Relationships with other people are born and develop most intensively in preschool age. The first experience of such relationships becomes the foundation on which the further development of the personality is built. How the child's relationship develops in the first group of peers in his life - in the kindergarten group - largely depends on the subsequent path of his personal and social development, and hence his future fate. This problem is of particular importance at the present time, when the moral and communicative development of children causes serious concern. Many negative phenomena observed in the environment of children and adolescents (aggression, alienation, cruelty, hostility, etc.) arise precisely at an early age, when the child enters into the first relationship with his own kind. If these relationships develop successfully, if the child is drawn to peers and knows how to communicate with them without offending anyone or being offended by others, one can hope that in the future he will feel normal among people.

A very serious and responsible role in the formation of children's interpersonal relationships belongs to practical psychologists working in kindergartens. One of the main tasks that parents and educators set for psychologists is the education of a humane attitude towards people and the formation of communication skills. This issue is especially acute in relation to "difficult" children.

It is known that quite stable electoral relations already exist in the older group of the kindergarten. Children begin to occupy different positions among their peers: some of them become more preferred for most children, others less. Usually these most preferred children, to whom the rest are drawn, are called leaders. However, the term "leadership" is rather difficult to apply to a kindergarten group. With all the variety of interpretations of leadership, its essence is mainly understood as the ability to social impact, to lead and manage others. The phenomenon of leadership is always associated with the solution of some group task, with the organization of collective activity (G.M. Andreeva, A.V. Petrovsky, etc.). But the kindergarten group does not have clear goals and objectives, it does not have a common activity that unites all members. At the same time, there is no doubt about the fact that certain children are preferred, their special attraction. It is more adequate to talk here not about leadership, but about the attractiveness or popularity of such children. Popularity, unlike leadership, is not always associated with the solution of a group problem or with the leadership of any activity.

The position of the child in the group and the attitude towards him from his peers is usually ascertained by sociometric methods adapted for preschool age. In these methods, in various plot situations, children choose preferred and non-preferred members of their group. Here are some examples of such methods.

Two houses

The child is offered a drawing of two houses, one of which is beautiful, red, large, and the other is small, black and inconspicuous. He is asked to imagine that the red house belongs to him and you can invite your friends and anyone you want there. “Think about which of the guys in your group you would invite to live with you, and who would you settle away from you, in a black house.” The number of children's choices is not limited. After the end of the conversation, the child is invited to think about whether he has forgotten someone and whether he wants to change someone's place.

Captain of the ship

During an individual conversation, the child is shown a drawing of a ship (or a toy boat) and asked the following questions:

If you were the captain of a ship, which of the group would you take as an assistant when you went on a long journey?

Who would you invite to the ship as guests?

Who would you never take on a cruise with you?

Who else is on the beach?

In addition, you can use the method of verbal elections. Older preschoolers (5-7 years old) can already quite consciously answer which of their peers they prefer, and who does not cause them special sympathy. In an individual conversation, you can ask the child questions about his attitude towards peers: with whom he would like to be friends, and with whom he will never become friends; whom he would invite to his birthday, and whom he would not invite for anything; with whom he would like to sit at the same table, and with whom he would not. As a rule, such questions do not cause any special difficulties in children. They confidently name 2-3 names of peers with whom they would prefer to "live in the same house" or "sail on the same ship." Even more confidently, they name those children from whom they would prefer to be away. These are the children who are shunned and rejected by their peers and should be the subject of close attention and practical work psychologist.

Interestingly, kindergarten teachers are far from always able to correctly assess the degree of popularity of a child among peers. Teachers are guided mainly by the discipline, success, and upbringing of preschoolers, while for the children themselves, these qualities do not at all determine the attractiveness of their comrades. There are cases when the most authoritative and attractive preschoolers from the point of view of educators are not only not popular, but also receive the maximum number of negative choices. What determines the popularity of a child among peers and why do some children become attractive to most children in the group, while others, on the contrary, cause hostility and repulsion?

Psychological research has shown that the most important qualities that distinguish popular children from unpopular ones are not intelligence, not Creative skills, not sociability and not even organizational skills, but those qualities that are usually called moral: kindness, responsiveness, the ability to help and yield, benevolence, etc. All these qualities are based on a special attitude towards a peer, which can be described as involvement in another. This other is not a means of self-affirmation and not a competitor, but a direct continuation of the child's own "I", which is open to others and internally connected with him. Therefore, children easily give in and help their peers, share with them and do not perceive other people's successes as their defeat. The results of the research show that some children already have such an attitude towards their peers by the end of preschool age, and it is this attitude that makes the child popular and preferred by peers, successful in the field of communication.

In contrast, in children who are rejected by their peers, alienated attitudes towards other children prevail. Their main task in communicating with others is to prove their superiority or to protect their "I". Such defense can take a variety of behavioral forms and cause a variety of difficulties in communication: from bright aggressiveness and hostility to complete withdrawal into oneself, which is expressed in isolation and shyness. Some children strive to demonstrate their advantages in physical strength, in boasting, in the possession of various objects. Therefore, they often fight, take away toys from others, try to command and lead their peers. Others, on the contrary, do not participate in common games, are afraid to prove themselves, and avoid communication with their peers. But in all cases, these children are focused on their "I", which is closed in its advantages (or disadvantages) and is isolated from others. The dominance of such an alienated attitude towards peers causes natural anxiety, since it not only makes it difficult for a preschooler to communicate with peers, but can also bring a lot of problems in the future - both to the child himself and to those around him. In this regard, before a practical psychologist working in kindergarten, an important and responsible task arises: to help the child overcome these dangerous tendencies that give rise to various difficulties in communication - either demonstrativeness and aggressiveness, or isolation and complete passivity.

However, in all cases, the main goal of the psychologist's work is to help the child overcome the alienated attitude towards peers, to see in them not opponents and competitors, not objects of self-affirmation, but close people.

The complexity of solving this problem is that traditional pedagogical methods (explanation, demonstration of positive examples, and even more so reward and punishment) are powerless here. Such a task can be solved not in laboratory conditions and not through the interpretation of works of art or projective situations, but in the real practice of children's relationships, in a specific group of kindergarten.

To solve this problem, a special program of corrective games and activities was developed, which includes a number of stages. Let's take a closer look at its description.

The task of the first stage is to overcome the alienated position in relation to peers, the destruction of protective barriers that separate the child from others. The fear that you are underestimated, rejected, gives rise either to the desire to establish yourself in any way through an aggressive demonstration of your strength, or to withdraw into yourself and completely ignore others. Emphasized attention and friendliness of peers can remove this fear. To this end, games should be held in which children should talk to each other pleasant words, give affectionate names, see and emphasize only the good in the other, try to do something pleasant for comrades. Here are some examples of such games.

Good wizards

The game begins with the children sitting in a circle, and an adult tells them a fairy tale: “In one country there lived an evil rude wizard. He could bewitch any child, calling him a bad word. And everyone whom he called rude words stopped laughing and could not be kind. It was possible to disenchant such an unfortunate child only with kind, affectionate names. Let's see if we have such bewitched children?

Many preschoolers willingly take on the role of "bewitched". An adult chooses unpopular, aggressive children from them and asks others to help them: “And who can become a good magician and disenchant them, calling them by an affectionate name?”

As a rule, children are happy to take on the role of good wizards. In turn, they approach aggressive children and try to call them an affectionate name.

magic glasses

An adult brings a surprise box to the group and solemnly announces: “I want to show you magic glasses. The one who puts them on will see only the good in others, and even the good that a person sometimes hides from everyone. Here I am now trying on these glasses ... Oh, how beautiful, funny, smart you all are! Approaching each child, an adult names some of his dignity (someone draws well, someone knows how to build from cubes, someone Nice dress etc.). “And now I want each of you to try on these glasses and take a good look at your neighbor. Maybe they'll help you see something you haven't noticed before." Children take turns putting on magic glasses and name the merits of their comrades. In case someone is at a loss, you can help and suggest. The repetition of the same virtues is not terrible here, although it is desirable to expand the circle of good qualities.

compliments

Children become in a circle. Looking into the eyes of a neighbor, you need to tell him a few kind words, for something to praise, promise or wish something good. The exercise is carried out in a circle.

Princess Nesmeyana

An adult tells a fairy tale about the Princess Nesmeyana and invites children to play the same game. One of the children will be a princess who is sad and crying all the time, and the rest will take turns approaching her and trying to make her laugh. The princess tries her best not to laugh. The winner is the one who manages to still make her smile or laugh.

A rejected, uncommunicative child (preferably a girl) is chosen as the Princess-Nesmeyana, and the rest try to make her laugh with all their might.

Present

Before the game, an adult prepares various little things that are attractive to children: small toys, ribbons, badges, boxes, scarves, tinsel, etc., which children would be pleased to receive as a gift. All this is laid out in advance on a special table and covered with a cloth so that children do not discover this “wealth” ahead of time.

A holiday is announced in the group, and gifts are always given on the holiday. “Let's do this: let everyone choose from things that he likes, put in a box, and then give to whomever he wants. Look what beautiful gifts are prepared for you!” - says the teacher. He opens the prepared decorations and lets the children admire them. Then the children sit on chairs that stand with their backs to the table with gifts. An adult asks one of them who he wants to give a gift to, gives him a box, with which he goes to the table. “I wonder what Petya (Sasha, Olya, etc.) will choose and who will he give his gift to?” - says the adult, turning to the others. And then he explains important rule games: do not peep what Petya chooses and do not beg for gifts for himself.

Then the child, along with the gift in the box, goes to the one for whom this gift is chosen. The solemn handover of the gift takes place with the active participation of an adult who shows all the children a gift, if necessary, helps to fit the decoration and suggests that the gift should definitely be thanked.

So in turn, all the children choose and give gifts to each other.

As already noted, the main task of these and similar games is to show "difficult" children that everyone else treats them normally and is ready to say and do something pleasant to them. However, not all aggressive or withdrawn children themselves are ready to praise others, say nice words to them, or give gifts.

In no case should you force them to do all this or scold them for not following the rules! All games must be based on voluntary participation only. Let them first observe from the side, joking or just silent. Experience shows that when such children hear pleasant words addressed to them, when others praise them and give them gifts, they stop playing and joking and get undisguised pleasure. Therefore, it is better to first make unpopular children the center of attention and emphasize their dignity in every possible way. Such attention and recognition from peers sooner or later causes a response: they will become full-fledged participants in these games and begin to say nice words to others and give them gifts. Such a transitional stage can be the game "Boastful Contest", where the child can receive a prize for noticing the merits of his peer.

braggart contest

Children sit in a circle in random order, and an adult announces: “Today we will hold a boasting contest with you. Whoever boasts the best wins. But we will brag not about ourselves, but about our neighbor. It's so nice and honorable to have the best neighbor! Look carefully at the one sitting to your right. Think about what he is, what is good about him, what he can do, what good deeds he has done, what he might like. Don't forget that this is a competition. The one who boasts better, who finds more virtues in his neighbor, will win.

After such an introduction, the children in a circle name the advantages of their neighbor and brag about his virtues. Here the objectivity of the assessment is absolutely not important - these are real or invented advantages. The “scale” of these virtues is also not important - it can be new slippers, or a loud voice, or a neat hairstyle. The main thing is that children notice all these features of their peers and be able not only to praise other children, but also to brag about them in front of the rest. The winner is chosen by the children themselves, but if necessary, an adult can express his opinion. The one who better boasts of his neighbor wins. To make the victory more significant and desirable, you can reward the winner with some small prize (picture, paper medal, badge, etc.). Such an organization of the game causes even in a closed or hostile child a close interest in a peer and a clear desire to find as many virtues in him as possible.

The next line of correctional work is aimed at teaching children to correctly perceive their peers - their movements, actions, words. Oddly enough, preschoolers often do not notice this. If a child is self-centered, he pays attention to other children only when they interfere or threaten him, or when he sees attractive toys in their hands. The task of the psychologist in these cases is to draw their attention to other children, to teach them to listen and look at them. in the best way for this is the reproduction of other people's words or actions. The ability for such “similarity” is an important step towards the development of a sense of community and belonging to another. Many children's games are aimed at the formation of this ability. Here are some of them.

Broken phone

Game for 5-6 people. Children sit in one line. The facilitator asks the first child in a whisper how he spent his days off, and after that he loudly says to all the children: “How interesting Sasha told me about his days off! Do you want to know what he did and what he told me? Then Sasha will tell his neighbor about it in a whisper, in his ear, and the neighbor will also whisper, so that no one else will hear, tell the same thing to his neighbor. And so, along the chain, we all learn about what Sasha did. An adult advises children on how to better understand and convey what a peer is saying: you need to sit closer, look into his eyes and not be distracted by extraneous sounds (you can even pinch the other ear with your hand). When all the children have given their messages to the neighbors, the neighbor loudly announces what he was told and how he understood what Sasha did during the weekend. All children compare how much the meaning of the transmitted information has changed.

If it is difficult for the first child to formulate a clear message, an adult can “start the chain”. You can start the game with any phrase, it is better if it is unusual and funny. For example: “The dog has a long nose, and the cat has a long tail" or "When the birds yawn, they do not open their mouths."

Sometimes children deliberately, for the sake of a joke, distort the content of the information received, and then it can be stated that the phone is completely damaged and needs to be repaired. You need to choose a master who will find "a breakdown and be able to fix it." The master pretends to “repair” the phone, and after the next round, everyone evaluates whether the phone has begun to work better.

Mirror

There is a warm-up before the start of the game. The adult stands in front of the children and asks to repeat his movements as accurately as possible. He demonstrates light physical exercises, and the children reproduce his movements. After that, the children are divided into pairs and each pair in turn "performs" in front of the others. In each pair, one performs an action (for example, claps his hands, or raises his hands, or tilts to the side), and the other tries to reproduce his movement as accurately as possible, as in a mirror. Each pair decides for itself who will show and who will reproduce the movements. Everyone else evaluates how well the mirror works. Indicators of the "correctness" of the mirror is the accuracy and simultaneity of movements.

If the mirror distorts or is late, it is damaged (or crooked). A couple of children are invited to practice and "fix" a damaged mirror. After showing 2-3 movements, a couple of children sit down, and the next one demonstrates its “mirror”.

Where we've been, we won't say

what did we do, show

Children are divided into small groups (4-5 people each) and each group, with the help of an adult, thinks over the staging of an action (for example, washing, or drawing, or picking berries, etc.). Children must choose a story themselves and agree on how they will show it.

After this preparation, each group silently demonstrates its action.

Each show is preceded by the well-known phrase: "Where we were, we will not say, but what we did, we will show." "Spectators" carefully observe the comrades and guess what they are doing and where they are. After guessing correctly, the actors become spectators and the next group enters the stage.

A more complex version of this game is the individual reproduction of similar actions. The organization of such a game is approximately the same as in "Broken Phone". All participants close their eyes, except for the first two, one of which shows the other some action (watering flowers, or chopping firewood, or playing ball, etc.). Then this child shows the same action to the third person in the row, the third to the fourth, and so on. So in turn, the children open their eyes and pass the same action to each other. The last child in the row must guess this action.

An adult tells the children about the Echo, which lives in the mountains or in a large empty room, you cannot see it, but you can hear it: it repeats all even the strangest sounds.

After that, the children are divided into two groups, one of which depicts travelers in the mountains, and the other - Echo. The first group of children in single file (along the chain) “travels around the room” and takes turns making different sounds (not words, but sound combinations), for example: “Au-u-u-” or “Tr-r-r-p”, etc. P. There should be long pauses between sounds, which are best regulated by the presenter. He can also keep track of the order of the spoken sounds, i.e. show which of the children and when to make their own sound. Children of the second group hide in different places in the room, listen carefully and try to reproduce everything they heard as accurately as possible. If Echo is running "out of sync", i.e. reproduces sounds not at the same time, it's not scary. It is important that it does not distort sounds and accurately reproduces them.

The same game can be played in pairs, according to the same scenario as the "Mirror", which can simultaneously reflect not only the movements, but also the sounds of the other.

Grandma Malanya

This is a very fun round dance game in which one of the children (leader) must come up with some kind of original movement, and all the rest must repeat it. The game achieves not only coordination of movements, but also unity in creating an image and mood.

Children, together with an adult, stand in a circle, in the middle of which there is a child depicting Grandma Malanya (you can put on a scarf or apron on him). Children in a circle, together with an adult, begin to sing a funny song, accompanying it with expressive movements.

Movement Words

At Malanya's, at the old woman's, Children move in a circle, holding on to

They lived in a small hut.

Seven sons. Stop and with the help of gestures

All without eyebrows, tov and facial expressions depict what

With such ears, the text says: cover with hands

With such noses, eyebrows, make "round" eyes, "pain-

With such a mustache, shoy "nose and ears, mustaches show, etc.

With such a head. They squat down.

With such a beard, Repeat any mix after the leader

Didn't eat anything, no movement.

Sitting all day

They looked at her

They did it like this...

Movements can be very diverse: you can make horns, jump and dance, make a long nose with your hands, wag your finger or cry jokingly. They can be accompanied by sounds and exclamations that convey mood. The movement must be repeated several times so that the guys can get into character and enjoy the game.

Waves

Children sit in a circle, and an adult invites them to remember the summer when they swam in the river, in the pond ... “But it’s best to swim in the sea,” he says, “because the waves in the sea are so nice when they gently stroke and wash you. The waves are so fun! And they are all very similar to each other. Let's try to bathe each other in such waves! Let's get up, smile and try to make waves with our hands." Children depict the waves after the leader, who makes sure that all the waves are gentle and cheerful.

After such a “training”, the adult invites all the children in turn to “swim in the sea”. The “bather” becomes in the center, and the “waves” one by one run up to him and gently stroke him, making the same movements. When all the waves “stroke the bather”, he turns into a wave, and the next one “dives” into the sea.

In many of the games listed above, children are united not only by the same movements, but also by a common mood, a common game image. Such a commonality of feelings allows you to feel unity with others, their closeness and even kinship. All this destroys alienation, makes protective barriers unnecessary and creates a sense of belonging. In the next game, this commonality of experience is created especially sharply, because it is a sense of danger.

Duck with ducklings

The game involves a mother duck (it is better to first choose a popular child for this role), little ducklings (4-5 children) and a predatory kite that hunts them (this role is played by an adult - the host). First, a mother duck with ducklings bask in the sun, swim in a pond, look for worms in a clearing, etc. Suddenly a bird of prey flies and tries to steal the ducklings. Mother duck must shelter, hide her children, gather them together and protect them from danger. A blanket or any large clean cloth can be used so that the children can hide under it. A kite cannot steal a hidden duckling. When all the ducklings are hidden, the kite circles menacingly over them for some time, and then flies away. Mother duck releases her children from the shelter and they again frolic in the clearing.

In this game, it is important to create a vivid imaginary situation so that children can get used to their roles and feel the imminent danger. In subsequent games, the role of mother duck can be entrusted to an unpopular child so that he gets the opportunity to take care of others.

The next task of correctional work is to give the unpopular, isolated child the opportunity to express support for others, to help them in difficult play situations. Such support and help to others, even if it is stimulated only by the rules of the game, allows the child to get satisfaction from his good deed, from the fact that he can bring joy to his peers. Mutual care and participation in the needs of their partners unite children and create a sense of belonging. This care does not require special sacrifices from the child, since it consists in simple game actions: to save from the "tray", to help the helpless "doll", "old grandmother" or to give way on a narrow bridge. But all these actions are performed by children themselves, without instructions and calls from an adult. Here are some examples of such games that encourage mutual help and care for others.

Lifesaver

The game can be played either outdoors or in a large spacious room. First you need to outline the space of the game (a large playground - 30-40 steps in length and width) and explain to the children that you can only play inside the playground and you can’t run over the line. If someone runs away, then he does not want to play and is out of the game. After that, you can begin to explain the game: “I will be a “troll”, and you will run away from me. Whoever I touch, I have to stop, he can no longer run until one of the guys rescues him. To help out a friend, you need to touch his shoulder. Once it has been touched, it can run again.”

The game begins with the words that an adult pronounces with the children:

"Salochka" will not catch up with us,

"Salochka" can't catch us,

We can run fast

And help each other out!

With the last words, the children scatter in different directions, and the driver begins to catch them.

After the first game, one of the children can be entrusted with the role of the "tagging". It is important that children notice who “saved” them and whom they themselves were able to help. After the game, you can ask them about it and note which of the children most often helped others.

living dolls

Children are paired up in a somewhat unusual way: they are invited to look into each other's eyes and find a partner with the same eye color as himself. If this causes difficulties, you can ask for help and advice from others. After the pairs are formed, the content of the game can be explained: “Remember, when you were little, many of you believed that your dolls (bunnies, bears) were alive, that they could talk, ask, run, etc. Let's imagine that one one of you will turn into a little child, and the other into his doll: a girl doll or a boy doll. The doll will ask for something, and her owner will fulfill her requests and take care of her. The adult offers to pretend to wash the hands of the doll, feed it, take a walk, etc. But he warns that the owner must fulfill all the whims of the doll and not force her to do what she does not want. When the children accept the game situation and get carried away, let them continue to play on their own.

Next time, each couple can switch roles.

Gnomes

For the game you need bells according to the number of participants (5-6). One bell must be damaged (do not ring).

An adult invites children to play gnomes. Each gnome has a magic bell, and when it rings, the gnome acquires magical powers - he can make any wish and it will someday come true. Children receive bells (one of them gets "spoiled"). "Let's hear your bells ring! Each of you in turn will ring and make a wish, and we will listen. Children ring their bells in a circle, but suddenly it turns out that one of them is silent. "What to do? Kolya's bell doesn't ring! This is such a misfortune for a gnome! He won't be able to make a wish now... Can we cheer him up? Or give something instead of a bell? Or shall we try to fulfill his wish? (children offer their solutions). Or maybe someone will give up their bell for a while so that Kolya can ring them and make his wish?

Usually one of the children offers his bell, for which, naturally, he receives the gratitude of a friend and the approval of an adult. In this game, it is important to draw the attention of children to the “deprived” peer, to arouse their sympathy and desire to help.

On the bridge

Before the start of the game, an imaginary situation is created. An adult divides all the children into two groups, separates them in different directions and suggests that they imagine that they are on opposite sides of a mountain gorge, but they must definitely go to the other side. A thin bridge is thrown across the gorge (a strip is drawn on the floor - 30-40 cm, symbolizing the bridge). Only two people can walk on the bridge from different sides (otherwise the bridge will turn over). The task is to go at the same time towards each other and go to the opposite side without stepping over the line (otherwise you will “fall into the abyss”). Participants are divided into pairs and carefully walk along the bridge towards each other. The rest follow their movement and "sick". The one who steps over the line is out of the game ("falls into the abyss").

The successful completion of this task is possible only if one of the couple gives way to his partner and let him go ahead.

old grandmother

Before the game, several children (8 or 10) are divided into pairs, in which one takes on the role of grandmother (grandfather) and the other - the grandson (granddaughter). Grandparents are very old, they do not see or hear anything (you can blindfold them). But they definitely need to be brought to the doctor, and this requires moving them across the street with very busy traffic. Grandchildren and granddaughters must move grandparents across the road so that they are not hit by a car.

"Street" is drawn on the floor with chalk. Several children play the role of cars and run back and forth. The “guides” need to protect the “old men” from cars, lead them through a dangerous road, show the doctor (whose role is played by one of the children), buy medicine and bring them back home along the same road.

At the last stage of corrective work, it becomes possible to organize joint productive activities for children, where they need to coordinate their actions and negotiate with others. Often the formation of interpersonal relations of children is proposed to begin with their joint activities. However, with a hostile, alienated attitude towards another, when the child does not see a peer, tries to demonstrate his advantages, does not want to take into account his interests, the activities of children cannot become truly joint and cannot unite children. As experience shows, general productive activity is possible only with the existing interpersonal relationships of children.

Children with communication difficulties who are self-centered (both aggressive and withdrawn) are not ready to unite around a common product. However, the above games contribute to the establishment of normal relationships with peers and prepare "difficult" children for cooperation in which children do one common thing.

It is better to organize joint activities first in pairs, where an unpopular child has the opportunity to work together with a popular one. Each pair must create their own work, "in secret" from the rest. Such an organization promotes unification, encourages them to negotiate and coordinate their efforts. Moreover, the activity should not be competitive, but productive. Here are some examples of possible activities.

Mosaic in pairs

Each pair of children receives a mosaic, the details of which are divided equally between them. The challenge is to put together the big picture. To do this, you need to conceive a plot, distribute efforts, take into account and continue the actions of a partner, etc.

Upon completion of the work, each "work" is shown to everyone else who is trying to guess what the authors depicted.

Mittens

For the lesson, you need mittens cut out of paper with a different unpainted pattern. The number of their pairs must correspond to the number of pairs of participants. Each child is given one mitten cut out of paper, and the children are invited to find their own pair, i.e. a mitten with exactly the same pattern. When a pair of identical mittens meet, the children should as quickly as possible and (most importantly!) color the mittens in the same way. Each pair is given only three pencils of a different color.

We draw houses

Two children should draw a common house on one sheet of paper and tell who lives in it.

Here are just a few plots of children's games that stimulate mutual assistance and care for others. Naturally, each game can be supplemented or modified depending on your imagination and specific conditions. It is only important to keep the main goal of these games - to encourage caring and attentive attitude towards peers. Encourage not by appeals and notations, but by creating specific everyday or game situations in which attention to the other is a necessary and natural condition for playing together. It is also very important that these games exclude any comparison of children, their competition and competitiveness. Everyone does everything in their own way, as they see fit. You can not condemn children for selfishness or inattention. You can not praise one too much and set them as an example to the rest. Such assessment and bringing positive examples, dividing children into "good" and "bad" can only separate children and cause alienation. The most effective way to educate moral qualities and overcome difficulties in communication is not to encourage and blame an adult and not to acquire communication skills, but to form a sense of community with others, one's own inner involvement in them. As experience shows, the systematic conduct of such games and activities contributes to the achievement of this goal.

Questions and tasks

1. What methods can be used to identify the position of a child in a peer group?

2. What are the main stages of corrective work with children with communication difficulties?

3. Why can't such work be started in joint activities?

Communication games: 25 interesting communication games for children and adults to develop communication.

Communication games.

Communication games- this is the name of games for developing the ability to communicate, the ability to cooperate and interact with people in a variety of life situations. Communication games can be played both at home and in the yard, in a children's center, at a holiday or a family party, at a training session, or used as a moment of relaxation after class. The article contains games that I use in my communication with children and which we love very much. In secret, I’ll tell you that I played them with teachers when I conducted classes with them on the development of communication in children. And even "adult aunts" played them with pleasure!

I wish you happy games! Start playing communication games together with us.

Communication game 1. "Hello"

It is necessary to have time in a limited time (1 minute or while the music is playing) to say hello to as many people as possible. The way in which we will greet each other is agreed in advance - for example, shake hands. At the end of the game, the results are summed up - how many times did you manage to say hello, whether someone was left without a greeting, what is the mood of the players now.

Communicative game 2. "Confusion"

There are two options in this communication game.

Option 1. "Confusion in a circle." Players stand in a circle and hold hands. You can't untie your hands! Players confuse the circle - without disengaging their hands, stepping over their hands, turning around and so on. When the mess is ready, the driver is invited into the room. He needs to untangle the players back into the circle without disengaging their hands.

This is a very fun and exciting game that kids, teenagers and adults play with great pleasure. Try it - you'll love it!

Option 2. "Snake" (the author of the option is N.Yu. Khryashcheva). Players line up and hold hands. Then they become entangled (the first and last players - that is, the "head" and "tail" of the snake pass under the hands of the players, step over the hands, and so on). The task of the driver is to unravel the snake without disengaging the hands of the players.

Communicative game 3. "Engine"

Players stand one behind the other. The first in the chain is a locomotive. His eyes are open. All other players - "wagons" - have their eyes closed. The locomotive carries its train straight, and snake, and with obstacles. The task of the "wagons" is to follow the "locomotive" forward without disengaging their hands. The task of the “locomotive” is to go in such a way as not to lose the wagons behind you. If the "trailer" is unhooked, then the train is "repaired" and goes on.

Communication game 4. "Kangaroo and kangaroo"

They play in pairs. One player is a kangaroo. It costs. The other player is the "kangaroo". He stands with his back to the kangaroo and crouches. Kangaroo and kangaroo cub hold hands. The task of the players in pairs is to reach the window (to the wall). The game can be played even with the smallest children both at home and on a walk.

Communicative game 5. "Mirror".

Players are divided into pairs. One player in a pair is a mirror. "Mirror" synchronously repeats all the movements of the second player in a pair. Then they change places. It's not as easy as it seems at first glance - try to keep up with the player as a mirror!

Then, when the children have mastered the option of playing in pairs, it will be possible to play this game with a group of children. Children stand in a line, and the driver is in front of them facing the players. The leader shows the movement, and the whole group repeats this movement synchronously behind him (note that the group repeats in a mirror, that is, if the leader raised his right hand, then the “mirror” raises his left hand).

Communication game 6. "Hold the ball"

In this game, we will learn to adjust our movements to the movements of our partner in the game.

Players stand in pairs and hold one common large ball. Each player holds the ball with both hands. On command, the players must sit down without dropping the ball from their hands, walk around the room with it, and jump together. The main task is to act in concert and not drop the ball.

When the players hold the ball with two hands without any problems, the task becomes more complicated - the ball will need to be held with only one hand for each player in the pair.

Communication game 7. "Favorite toy"

Everyone stands in a circle. In the hands of the host soft toy. He says a few words about her - compliments: “Hello, little mouse! You are so funny. We love to play with you. Will you play with us?" Next, the facilitator invites the children to play with the toy.

The toy is passed in a circle, and each player who receives it says affectionate words about the toy: “You have such a pretty face”, “I like your long tail so much”, “You are very funny”, “You have such beautiful and soft ears” .

The game can be played even with small children - offering them the beginning of the phrase that the baby will finish: “You are very ...”, “You have beautiful ...”.

Communicative game 8. "Greeting" ("Clapperboard").

I really love different rituals invented with children. We, adults, very often think that this is a trifle, nonsense. But how important are they for children!

We with children do at a meeting "clapperboard". Everyone stands in a circle, arms outstretched forward. I open my palm, the children put their palms one on top of the other on my palm (it turns out a “slide” of our palms). Then we raise this "slide" up and all together do the "cracker" command. I say: “One, two, three” (to these words we raise our hands and reach up - and we reach very high as far as we can reach, without separating our hands). "Clap!" At the word “clap”, our common cracker clap to everyone’s joy - hands quickly spread apart in a “fountain”.

If there are few children, then during the circle before the clap we greet each other: “Hello, Tanya (Tanya’s hands fell into our “clapperboard”), hello Sasha” and so on.

Communicative game 9. "Needle and thread" (folk game).

All players stand next to each other. One player is a needle. Other players are a thread. "Needle" runs, changing the direction of movement - both straight, and in a snake, and in a circle, with sharp turns and smoothly. The rest of the players must keep up and adapt in their actions to their team.

Communication game 10. "What has changed?"

The players are divided into two groups. One group will guess, the other will guess. Those who will guess, leave the room. The players left in the room make a few changes to their appearance. For example, you can take someone else's handbag on your shoulder or unbutton one button on your shirt, tie a new rubber band on a pigtail, change places, change your hairstyle. When the players are ready, they call their comrades into the room. The other team has to guess what has changed. Then the teams change places. The game can be played not only by a team, but even by a couple.

It is good if there is a mirror in the room where the changes will take place - this is very convenient. But you can do without it and play this game even on a camping trip. It turns out to be very fun. Save props for this game (handkerchiefs around your neck, straps, hairpins and other things with which you can make changes to your appearance).

Communicative game 11. "Compliments".

All players stand in a circle and take turns complimenting each other. In compliments, you can note the mood, and appearance, and personal qualities, and much more.

This is a very enjoyable game - try it.

Communication game 12. "Guess"

All players sit on the mat. One player - the driver - turns his back to everyone. Players take turns patting him on the back. The task of the driver is to guess who stroked him now. Then the players change places so that everyone can be in the role of leader. The game can be played not only on the carpet, but also standing (for example, for a walk).

A similar game can be played in another version - call the driver by name - you get the game "Guess who called."

Communication game 13. "Find your child"

This is a game for family groups and family holidays. The game is beloved, wonderful, fun, already played many times by us. I love her very much!

The players are divided into two teams. Parents are on one team and their children are on the other. The parents take turns blindfolded and need to find their child among all the other children by touch. Children are not allowed to say or suggest anything at the same time. On the contrary, you need to confuse your parents - for example, change your jacket or remove the bow from your hair, run to another place in the room, sit down (so that you don’t guess by height), and so on. As soon as the parent has guessed his baby, he says: “Here is Anya!” (says the name of the child) and removes the bandage. If the parent did not guess correctly, then he receives a phantom, which is won back at the end of the game.

The game is wonderful, we always play with pleasure. Play with your friends!

Communication game 14. Lame duck

The duck has broken its leg and is now walking badly. Her role is played by one of the children. The child, playing the role of a duck, tries to show how painful, bad and sad he is. All other children comfort him, stroke him, say kind words, hug him, support him. You can play so that the children themselves perform the roles, or you can use toys and speak for them. In this communication game, toddlers learn to show empathy.

Communicative game 15. "Looking for a friend."

This game can only be played in a large group of children. You will need a set of pictures or a set of toys (2-3 bears, 2-3 bunnies, 2-3 dolls, 2-3 ducks, and so on). Each child is given one toy or one picture that has "friends" - the same pictures.

Children are invited to find friends for their toys (to find paired toys, that is, for a bunny to find other bunnies, for a bear - other bears). To the music, children are looking for friends. When friends for a toy are found, children with toys dance together and cheerfully to the music.

This is a game for young children who are just learning how to interact with each other.

Communication game 16. "Catch the eye"

This game develops mutual understanding. The game is played by an adult.

Players sit on a carpet or on chairs. The host looks at the players, and then stops looking at one of them for a few moments, as if calling him to him. The one on whom the leader’s gaze has stopped must stand up. The task of the players is to guess by looking when the host of the game calls you.

Then, when the players get used to the rules of the game, the children drive and try to understand each other by sight.

The game can be played not only with a group of children, but also in the family.

Communication game 17. "Swap places"

We are all different, but we have so much in common! We will see this in the course of the game.

Players either stand in a circle or sit on chairs. The host of the game offers to swap places for those who .... (Followed by tasks: "Change places those who love sweets", "Who cleans his bed every day", "Who has a cat at home" and so on).

Communication game 18. "I want to be friends with you"

This game is designed by O.V. Khukhlaeva. The game helps to establish a friendly environment in a group of adults and children.

The driver says: “I want to make friends ...” and then describes one of the group members. The participant, who guessed that they were describing him, quickly runs up to the driver and shakes his hand. And he becomes the leader in the game.

Very nice and friendly game.

Communication game 19. "Box with a secret"

This communicative game was also proposed and described by O.V. Khukhlaeva. You will need a large enough cardboard box(for example, from under a computer or other household appliances). You can always find her with friends. In this box, you will need to cut large holes - such that a hand can freely crawl through them. In total, you need to make 4-6 holes. 4-6 people play accordingly (how many holes are in the box, so many players can be in your game). The players stick their hand into the box (the host at this time holds the box on the table), they find someone's hand there, get to know her and guess who it was, whose hand they just met.

Very fun and naughty game! It is interesting for adults too.

Communicative game 20. "Balls"

Players need to join hands and form a closed figure of any shape. If there are many people playing, then you need to first divide them into teams. A team can have several players (4-6 people).

Each team is given 3 colorful balloons. The task of the team is to keep their balls in the air as long as possible without disengaging their hands (you can throw the balls with your shoulder and even your knee, blow on them and use all the ways that come to your mind). The team that keeps the balls in the air the longest wins.

If adults are playing, then during the game you can add 2 more balls to each team - this is much more difficult and interesting!

For the youngest children, you need to offer 1 ball, which holds a pair of three players in the air. You can play with kids not only with a ball, but also with a fluff of cotton wool that you need to blow on (an old Russian folk game).

Communicative game 21. "Animal piano".

This communication game was developed by O.V. Khukhlaeva and develops the ability to cooperate with each other. Children sit in one line (it turns out a piano keyboard). The host of the game (adult) distributes to each child his voice - onomatopoeia (meow, oink, woof, mu, cococo, eider and others). The leader, that is, the "pianist", touches the heads of the children ("plays the keys"). And the "keys" each make their own sound.

You can also play on your knees - the keys. Then you can also introduce the volume of the sound into the game. If the pianist lightly touched the key, it sounds very quiet, barely audible; if it is stronger, then loudly. If it is strong, then the “key” is to speak loudly.

Communicative game 22. "Snowball".

This game is good for dating but can be used in other occasions as well. They play like this. The first player says his name. The next player says the name of the first player and his own name. The third player is the name of the first and second player and adds his name. And so in a circle. We end with the first player calling all the names. Names are very easy to remember on this guitar.

Not necessarily in this communicative game name names - you can name who loves or dislikes what, who has a dream, who came from where (if we play with children in a country camp) or who has a pet (that is, what we say, you can choose and invent yourself depending on the topic )

Communicative game 23. "Make Nesmeyan laugh."

One player is Nesmeyana. All the others are trying to make Nesmeyan laugh. The one who succeeds becomes the Nesmeyana in the next game.

Communication game 24. "Conspirator"

This game was developed by V. Petrusinsky. All players stand in a circle. The driver is in the center of the circle. He is blindfolded. Players dance around the leader. As soon as the driver says: “Stop”, the round dance stops. The task of the driver is to recognize the players by touch. If the driver recognizes the player, then the player leaves the game. The task is to become the best conspirator, that is, to make sure that you are not recognized at all or are the last to be recognized.

Very fun and entertaining game. What children don’t do is stand on a chair or crawl on all fours, disguise their hairstyle under a cap and bandage the bow of the dress in reverse (from the back, where it was, to the stomach). Try it - you'll love it!

Communication game 25. "Ears - nose - eyes."

All players stand in a circle. The host begins to speak out loud and at the same time show a part of the body on himself: “Ears-ears” (everyone shows ears), “Shoulders - shoulders” (everyone shows shoulders), “Elbows - elbows” (everyone shows elbows). Then the driver begins to deliberately confuse the players: he shows one part of the body, and names another. Children should, in case of a driver’s mistake, not repeat the movement after him. The winner is the one who has never made a mistake.

This game is played with equal enthusiasm by both kids and teenagers. It is also suitable for studying foreign languages. The vocabulary of play (called body parts) depends on the age of the children playing. It is enough to name the smallest parts of the body known to them - the nose, ears and others. For older ones, you can use more complex words - chin, elbows, forehead, eyebrows and others.

Communicative game 26. "Draw the picture."

The game is very simple. It can even be played together. One person begins to draw - draws a squiggle on a sheet of paper. The second player of the pair continues the drawing and again passes the paper and pencil to the first player. The first player continues again and so on until the drawing is completed.

If you play with a group, then the game is played a little differently. All players sit in a circle. They simultaneously begin to draw a drawing on a piece of paper and, at the signal of the presenter, pass their drawing on to the neighbor on the left. And they themselves receive a drawing from a neighbor on the right. Each player draws the resulting squiggle and, at the signal of the presenter, again passes the sheet of paper to the neighbor on the left. So all the drawings move in a circle until the leader signals the end of the game. The resulting drawings are then reviewed. We discuss what was conceived by the first player who started drawing, and what happened.

The game gives all children the opportunity to express themselves, here fantasy is not constrained by anything. Even very shy children enjoy playing this game.

Communicative game 27. "Conversation through the glass."

They play as a couple. One player seems to be in the store. The second one is on the street. But they forgot to agree on what to buy in the store. The player "on the street" gestures to the player "in the store" what he needs to buy. It is useless to shout: the glass is thick, they will not hear. You can only communicate with gestures. At the end of the game, the players exchange information - what they needed to buy, what the buyer understood from the gestures of his playmate.

You can also play this game in teams. One team guesses and its representative shows with gestures what is guessed. The other team guesses. Then the teams switch roles.

The game is interesting for both children and adults. You can "walk" to different stores - and to the "children's world", and to the "pet store", and to the "supermarket".

Communicative game 28. Sculptor and clay.

For this communicative game with preschoolers, you will need pictures (photos) of people in various poses. They can be copied online and printed.

They play in pairs. One child in a pair is a sculptor, the other is clay. Each pair receives a picture of a person in a certain pose. This figure to the child - the "sculptor" needs to be molded from his "clay". You can’t talk, because clay does not understand words, you can just “sculpt”. Then the "sculptor" and "clay" change roles.

With teenagers and adults, you can use more complex options for the game: for example, sculpt a whole sculptural group of several people on a given topic. And then switch roles.

Communicative game 29. Blind and guide.

This game is played in pairs. One player in a pair is blind. He is blindfolded. The other must lead him from one end of the room to the other end. Before the start of the game, obstacles are created in the room - they put boxes, toys, chairs and lay out other items. The guide must lead the "blind" so that he does not stumble. After that, the players change roles.

Communicative game 30. "Boastful Contest".

This game was developed by E. O. Smirnova (I highly recommend to teachers her book “Communication of preschoolers with adults and peers”, publishing house Mosaic - Synthesis, in which you will find a system of wonderful games with preschoolers for the development of communication).

The players sit in a circle. The host proposes to hold a bouncer contest. And the winner will be the one who boasts best of all ... a neighbor on the right! You need to tell about your neighbor, what is good about him, what he can do, what actions he has done, what you like about him. The task is to find as many advantages in your neighbor as possible.

Children can name any virtues (from the point of view of adults, these may not be virtues - for example, a very loud voice - but the opinion of the child is important to us)!

Although this communication game is intended for children, it is very good to play in a team of employees at work. We played and everyone was very happy! It is so nice to praise colleagues and hear their words of support addressed to you.

Post Author: Valasina Asya, author of the site "Rodnaya Path", host of the Internet Workshop of educational games "Through the game - to success!", candidate of pedagogical sciences, specialist in the field of preschool pedagogy and methods of developing children's speech.

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Card file of games for children with communication difficulties

Target: development of skills for successful social interaction.

"Klubochek" (for children from 4 years old)

The game is useful in the company of unfamiliar children. The children sit in a circle, the leader, holding a ball in his hands, wraps the thread around his finger, asks any question of interest to the participant in the game (For example: “What is your name, do you want to be friends with me, what do you love, what are you afraid of,” etc. .d.), he catches the ball, wraps the thread around his finger, answers the question, and then asks his next player. Thus, at the end, the glomerulus is returned to the leader. Everyone sees the threads that connect the participants of the game into one whole, determine what the figure looks like, learn a lot about each other, and unite.

Note: If the leader is forced to help a child who is at a loss, then he takes the ball back to himself, prompts and again throws it to the child. As a result, you can see children who have difficulty communicating, the leader will have double, triple bonds with them.

"The wind blows on ..." (for children from 5 years old)

With the words "The wind blows on ..." the host starts the game. In order for the participants in the game to learn more about each other, questions can be as follows: “The wind blows on the one who has blonde hair» all the fair-haired people gather in one pile. “The wind blows on the one who ... has a sister”, “who loves animals”, “who cries a lot”, “who has no friends”, etc.

The leader must be changed, giving everyone the opportunity to ask around the participants.

"Find a friend" (for children from 5 years old)

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

"Secret" (for children from 6 years old)

The presenter distributes to all participants a “secret” from a beautiful chest (a button, a bead, a brooch, an old watch, etc.), puts it in his palm and clamps his fist. Participants walk around the room and, eaten by curiosity, find ways to coax everyone into revealing their secret.

Note: The facilitator monitors the process of exchanging secrets, helps the most timid to find mutual language with each participant.

"Mittens" (for children from 5 years old)

For the game, mittens cut out of paper are needed, the number of pairs is equal to the number of pairs of participants in the game. The host throws mittens with the same ornament, but not painted, to the room. The children are scattered around the room. They look for their “pair”, go to a corner and, with the help of three pencils of different colors, try, as quickly as possible, to color the mittens in exactly the same way.

Note: The facilitator observes how they organize joint work couples, how they share pencils as they agree. Congratulations to the winners.

"Duck, duck, goose" (for children from 4 years old)

The participants of the game stand in a circle. Leader inside the circle. He walks in a circle, points with his hand and says: "Duck, duck, duck ... goose." The goose takes off, running in the opposite direction from the leading one. Both of them task - to quickly take the vacant seat. The whole difficulty of the game is that at the meeting point, the competitors must take each other's hands, curtsey, smile and greet: “ Good morning, good afternoon, good evening! ”, and then again rush to an empty seat.

Note: The adult ensures that each participant has been in the role of "goose". Salutations and curtsies must be done clearly and loudly.

"Let's make up a story" (for children from 5 years old)

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

"Dragon" (for children from 5 years old)

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

“Roar lion, roar; knock, train, knock" (for children from 5 years old)

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

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

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

"Chefs" (for children from 4 years old)

Everyone stands in a circle - this is a pan. Now we will prepare soup (compote, vinaigrette, salad). Everyone comes up with what he will be (meat, potatoes, carrots, onions, cabbage, parsley, salt, etc.). The host calls out in turn what he wants to put in the pan. The one who recognizes himself jumps into the circle, the next, jumping, takes the hands of the previous one. Until all the "components" are in the circle, the game continues. The result is a delicious, beautiful dish - just delicious.

"Touch to ..." (for children from 5 years old)

All players are dressed differently. The host shouts out: "Touch the ... blue!" Everyone should instantly orient themselves, find something blue in the clothes of the participants and touch this color. Colors change periodically, who did not have time - the leader.

Note: An adult ensures that each participant is touched.

“Friendship starts with a smile...” (for children from 4 years old)

Those sitting in a circle join hands, look into the neighbor's eyes and silently give him the kindest smile they have in turn.

"Compliments" (for children from 4 years old)

Sitting in a circle, everyone holds hands. Looking into the eyes of a neighbor, one must say a few kind words to him, Praise him for something. The receiver nods his head and says: “Thank you, I am very pleased!” Then he gives a compliment to his neighbor, the exercise is carried out in a circle.

Warning: Some children cannot give a compliment, they need help. Instead of praise, you can simply say “tasty”, “sweet”, “flower”, “milk” word. If a child finds it difficult to give a compliment, do not wait for his neighbor to be sad, say a compliment yourself.

"What does the mood look like?" (for children from 5 years old)

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

"Building numbers" (for children from 6 years old)

The players move freely around the room. At the command of the facilitator: “I will count to 10, and during this time you must build everything together from yourself into the number 1 (2, 3, 5, etc.)”, the children complete the task.

Note: If the children cope with the task quickly, then you can count faster, that is, reduce the construction time.

"Crow" (for children from 4 years old)

The leader stands in the center of the circle, sentences and imitates the flight of a crow and the plucking of wings:

"The crow sits on the roof,

She plucks her wings.

Sirlalala, sirlalala!"

Then very quickly and unexpectedly:

“And who will sit down first?”

Then:

"Who will get up first?"

Whoever is late to execute the command is out of the game.

"Yes or not?" (for children from 5 years old)

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

Are there fireflies in the field?

Are there fish in the sea?

Does a calf have wings?

Does a piglet have a beak?

Does the mountain have a ridge?

Does the burrow have doors?

Does a rooster have a tail?

Does the violin have a key?

Does the verse have a rhyme?

Does it have any errors?

"Shadow" (for children from 5 years old)

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

« living sculpture» (for children from 6 years old)

Participants freely stand together. The host invites one child to go out and take some position in which it is convenient for him to stand. The next participant is asked to join him in some pose in a place where there is a lot of free space, then a third one joins them in his pose, then the first one carefully leaves the sculpture and looks at the overall composition, and the fourth takes any empty space in the general sculpture and etc. The one who has been standing for a long time leaves, his place is taken by the next.

Note: The adult acts as the sculptor during the entire exercise. He makes sure that the participants do not stagnate in the general sculpture and, when leaving, be sure to look at the general composition, tracking what it looks like.

"Walking in the park" (for children from 6 years old)

Participants of the exercise are divided into "sculptors" and "clay". Clay is soft, supple, obedient. The sculptor makes his statue out of clay: an animal, a flower, a fish, a bird, a toy, etc. The sculpture freezes, and all sculptors give it a name. Then the sculptors walk around the park, looking at the creations of their friends, praise the sculptures, guess their names. Participants change roles.

Note: Sculptures do not change their positions and cannot speak. The adult chief expert, he likes all the sculptures and he praises them a lot.

"Forbidden movement" (for children from 5 years old)

The facilitator shows what movement should not be done. Then he performs various movements with his arms, legs, body, head, face, unexpectedly showing what is forbidden. Whoever repeated, becomes the leader, ”adding one more, his forbidden movement. The game continues on.

Note: There can be up to 7 prohibited movements.

"Nest" (for children from 4 years old)

The children sat in a circle, holding hands - this is a nest. There is a bird inside. Outside, another bird flies and gives the command: “The bird flies!” The nest crumbles and everyone flies like birds. The host commands: “Into the nest!” They sit down again. Who did not have time to lead.

"Pass the ball" (for children from 4 years old)

Sitting or standing, the players try to pass the ball as quickly as possible without dropping it. You can throw the ball to the neighbors at the fastest pace. You can, turning your back in a circle and putting your hands behind your back, pass the ball. Who dropped - out.

Note: You can complicate the exercise by asking the children to close their eyes.

"Mirror" (for children from 5 years old)

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

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

"Siamese twins" (for children from 6 years old)

Children are divided into pairs, stand shoulder to shoulder, hug each other with one hand at the waist, put one leg next to each other. Now they are fused twins: 2 heads, 3 legs, one body and 2 arms. Invite them to walk around the room, sit down, do something, turn around, lie down, stand up, draw, etc.

Tip: To make the third leg “friendly”, it can be fastened with a string.

Guides (for children from 6 years old)

The players are divided into pairs. One with closed eyes stands in front. The other, at arm's length, slightly touching the back of the person in front, stands up with his eyes closed. The guide at first slowly begins to move around the room, the "blind" follows him, trying not to get lost, then increase the trajectory and speed of movement. The exercise is performed for 5 minutes, then the pairs switch roles.

GAMES AND EXERCISES

FOR CHILDREN

WITH DIFFICULTIES IN COMMUNICATION

GAMES AND EXERCISES

FOR CHILDREN WITH DIFFICULTIES IN COMMUNICATION

How painful it is for parents, watching children's games, to see that their child often stands aside, becomes shy, does not dare to approach children, is frightened by adults, distrustful and shy. It is no easier to listen to the complaints of children and adults that your child fights, offends, argues, interferes with play all the time.

Disturbances in communication, conflict and isolation are signs of a child's poor adaptation to the world around him, the causes of serious emotional and personal problems in the future.

Communication also requires a wide range of participants. Parents can do some exercises themselves with their child, but most of them require peers and friends to be invited to the house. Arrange children's holidays and entertainment more often and communicate more!

"Glube" (for children from 4 years old)

The game is useful in the company of unfamiliar children. The children sit in a circle, the leader, holding a ball in his hands, wraps the thread around his finger, asks any question of interest to the participant in the game (For example: “What is your name, do you want to be friends with me, what do you love, what are you afraid of,” etc. .d.), he catches the ball, wraps the thread around his finger, answers the question, and then asks his next player. Thus, at the end, the glomerulus is returned to the leader. Everyone sees the threads that connect the participants of the game into one whole, determine what the figure looks like, learn a lot about each other, and unite.

Comment : If the leader is forced to help a child who is at a loss, then he takes the ball back to himself, prompts and again throws it to the child. As a result, you can see children who have difficulty communicating, the leader will have double, triple bonds with them.

"The wind blows on..." (for children 5-10 years old)

With the words "The wind blows on ..." the host starts the game. In order for the participants in the game to learn more about each other, questions can be as follows: "The wind blows on the one who has blond hair" all the fair-haired people gather in one pile. “The wind blows on the one who ... has a sister”, “who loves animals”, “who cries a lot”, “who has no friends”, etc.

The leader must be changed, giving everyone the opportunity to ask around the participants.

"Find a Friend" (for children from 5 years old)

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

"Secret" (for children from 6 years old)

The presenter distributes to all participants a “secret” from a beautiful chest (a button, a bead, a brooch, an old watch, etc.), puts it in his palm and clamps his fist. Participants walk around the room and, eaten by curiosity, find ways to coax everyone into revealing their secret.

Comment : The host monitors the process of exchanging secrets, helps the most timid to find a common language with each participant.

"Mittens" (for children from 5 years old)

For the game, mittens cut out of paper are needed, the number of pairs is equal to the number of pairs of participants in the game. The host throws mittens with the same ornament, but not painted, to the room. The children are scattered around the room. They look for their “pair”, go to a corner and, with the help of three pencils of different colors, try, as quickly as possible, to color the mittens in exactly the same way.

Comment : The facilitator observes how the couples organize the joint work, how they share pencils, how they agree. Congratulations to the winners.

"Duck, duck, goose" (for children from 4 years old)

The participants of the game stand in a circle. Leader inside the circle. He walks in a circle, points with his hand and says: "Duck, duck, duck ... goose." The goose takes off, running in the opposite direction from the leading one. Their task is to quickly fill the vacant place. The whole difficulty of the game is that at the meeting point, the competitors must take each other's hands, curtsy, smile and greet: “Good morning, good afternoon, good evening!”, And then again rush to an empty place.

Comment : An adult makes sure that each participant has been in the role of a “goose”. Greetings, curtsies should be performed clearly and loudly.

"Let's make a story" (for children from 5 years old)

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

"The Dragon" (for children from 5 years old)

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

“Roar lion, roar; knock, train, knock" (for children from 5 years old)

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

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

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

"Chefs" (for children from 4 years old)

Everyone stands in a circle - this is a pan. Now we will prepare soup (compote, vinaigrette, salad). Everyone comes up with what he will be (meat, potatoes, carrots, onions, cabbage, parsley, salt, etc.). The host calls out in turn what he wants to put in the pan. The one who recognizes himself jumps into the circle, the next, jumping, takes the hands of the previous one. Until all the "components" are in the circle, the game continues. The result is a delicious, beautiful dish - just delicious.

"Touch to..." (for children from 5 years old)

All players are dressed differently. The host shouts out: "Touch the ... blue!" Everyone should instantly orient themselves, find something blue in the clothes of the participants and touch this color. Colors change periodically, who did not have time - the leader.

Comment : An adult ensures that each participant is touched.

Friendship starts with a smile... (for children from 4 years old)

Those sitting in a circle join hands, look into the neighbor's eyes and silently give him the kindest smile they have in turn.

"Compliments" (for children from 4 years old)

Sitting in a circle, everyone holds hands. Looking into the eyes of a neighbor, one must say a few kind words to him, Praise him for something. The receiver nods his head and says: “Thank you, I am very pleased!” Then he gives a compliment to his neighbor, the exercise is carried out in a circle.

Warning :

Some children cannot give a compliment, they need help. Instead of praise, you can simply say “tasty”, “sweet”, “flower”, “milk” word.

If a child finds it difficult to give a compliment, do not wait for his neighbor to be sad, say a compliment yourself.

"What does the mood look like?" (for children from 5 years old)

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

"Building Numbers" (for children from 6 years old)

The players move freely around the room. At the command of the facilitator: “I will count to 10, and during this time you must build everything together from yourself into the number 1 (2, 3, 5, etc.)”, the children complete the task.

Comment : If the children cope with the task quickly, then you can count faster, that is, reduce the construction time.

"Building an Answer" (for children from 7 years old)

Variant of the previous game. The facilitator complicates the task: “While I count to 10, you will add or subtract in your mind and build the answer number out of yourself all together. For example: 5 + 2, you will build 7; 8 - 3, you will build the number 5.

"Crow" (for children from 4 years old)

The leader stands in the center of the circle, sentences and imitates the flight of a crow and the plucking of wings:

The crow sits on the roof, she plucks her wings. Sirlalala, sirlalala!"

Then very quickly and unexpectedly: “And who will sit down first?”

Then: "And who will get up first?"

Whoever is late to execute the command is out of the game.

"Yes or not?" (for children from 5 years old)

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

Are there fireflies in the field?

Are there fish in the sea?

Does a calf have wings?

Does a piglet have a beak?

Does the mountain have a ridge?

Does the burrow have doors?

Does a rooster have a tail?

Does the violin have a key?

Does the verse have a rhyme?

Does it have any errors?

"Shadow" (for children from 5 years old)

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

"Living Sculpture" (for children from 6 years old)

Participants freely stand together. The host invites one child to go out and take some position in which it is convenient for him to stand. The next participant is asked to join him in some pose in a place where there is a lot of free space, then a third one joins them in his pose, then the first one carefully leaves the sculpture and looks at the overall composition, and the fourth takes any empty space in the general sculpture and etc. The one who has been standing for a long time leaves, his place is taken by the next.

Comment :

The adult plays the role of a sculptor during the entire exercise.

He makes sure that the participants do not stagnate in the general sculpture and, when leaving, be sure to look at the general composition, tracking what it looks like.

"Psychological modeling" (author's, for children 5 years old)

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

"Walking in the park" (for children from 6 years old)

Participants of the exercise are divided into "sculptors" and "clay". Clay is soft, supple, obedient. The sculptor makes his statue out of clay: an animal, a flower, a fish, a bird, a toy, etc. The sculpture freezes, and all sculptors give it a name. Then the sculptors walk around the park, looking at the creations of their friends, praise the sculptures, guess their names. Participants change roles.

Comment :

Sculptures do not change their positions and do not know how to talk.

The adult chief expert, he likes all the sculptures and he praises them a lot.

"Forbidden Movement"

The facilitator shows what movement should not be done. Then he performs various movements with his arms, legs, body, head, face, unexpectedly showing what is forbidden. Whoever repeated, becomes the leader, ”adding one more, his forbidden movement. The game continues on.

Comment : There can be about 7 forbidden movements.

"Walking along the brook" (author's, for children from 5 years old)

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

"Nest" (for children from 4 years old)

The children sat in a circle, holding hands - this is a nest. There is a bird inside. Outside, another bird flies and gives the command: “The bird flies!” The nest crumbles and everyone flies like birds. The host commands: “Into the nest!” They sit down again. Who did not have time to lead.

"Pass the ball" (for children from 4 years old)

Sitting or standing, the players try to pass the ball as quickly as possible without dropping it. You can throw the ball to the neighbors at the fastest pace. You can, turning your back in a circle and putting your hands behind your back, pass the ball. Who dropped - out.

Comment : You can complicate the exercise by asking the children to close their eyes.

"Mirror" (for children from 5 years old)

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

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

"Siamese twins" (for children from 6 years old)

Children are divided into pairs, stand shoulder to shoulder, hug each other with one hand at the waist, put one leg next to each other. Now they are fused twins: 2 heads, 3 legs, one body and 2 arms. Invite them to walk around the room, sit down, do something, turn around, lie down, stand up, draw, etc.

Advice : To make the third leg “friendly”, it can be fastened with a string.

"Guide" (for children from 6 years old)

The players are divided into pairs. One with closed eyes stands in front. The other, at arm's length, slightly touching the back of the person in front, stands up with his eyes closed. The guide at first slowly begins to move around the room, the "blind" follows him, trying not to get lost, then increase the trajectory and speed of movement. The exercise is performed for 5 minutes, then the pairs switch roles.