or armchairs. The driver, blindfolded, walks inside the circle, periodically sitting on the laps of those sitting. His task is to guess who he sat with. You are not allowed to feel with your hands; you must sit with your back to the person sitting, as if you were sitting on a chair. The person sitting must say “Beep,” preferably “in a voice other than his own,” so as not to be recognized. If the driver guessed whose lap he is sitting on, then this child begins to drive, and the one who guessed sits in his place.
8. Game "Bug"
The driver stands with his back to the group, putting his hand out from under his armpit with an open palm. The children and the psychologist stand in a line behind him. Everyone’s right hand is clenched and raised to chest level, the thumb of this hand is raised up. Someone from the line touches the open palm of the driver and quickly takes the starting position, and the driver must turn to the group and guess who touched him. The driver leads until he guesses correctly. Then the one you guessed starts driving. The game reveals group relationships well.
9. Game "Confused"
The driver is selected. He leaves the room. The rest of the children join hands and form a circle. Without unclenching their hands, they begin to get confused - as best they can. When a tangle has formed, the driver enters the room and untangles it, also without unclenching the hands of those who are entangled. The game promotes group unity.
10. Game "Birthday"
Goal: unity of the group and creation of favorable emotional comfort in the group.
Progress of the game: a birthday person is selected. Guests (children) are invited to come up with a congratulation and prepare a gift. You need to give a gift using gestures and facial expressions. One of the participants gives an imaginary “gift-image” to the birthday person, and everyone else must guess what was given to him.
11. Game "Blind Man's Bluff"
The game is aimed at group cohesion and initiation of tactile contacts; it is good for disinhibiting motorically inhibited children.
The whole group stands in a circle, one person counts to choose the driver. The driver blindfolds himself, and someone from the group spins him in place to make orientation difficult. You can spin around with various funny sayings or comic dialogues. For example; “What are you standing on?” - “On the bridge.” - “What are you eating?” - “Sausage.” - “What are you drinking?” - “Kvass.” - “Look for mice, not us.” After this, everyone runs away, and the “blind man’s buff” must walk around the room and catch the children. Children run around the room, tease the blind man's buff, touch her to distract her, etc., and she must catch one of the children and guess who it is by touch.
12. Game “Desert Island”
The game begins with sociometry - who will go with whom to a desert island. Then, when mutual and forced couples have formed, everyone goes to a desert island. Then the psychologists find themselves as natives on this island and attack pairs of children thrown out by the waves, causing aggression on themselves; they manage to unite the group well and relieve disappointment from sociometry.
Thus, the proposed games are aimed at the full social development of preschool children. The first group of games is aimed at overcoming anxiety and increasing the self-esteem of preschoolers. The second group of games is designed to unite and unite the children's team.
The use of this system of games in correctional and developmental classes will be an effective means of social development of the personality of preschool children, which in the future will serve as protection for the child from social and interpersonal confrontations.

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