Games for the social development of the personality of children 5-7 years old in kindergarten

Abstract: 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 Goal: development and correction of the 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. [9] Leading teachers Vygotsky L.S., Zaporozhets A.V., Spivakovskaya A.B., Elkonin D.B., Lisina M.I., Yakobson S.G. believe that a huge role in education and social development children belongs to the game. 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. [8] Game therapy is a method of psychotherapeutic influence on children and adults using games.
The game has a stabilizing effect on personality development. [2] 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.[3] 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. [1] Games to overcome anxiety and increase self-esteem in preschoolers.
1. Game “Balloon” Purpose: 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” Purpose: 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” Purpose: to relax the muscles of the lower face and hands. “You and your friend had a fight. A fight is about to start. Take a deep breath and clench your jaw tightly. Fix your fingers in your fists, press your fingers into your palms until it hurts. Hold your breath for a few seconds. Think about it: maybe it’s not worth fighting? Exhale and relax. Hooray! The troubles are over! This exercise is useful to carry out not only with anxious, but also with aggressive children. [6] 4. Game “Pump and Ball” Goal: relax the maximum number of muscles in the body. “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 straightens; after the third, the ball’s head rises; after the fourth, his cheeks puff up and even his arms move 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. [4] 5. Game “Bunnies and Elephants” Purpose: 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. 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, they calmly continue on their way. Show me how. Show what elephants do when they see a tiger...” Children pretend to be a fearless elephant for a few minutes. After the exercise, the guys sit in a circle and discuss who they liked to be and why. 6. Game “Magic Chair” Purpose: 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] 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,” and 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. [4] 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 portray the facial expressions of various characters. For example: show me 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. "Fine! Great! Now hold still, I’m taking pictures. Well done! Some even found it funny. You can laugh, but only after the shot has been 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 and pretend to be 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 not talking to her granddaughter, but to the Gray Wolf.” Children can open their eyes wide, raise their eyebrows, and open their mouths 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. Everyone did their best, well done!” “The actor’s working day is over. You and I are tired. Let `s have some rest. Let's sit quietly, relax and rest. Thanks to all!" [5] 10. Game “Change of Rhythms” Purpose: to help anxious children join the general rhythm of work, 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, claps less and less, counts more quietly and slowly. 11. Game “Barbell” Purpose: 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 our heads. You took a breath, raised the barbell, and fixed this position so that the judges counted your victory. It’s hard to stand like that, drop the barbell, exhale. Relax. Hooray! You are all champions. You can bow to the audience. Everyone is clapping for you, 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. [1] Games aimed at group cohesion.
1. Game “Mirror” A 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. [4] 2. Game “Give a card” An adult, together with the children, draws 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. Topics 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. [5] 4. Game “Lavata” The players stand in a circle, hold hands and begin to move in a circle, singing loudly: “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 the children. 5. Game “Toe-heel” (mini-training for getting closer 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.” [1] 7. Game “Beep” The whole 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. [5] 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: to unite the group and create 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. [4] 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. Literature: 1. Correctional and developmental activities for children of senior preschool age. [Text] / E.A. Alyabyeva. - M.: “Academy”, 2003. 2. General psychology. Dictionary. [Text] / A. V. Petrovsky. – M.: Publishing house “PER SE”, 2005. 3. Rogov, E.I. Handbook for a practical psychologist. In 2 books. [Text] / E.I. Rogov—Kn. 1. - 2nd ed., revised. and additional — M.: Humanite. ed. 4. Safin, V.F. Mental deviations in the development of children and methods of their psychocorrection. [Text] / V.F. Safin. – Ufa: Kitap, 1994. – 80 p. center VLADOS, 1999.— 384 p.: ill. 5. Fopel, K. How to teach children to cooperate? Psychological games and exercises. In 4 volumes. [Text] / K. Fopel, trans. with German; T. 2. - M: Genesis, 1998. - 160 pp.: ill. 6. Workshop on children's correction: games, exercises, techniques. [Text] / O.N. Istratova. – Rostov N/D.: Phoenix, 2007. – 350 p. 7. The practice of psychotherapy: a collection of fairy tales, games and therapeutic programs. [Text] / N.A. Sakovich - St. Petersburg: Rech, 2007. - 227 p. 8. Bolotina, L.R. Preschool pedagogy. [Text] / L.R. Bolotina, S.P. Baranov, T.S. Komarova. – 2nd ed., rev. and additional — M.: Academic project; Culture, 2005.- 240 p. 9. Mukhina, V.S. Child psychology. [Text] /Ed. L.A. Wenger. –– M.: Education, 1985.- 272 pp., ill.

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Card index of didactic games on social and communicative development card index (middle group)

Card index of didactic games on social and communicative development

"Name yourself"

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

Progress: The child is asked to introduce himself, calling his name as he likes best, as he would like to be called in the group.

"Magic wand"

Goal: continue to develop the ability to be affectionate.

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

“Share with a friend” (Gubanova N. F., p. 137)

Goal: Create conditions for updating moral standards; teach children friendly interaction in the game.

Game task. Teach the dog not to be greedy, to share with others. Game rules. Don’t be greedy, show kindness, look for ways to interact with other children.

"Edible-inedible"

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

Move: 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.

“Who needs this?”

Goal: learn to name things necessary for people of certain professions.

Progress: on the carpet there are things necessary for people of certain professions (cash register, staff, helmet, sewing machine, syringe, hammer, wrench, colander, comb, newspaper, molar brush, notebook, plane, etc.) Children move in a circle to the music , the music stops - the children take the objects and say: -What is the name of this object? –What profession do people need it for? –What does a person in this profession do?

“Who better to praise?”

Goal: to learn to name the signs of animals according to the example of an adult, to develop attention and the ability to describe.

Procedure: 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.

“So with us, what about you?”

Goal: To teach children to enjoy participating in family activities, conversations, and games. Develop good feelings towards family members.

Progress: The teacher suggests telling the children what happens in the evening at their home. The teacher speaks first. Then he suggests telling the children about evening activities at home.

"Call me kindly"

Goal: to cultivate a friendly attitude among children towards each other.

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

“About Olya and Kolya”

Goal: to teach children to correctly use the conjunction “because” in speech.

Procedure: the teacher invites the children to listen to the beginning of the sentence; they must finish it. Then the children come up with the beginning of the sentence themselves.

"Helpers"

Goal: to form an idea of the household responsibilities of women and men, the need to help loved ones.

Progress: children take turns tearing off the petals of a flower (a cardboard flower with removable petals), naming the duties they perform at home (watering flowers, sweeping the floor, caring for animals, putting away toys, etc.).

"It's possible - it's not possible"

Goal: clarify and consolidate the rules of behavior in public places; to cultivate respect for people who know how to behave correctly in public places, to create a desire to imitate them.

Procedure: The teacher offers children illustrations depicting public places (transport, theater, museum, street, holiday in the city square, clinic, store, entrance to the house). The teacher asks what needs to be done, for example, in the theater: listen and watch carefully, turn off the mobile phone, clap your hands, what not to do: speak loudly, point with your finger, run, slam the door (etc., also depending on situations).

"Which? Which? Which?"

Goal: to consolidate knowledge about cutlery.

Procedure: the child chooses a picture that shows cutlery, and then names which dishes can be eaten with which cutlery.

Questions for children:

1. What kind of food is eaten with a fork?

2. What kind of food is eaten with a fork and knife?

3. What food is eaten with a spoon?

4. What food can you eat with your hands?

5. What types of spoons are there? (dining room, dessert room, tea room, champagne spinner, jam spinner, caviar spoon)

6. What types of forks are there? (Canteen, fish, for sprat, for oysters, for lemon, for cake)

7. What types of knives are there? (table, fish, dessert, fruit, cheese, butter, lemon)

8. What devices are used for what?

9. Where and what cutlery is placed?

"Give me a good mood"

Goal: create a positive emotional mood.

Progress: children form a circle. The first person standing in the circle should convey a good mood to the person standing next to him by shaking his hand with a smile. Thus, they form a vicious circle. When the circle is closed, the children say in unison: “We are cheerful and friendly guys!”

"Who am I talking about"

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

Progress: 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."

“Name the action words”

Goal: learn to independently select appropriate action words.

Progress: The teacher suggests choosing as many actions as possible for the subjects:

The wind blows, howls, whistles, roars;

snow - falls, pours, lies down, melts, creaks, sparkles;

dog - barks, growls, chases, meets, sniffs, bites, jumps, spins, caresses, whines;

mouse - scratches, rustles, gnaws, sneaks, hides, climbs, squeaks;

elephant - stomps, trumpets, walks, rests, hurries, splashes, chews;

blizzard - sweeps, whistles, gets angry, howls, blows, showers;

frog - croaks, jumps, swims, climbs, catches;

fire - burns, warms, burns, burns, sparkles, blinks;

pencil - draws, draws, writes, sketches, hatches, traces;

flower - grows, rises, blooms, bends, smells;

apple - grows, hangs, fills, ripens, ripens, falls, rolls;

bear - roars, hunts, sleeps, breaks, catches, makes its way, makes noise;

rain - falls, drizzles, pours, drips, lashes, waters, irrigates

"The Bear's Dream"

Goal: to learn to establish connections between living and inanimate nature.

Progress: The teacher names objects of living and inanimate nature. If it is an object of living nature, children wave their arms; if it is an object of inanimate nature, they crouch. The peculiarity of the game is that children perform the movements silently so as not to wake up the bear.

"Mutual Aid"

Goal: to develop the ability to help another person; learn to talk about your help in your family.

Progress: “an upset bear came to the children.” He “quarreled with his mother” because he “didn’t want to put his toys away.” And now he doesn’t know how to make peace with his mother.

Educator: Guys, do you get offended by your family when they scold you? Relatives need to be loved and helped. How do you help your family at home? I have my grandmother’s box, you will put all your help in it, and we will give the box to the bear so that he also learns to help his mother and does not forget about it.

Children take turns talking about how they help their mother, father, brother, sister, grandmother, and grandfather at home, and put their stories in a chest. The little bear “thanks” the children for the “magic box” and returns to the forest to make peace with his mother and help her.

"Accidentally and on purpose"

Goal: develop moral feelings; introduce words accidentally and on purpose.

Progress: the teacher gives the concepts of the words “Accidentally-Only”:

“PURPOSELY” is when something is done with a specific purpose, intention (as if out of spite), on purpose.

“ACIDENTALLY” - an act committed unintentionally, accidentally, not on purpose.

Then the teacher reads out the situations, plays it out with the children, and then they figure out what word this situation refers to.

Situation 1: One day the teacher sees two boys, Timur and Vanya, quarreling. Timur says angrily to Vanya: “I am not Timul!” Vanya, closing his eyes from resentment and tears, says: “I didn’t do it on purpose, I just don’t know how!” Timur continues to angrily insist: “I’m not Timul!!! And Timur! Vanya, already crying, says: “Yes, I can’t speak out Timul!!!” The teacher called the boys: “Come, tell me what happened!”

Conversation with children:

1) What caused the quarrel? (can't pronounce sounds)

2) What did Vanya do wrong? (pronounced name wrong)

3) How did Vanya feel? (offense, crying)

4) How did Timur insist? (angry, menacing)

5) Is it worth getting angry because your name was said incorrectly? (experience of M.Yu.)

6) How could Timur have acted differently? (Support: “you will learn!”, forgive).

7)What did Vanya do: on purpose or accidentally? (accidentally)

Conclusion: Give in: he doesn’t know how, he doesn’t know how!

Situation No. 2: The teacher and the children went for a walk. At the beginning, the teacher and the children

remembered the rules of the game. After some time, the teacher saw Kolya throwing stones and sand at the children, who did nothing to him. At the same time he smiled! The stone hit Petya in his hand and he cowered in pain. Sand got on Dima's head. His friend Fedya began to shake Dima off. Petya turned to Kolya and said that it was impossible to do this. Kolya laughed and continued. The teacher called the boys over: “Guys, what happened? Come to me!"

Conversation with children:

1) What caused the quarrel? (threw stones)

2) What did the children do wrong? (they didn’t do anything, called them names, took away their toys)

3) Remember how he looked? What was his face like? (smiled cheerfully, satisfied)

4) How did the children feel? (pain, insult)

5) How did Kolya act? (being cocky, deliberately breaking the rules)

6) Guys, in this situation, what did Kolya do? Accidentally or on purpose? (on purpose, i.e.

specially)

7) Did you want to do like Kolya? (No)

8) Will they be friends with him? Or with other children who do it on purpose, on purpose?

"Good Santa Claus"

Goal: develop respect, reinforce kind words.

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

"Our day"

Goal: to form ideas about the parts of the day.

Procedure: Children are given pictures with parts of the day. The teacher posts the first picture (getting up in the morning at home) and begins the story: “Vova and Tanya got up in the morning.” “Children wash themselves in the morning,” the teacher continues. The child who has the corresponding picture in his hands places it to the right of the first one. The game ends when the content of each picture is told.

"Steps of Kindness"

Goal: to form an idea of kindness based on folk tales.

Procedure: two ladders are made from colored cardboard. The teacher invites the children to look at cards with fairy tale heroes (you can use a shadow theater) and arrange the fairy tale heroes on the ladder so that the kindest is on the top step, and the evilest is on the bottom.

“Let’s help Fedora” (Gubanova N.F., p. 136)

Goal: To teach to understand the essence of the concepts: “funny”, “pity”, “to be happy for another”; evoke a desire to be neat.

Game task. Help Fedora. Game rules. Simulate cleaning the room so that it is clear what and how to do.

"Guess the profession"

Goal: consolidate knowledge about professions. To form an idea of the division of professions into male and female.

Progress: the teacher takes turns listing the actions of a person engaged in one activity or another. Children name a profession, one child chooses a card with the corresponding image. Then a conversation is held about this profession.

That’s how it is with us, but what about you?” (see no. 7)
"That's what dad is like"

Goal: develop respect for dad, reinforce kind words.

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

“Call me kindly” (see No. 8)
“That’s what mom is like”

Goal: develop love for mom, reinforce kind words.

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

"Good Deeds"

Goal: to deepen the understanding of kindness as a valuable human quality. Nurture friendly relationships in children.

Progress: The teacher invites the children to play. During the game, he offers the children a situation and gives three options for how to respond to it. The children's task is to choose the correct answer from three options. For example, the teacher plays out the following situations: 1. “Mom gave you candy. What do you say to this?• give me another one;• I don’t like those, give me another one;• thank you.2. Your friend asks you for a toy. What will you answer him?• I need it myself;• take it, please;• I will give it to you if only you give me yours.3. Grandma asks you to help her wash the dishes. What will you tell her?• I don’t want to;• of course;• I’m tired, I’ll wash it myself. The players’ task is to choose the correct option. If the players, for some reason, make a mistake, the teacher does not ignore this mistake: it is important to explain why this particular answer, and not another, is correct. The teacher must say that good, polite words must be confirmed by actions.

"What changed?"

Goal: develop the attentiveness and observation necessary for effective communication.

Move: 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.

"Magic Chair"

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

Progress: One child sits down, and the rest say kind, affectionate words about him.

"Polite words"

Goal: develop goodwill, the ability to establish contact with peers.

Progress: 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?

"Stream"

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

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

“Let's help Fedora” (see No. 22)
“Share with a friend” (see #3)
"Listen behind the door"

Goal: develop auditory attention.

Progress: 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.

"Give in to a friend"

Goal: to teach children to avoid quarrels, give in to each other, and cultivate friendliness.

Progress: The teacher invites the children to tell whether they know how to give in or share. For clues, there are toys, candies, an apple on the table, and there is a chair next to the table. Children say: “I know how to give up a toy, I know how to share candy,” etc.

"Politeness"

Goal: continue to teach how to use polite words.

Procedure: The teacher invites the children to wind a thread of “magic” words around a ball. Children take turns saying the “magic” words and winding the thread into a ball.

“Book Helpers” (Gubanova N. F., p. 138)

Goal: Encourage children's desire to work and help others.

Game task. Help the book, mother, teacher. Game rules. Choose the right card.

"Body"

Goal: Continue to reinforce polite words.

Procedure: 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.”

"It's better to be kind"

Purpose: to give an idea of kindness and indifference.

Progress: situational pictures are laid out on the table (a man fell, a boy broke his knee, a girl dropped a ball into a pond, a kitten fell into a ditch, a dog got stuck in a fence). The child comes to the table, selects one picture and says how he can help in this situation. The teacher invites the child to speculate on what might happen if help is not given in this situation. Which option will the child choose (pass by or help).