Friendly attitude towards each other. Formation of friendly relations with peers
Let's talk about goodwill, that's our topic today. Let's talk about the meaning, synonyms, and also why it is still better for people to believe at first.
Meaning
To understand the noun "goodwill", you need to refer to the corresponding adjective. The dictionary tells us that the meaning of the latter is: "Wishing well, willing to promote the well-being of others, benevolent."
Accordingly, the noun "goodwill" is a certain quality of a person or communication with a certain person. There are people in the world who are initially benevolent towards everyone until a person disappoints them. This happens quite often. And it also happens that a person does not disappoint, then goodwill is a quality that persists for many years. You can even say that this is a measure of relationships: if a person manages to get along with some people, in other words, maintain a disposition towards them, then such friends should be appreciated, because friendship is a rare bird, especially in adulthood.
Synonyms
Of course, the analysis of the meaning of the word "goodwill" will not be complete without linguistic analogues. We can't skip them, so here they are:
- location;
- favor;
- benevolence;
- friendliness;
- courtesy;
- friendliness;
- friendliness.
There are many wonderful words in Russian to replace our object of study on occasion, and all of them will express a favorable attitude towards a person or people.
For example, it is not bad if a young teacher is sympathetic towards his first class. Of course, a teacher is a hard work, and when the time comes, he may get tired of the work and its routine, but as long as he has enthusiasm, there will be goodwill, this is quite obvious.
Why should you be kinder?
Kindness is a valuable quality when it comes to communication. Both animals and people love affection. There is nothing wrong with being kinder to each other. Another thing is that people go berserk from lack of money, endless race and competition. To put it bluntly: the modern world is not the best ground for politeness and disposition. But you still need to be tactful, however, it can be difficult.
But nothing, because difficulties harden. Pushing a person away is easy, and then convincing him that you are a good person is difficult. Therefore, it is better to start with goodwill - this is a win-win option. If something goes wrong, you can always avoid communicating with this or that person, but people need to be given at least one chance.
For the development of full-fledged communication between children, for the formation of humane relations between them, the mere presence of other children and toys is not enough. By itself, the experience of attending a kindergarten or a nursery does not provide a significant "increase" in the social development of children. Thus, it was found that children from an orphanage who have unlimited opportunities to communicate with each other, but who are brought up in a deficit of communication with adults, contacts with peers are poor, primitive and monotonous. These children, as a rule, are not capable of empathy, mutual assistance, and independent organization of meaningful communication. For the emergence of these most important abilities, the correct, purposeful organization of children's communication is necessary.
However, what kind of influence should an adult have in order for the interaction of children to develop successfully?
At a younger preschool age, two ways are possible, firstly, this is the organization of joint activities of children; secondly, it is the formation of their subjective interaction. Psychological research shows that subject interaction is ineffective for younger preschoolers. Children focus on their toys and are mainly engaged in their individual play. Their initiative appeals to each other are reduced to attempts to take away attractive objects from their peers. They either refuse the requests and appeals of their peers, or do not respond at all. Interest in toys, characteristic of children of this age, prevents the child from “seeing” a peer. The toy, as it were, "closes" the human qualities of another child.
Much more effective is the second way, in which an adult improves relations between children, draws their attention to the subjective qualities of each other: demonstrates the dignity of a peer, affectionately calls him by name, praises a partner, offers to repeat his actions, etc. Under such influences, an adult increases children's interest in each other, emotionally colored actions addressed to their peers appear. It is the adult who helps the child to “discover” a peer and see in him the same creature as himself.
One of the most effective forms of subjective interaction of children is joint round dance games for kids, in which they act simultaneously and in the same way (“Karavai”, “Carousels”, etc.). The absence of objects and the competitive beginning in such games, the commonality of actions and emotional experiences create a special atmosphere of unity with peers and closeness of children, which favorably affects the development of communication and interpersonal relationships.
However, what to do if the child clearly demonstrates any problematic forms of attitude towards peers: if he offends others, or is constantly offended by himself, or is afraid of peers?
It should immediately be said that explanations of how to behave, positive examples, and even more so punishments for the wrong attitude towards peers turn out to be ineffective for preschoolers (as well as for adults). The fact is that the attitude towards others expresses the deep personal qualities of a person, which cannot be arbitrarily changed at the request of the parents. At the same time, in preschoolers, these qualities are not yet rigidly fixed and finally formed. Therefore, at this stage, it is possible to overcome negative tendencies, but this should be done not with demands and punishments, but with the organization of the child's own experience.
Obviously, a humane attitude towards others is based on the ability to empathize, to sympathy, which manifests itself in a variety of life situations. Means, it is necessary to educate not only ideas about proper behavior or communication skills, but above all moral feelings that allow you to accept and perceive other people's difficulties and joys as your own.
The most common method of forming social and moral feelings is considered to be awareness of emotional states, a kind of reflection, enrichment of the vocabulary of emotions, mastery of a kind of “alphabet of feelings”. The main method of educating moral feelings in both domestic and foreign pedagogy is the child's awareness of his experiences, self-knowledge and comparison with others. Children are taught to talk about their own experiences, to compare their qualities with the qualities of others, to recognize and name emotions. However, all these techniques concentrate the child's attention on himself, his merits and achievements. Children are taught to listen to themselves, to name their states and moods, to understand their qualities and their merits. It is assumed that a child who is self-confident, who understands his feelings well, can easily take the position of another and share his experiences. However, these assumptions are not justified. The feeling and awareness of one's pain (both physical and mental) does not always lead to empathy with the pain of others, and a high assessment of one's own merits in most cases does not contribute to an equally high assessment of others.
In this regard, there is a need for new approaches to the formation of relations between preschoolers. The main strategy of this formation should not be a reflection of one's experiences and not the strengthening of one's self-esteem, but, on the contrary, removal of fixation on one's own Self due to the development of attention to another, a sense of community and belonging with him.
Recently, the formation of positive self-esteem, encouragement and recognition of the merits of the child are the main methods of social and moral education. This method is based on the belief that positive self-esteem and reflection provide the emotional comfort of the child, contribute to the development of his personality and interpersonal relationships. Such education is aimed at oneself, at self-improvement and reinforcement of one's positive assessment. As a result, the child begins to perceive and experience only himself and the attitude towards himself from others. And this, as shown above, is the source of most problematic forms of interpersonal relationships.
As a result, a peer often begins to be perceived not as an equal partner, but as a competitor and rival. All this creates disunity between children, while the main task of education is to form a community and unity with others. The parenting strategy must involve the rejection of competition and, therefore, evaluation. Any assessment (both negative and positive) focuses the child's attention on their own positive and negative qualities, on the merits and demerits of the other, and as a result provokes a comparison of oneself with others. All this gives rise to a desire to "please" an adult, to assert itself and does not contribute to the development of a sense of community with peers. Despite the obviousness of this principle, it is difficult to implement in practice. Encouragement and censure have firmly entered the traditional methods of education.
It is also necessary to abandon the competitive start in games and activities. Contests, competition games, fights and competitions are very common and widely used in the practice of preschool education. However, all these games direct the child's attention to their own qualities and merits, give rise to bright demonstrativeness, competitiveness, orientation towards the assessment of others and, ultimately, disunity with peers. That is why, in order to form friendly relations with peers, it is desirable to exclude games that contain competitive moments and any forms of competition.
Often, numerous quarrels and conflicts arise on the basis of possession of toys. As practice shows, the appearance of any object in the game distracts children from direct communication; in a peer, the child begins to see a contender for an attractive toy, and not an interesting partner. In this regard, at the first stages of the formation of humane relations, it is necessary to refuse, if possible, the use of toys and objects in order to direct the child's attention to peers as much as possible.
Another reason for children's quarrels and conflicts is verbal aggression (all sorts of "teasers", "name names", etc.). If a child can express positive emotions expressively (smiling, laughing, gesticulating), then the most common and simple way of expressing negative emotions is verbal expression (swearing, complaints). Therefore, the development of humane feelings should minimize the verbal interaction of children. Instead, conditioned signals, expressive movements, facial expressions, gestures, etc. can be used as means of communication.
Thus, the education of humane relations should be based on the following principles:
Basic principles of education of humane relations
1. Valuelessness. Any assessment (even positive) contributes to fixation on one's own qualities, strengths and weaknesses. This is the reason for the limitation of the child's statements to peers. Minimization of value judgments, the use of expressive-mimic or gestural means of communication can contribute to non-judgmental interaction.
2. Refusal of real objects and toys. As practice shows, the appearance of any object in the game distracts children from direct interaction. Children begin to communicate “about” something, and communication itself becomes not a goal, but a means of interaction.
3. Lack of competitive start in games. Since fixation on one's own qualities and merits gives rise to a vivid demonstrativeness, competitiveness and orientation towards the assessment of others, it is better to exclude games and activities that provoke children to display these reactions.
The experience of conducting classroom hours in elementary school shows that sometimes children do not know how to establish friendly relations in interaction with each other, they interrupt the interlocutor, go on shouting in order to attract attention to themselves. However, many adults also behave this way, and this model of behavior has already been partially assimilated by our children. It is important to teach younger students not only to express their thoughts, but also to listen to others. This article presents exercises and games aimed at fostering friendly relations among schoolchildren, which can be used during class hours.
When conducting such class hours, the organization of space is important. It is better for the children to sit in a circle or a semicircle - so they are all on an equal footing, they see each other, which contributes to a sense of community, solidarity, security, and encourages communication. Such an organization of space becomes symbolic for children, increases their interest in what is happening, namely, interest stimulates the development of all mental processes of students, activates their activity and gives the necessary pedagogical result.
Exercise "Affectionate name"
Goals: promote the emotional disclosure of each student; to encourage the manifestation of goodwill in relationships with classmates.
Equipment: sheets of paper, pens.
I stage
The teacher asks the children what affectionate words they call their parents; asks to write these words on pieces of paper.
II stage
Pupils in a circle answer the questions: what affectionate words do you call mom, dad, grandmother, grandfather, sister, brother? what affectionately do they call you? what do you feel about it?
Stage III
The students in a circle say a compliment to the neighbor on the right. The exercise begins with the words: «
I like about you... »
or «
I like that you... »
Reflection
Do you enjoy being called by an affectionate name? Is it hard to call others by an affectionate name? Why? Wouldn't it be nice if everyone addressed each other affectionately?
Exercise "Mood"
Goals: create conditions for studying oneself, the features and capabilities of one's personality; encourage them to be kind to their classmates.
Equipment: sheets of paper, felt-tip pens.
I stage
The teacher says that every person is sometimes sad, and asks the children why, in their opinion, this happens.
II stage
It is reported that the mood is either positive (when you feel joy, delight, etc.) or negative (when you feel bored, sad) emotional state of a person. You need to learn to control the manifestation of a bad mood so that others do not suffer from it. Together they come up with various ways to cheer up.
Stage III
The teacher invites the children to draw something for the neighbor on the right to cheer him up.
Reflection
What is your mood? Who liked the drawing presented by a classmate? What new ways to cheer up have you learned?
The game "Flower-Semitsvetik"
Goals: self-actualization of personality, development of friendly relations with classmates.
Equipment: sheets of A4 paper, felt-tip pens, pens.
I stage
Children in a circle complete the sentence: “If I were a wizard, I would certainly ...”
II stage
A conversation is organized, which of the children's desires were useful for:
Stage III
Children draw a seven-color flower, write down their desires on its petals. Condition: one of the seven wishes must be related to classmates.
IV stage
Children read wishes for themselves (if they want), then for classmates, guess which one can come true and when.
Reflection
What was the most difficult task for you? What can each of you do to make the wishes for our class come true?
Exercise "Questions"
Goals: understanding the values of human life; the study of oneself, the features and capabilities of one's personality; development of individuality, friendly relations with classmates.
Equipment: sheets of paper, pens.
I stage
Children in a circle answer the questions of the teacher:
II stage
The teacher asks the children to come up with interesting questions and write them down on pieces of paper.
Stage III
Children reread the questions they have compiled, choose the most interesting of them and ask it to the neighbor on the right.
Reflection
Whose answer was the most interesting? Which question was the most difficult for you to answer? Was it difficult to ask questions? Why do people ask each other questions?
Game "Pictogram"
Goals: exploring the possibilities of your personality; development of imagination, creative abilities, the ability to objectively evaluate oneself.
Equipment: sheets of A4 paper (4 for each student), pens or felt-tip pens.
I stage
The teacher reports: a pictogram is a graphic representation of all kinds of information, a drawn sign. For example, a spoon and a fork crosswise - a dining room; cross - a pharmacy or medical aid point. Children invent and draw pictograms: “We have a friendly class”, “We have a break”, “I am in a bad mood”, “I have fun”.
II stage
Children show painted pictograms.
Stage III
Children exchange pictograms with a neighbor on the right, mark each other. Then they evaluate themselves.
Reflection
What have you learned about yourself? About the guys in our class? Whose pictogram seemed to you the most successful?
Camping backpack game
Goals: understanding the values of a person's personality; development of sensitivity in the perception of the surrounding world, the ability to objectively evaluate oneself and others.
Equipment: backpack.
I stage
Children circle around to complete the sentence: “Hiking is great because...”
II stage
The teacher asks the children to imagine that they are going on a hike. To do this, you need to collect a backpack. An empty backpack is placed in the center of the circle. The children take turns listing the items the whole class will need for the camping trip.
Stage III
Children answer the questions: what human qualities are important in the campaign and why? What human qualities interfere with the campaign?
Reflection
Which item in the backpack was the most useful for the whole class? What quality of the person especially helps in a campaign? Which of the guys in our class has this quality?
Exercise "Gift"
Goals: about understanding the importance of a gentle, attentive attitude towards relatives, friends, other people; the formation of benevolence, generosity.
Equipment: small gifts for classmates (postcards, pens, notebooks, etc.).
I
stage
The teacher suggests reflecting on the question: “Why do we need gifts?” Each student in a circle continues the phrase: “A gift is what ...”
I I stage
The teacher says that it is pleasant for both adults and children to receive gifts. Gifts can be small and large, expensive and cheap, edible and inedible, etc., the main thing is that they are made from the heart.
II I stage
Children in a circle answer the questions: what gift would you like to receive for your birthday from a loved one? What is the best gift to give to a friend? What about someone you don't know very well?
I V stage
Children in a circle give their neighbor on the right a gift. It is noted that this should be done from the heart, with wishes, and the person who received the gift should definitely thank for it.
Reflection
What did you like about the gift you gave? What was more pleasant: giving or receiving a gift?
An exercise«
Smile»
Goals: develop observation; learn to understand people, to be friendly and welcoming with others.
I stage
Each student brings to class a photo of a loved one (mom, dad, grandmother, etc.). The teacher voices the task: to tell in a few sentences about a relative (who is he, what is his character, what he does, what he enjoys).
I I stage
Student performances.
II I stage
A person unknown to the children enters the class. ( The teacher can invite any of his friends.) This person must be sure to smile. The teacher introduces the stranger to the children and asks them: «
What can you say about this person »
?
IV
stage
A joint conversation is organized about a smile, its meaning when people first meet each other, when people communicate. The teacher reads aphorisms: «
From a smile it will become brighter for everyone »
, «
A smile costs nothing to a person, but it gives a lot »
, «
A smile enriches those who receive it without impoverishing those who bestow it. »
and etc.
Reflection
How did you feel in class? What have you learned?
An exercise«
Good words»
Goals: promote the emotional disclosure of each student; encourage children to use kind words in communicating with each other; develop the ability to interact positively with classmates.
Equipment: sheets of AZ paper, pens.
I stage
The teacher tells that there are beautiful, kind words in the world. Children remember kind words (mother, smile, sun, joy, etc.), write them down.
II stage
Children in a circle name one of the recorded kind words, and a classmate sitting on the right comes up with a sentence with this word.
Stage III
The teacher reports that in addition to good, beautiful words, there are evil, ugly, rude words. They can upset, offend a person, anger him, so such words should not be used.
Reflection
What kind word have you rarely used, but now you will use it more often? Why do people not want to hear evil words? What sentences with kind words are most memorable?
An exercise«
good class»
Goals: develop the ability to interact positively with each other; learn to be friendly and welcoming with classmates.
I stage
Children in a circle complete the phrase: «
In our class, it's good when... »
II stage
A conversation is organized about what each student can do to make the class friendly. Everyone around the circle expresses a positive opinion about the class, continuing the phrase: «
I think that the guys in our class are great, because ... »
Reflection
What makes a class friendly? And what prevents the class from being friendly?
Venera Mogilnikova
Game as a means of forming friendly relations between older preschoolers (work experience)
Formation of friendly relationships during the game
During observation during work with older preschool children,we came to the conclusion: the game can be used as means of formation ability to communicate. It is with the help of the game that the teacher is able to help the child establish contact with the outside world, as well as with peers and adults.
We tried offer classes in form of game situations that encourage children to get closer to each other and to the teacher on the basis of empathy for both the situation itself and its participants, and not only those events that require sympathy and participation, but also joyful, fun events.
The content of the games we offer includes formation children have the knowledge and skills necessary to friendly communication, education of good manners, which is called a culture of communication. In the course of these games, we tried to lead children to what we consider the main thing - to a sense of belonging to a peer group. Also, their content is aimed at drawing attention to the partner, his appearance, mood, actions, deeds; main method - direct interaction. Observations showed quite good results. This is confirmed by the responses of parents. Their opinion is: children began to resolve many conflicts on their own, without the intervention of adults, more play, the aggressiveness of those who are called problematic has noticeably decreased, and, conversely, the participation of "closed", the number of demonstrative reactions decreased.
In joint games kids, as a rule, perform game tasks, so it is advisable to use etudes and exercises that are short and accessible in content, hand-picked based on the principle from simple to complex. As a kind of recreation, outdoor games are offered that allow children to relax, "chill out".
So what can help develop such games in children?
Communication skills and qualities.
The ability to recognize the emotions of others and own their feelings.
positive attitude towards other people even if they "completely different".
The ability to empathize - to enjoy other people's joys and be upset because of other people's grief.
Ability to express your needs and feelings through verbal and non-verbal funds.
Ability to interact and cooperate.
Such five-minute games aimed at eliminating conflicts, building good relationships with peers, we include in learning and play activities.
Abstracts of games.
"Life in the Forest"
Target A: Teach children to cooperate without words.
caregiver (sits down on the carpet, seating the children around him). Imagine that you are in a forest and speak different languages. But you need to communicate somehow between themselves. How to do it? How to ask about something, how to express your own friendly attitude without saying a word? To ask a question, how are you, clap your hand on the palm of a friend (show). To answer that everything is fine, we tilt our heads to his shoulder; want to express friendship and love - affectionately pat on the head (show). Ready? Then they started. It's early morning, the sun is out, you've just woken up. The teacher unfolds the further course of the game arbitrarily, making sure that the children do not talk between themselves.
« good elves»
Target: Encourage children to wordless action.
caregiver (sits on the carpet, seating the children around him). Once upon a time, people, fighting for survival, had to work day and night. Of course they were very tired. Take pity on them good elves. With the onset of night, they began to fly to people and, gently stroking them, affectionately lull kind words. And people fell asleep. And in the morning, full of strength, with redoubled energy, they took up work.
Now we will play the roles of ancient people and good elves. Those who sit on my right hand will play the roles of these workers, and those who are on my left will play the roles of elves. Then we will switch roles. So the night has come. Exhausted people continue work, a good elves
"Magic Chair"
Target: To cultivate the ability to be affectionate, to activate gentle, affectionate words in children's speech.
One child sits in the center "magic chair" others are talking about him kind, affectionate words, compliments. You can hug the person sitting, stroke.
"Ants"
Target: To teach children to play out the story with pantomime and actions, ending with a round dance and dancing.
caregiver (seating the children around him). Have any of you seen an anthill in the forest, inside which life is seething day and night? None of the ants sit idle, everyone is busy: someone drags needles to strengthen the home, someone cooks dinner, someone brings up children. And so all spring, and all summer. And in late autumn, when the cold comes, the ants gather together to fall asleep in their warm house. They sleep so soundly that they are not afraid of snow, blizzards, or frosts. The anthill wakes up with the onset of spring, when the first warm rays of the sun begin to break through a thick layer of needles. But before starting their usual working life, the ants throw a huge feast. I have an offer: let's play the role of ants on a joyful day of the holiday. Let's show how the ants greet each other, rejoicing at the arrival of spring, how they talk about what they dreamed about all winter. Just remember that ants can't talk. Therefore, we will communicate with gestures.
"Shadow play"
Target: Teach children silently, move around the room, look at each other, shake hands. Then a tower is built from imaginary cubes. Induce desire play in pairs.
Educator. Have you paid attention to how on a bright sunny day your own shadow follows you relentlessly, exactly repeating, copying all your movements? Whether you walk, run, jump - she is with you all the time. And if you go with someone or play, then your shadow, as if making friends with the shadow of your companion, again repeats everything exactly, but without talking, without making a single sound. She does everything silently. Imagine that we are our shadows. Let's walk around the room, look at each other, try to communicate with each other, and then together we will build something from imaginary cubes. But how? We will move quietly, quietly, without making a single sound. So let's get started!
"Wizards"
Target: Continue to cultivate friendly attitude towards each other ability to show attention and care.
Children are invited to pretend that they are wizards and can fulfill their own desires and the desires of others. For example, we will add courage to Yegor, Alyosha-dexterity.
"Magic Thickets"
Target: Cultivate mindfulness, cultivate positive attitude towards peers.
Every child (in order) trying to penetrate the center of the circle formed by closely pressed against each other "magic bushes" the remaining children. "Thickets" understand human speech and are sensitive to touch. They may let the child into the center of the circle, or they may not, if they are badly asked. There is a discussion at the end of the game.: "In which case "thickets" parted, and in which not?
"Web"
Target: To teach children to notice the positive qualities of others and to express their own in words attitude towards them, bring up benevolence.
Material: A ball of thread.
Sitting on the floor playing, starting with the teacher, roll the ball to each other and say something nice to the one who caught the ball. At the end of the game, it is checked whether the web is strong.
"Island"
Target: Teach children play in cooperation games, nurture positive attitude towards each other.
Material: A scrap of cloth or cardboard.
Each child has a piece of cloth. In turn, the children lay their piece on the floor close to each other and stand on it. Children try hold on to your patchwork, helping each other.
"Good bad"
Target:Teach children to evaluate actions from two positions: is it good or bad
Material: Each child has red and black chips.
An adult names an act or shows a picture with a certain act or action, and the children must raise a chip corresponding to his moral assessment.
"Gnomes"
Target: Creating a favorable atmosphere, immediate, free communication, emotional intimacy and mutual assistance, the manifestation of compassion.
Material: A bell for each child.
The teacher distributes a bell to each child, one is spoiled (does not ring, and offers play gnomes. This magical bell, when it rings, the dwarf can make any wish, and one day it will surely come true. "Let's hear our bells ring! Each of you will call and make a wish in turn.” The children perform the action, but suddenly one bell turns out to be silent. “What to do, what a misfortune, who can help him?” Children offer their solutions. Perhaps someone will give up his bell for a while, for this he will receive the gratitude of the child and group approval.
We play with children: we strengthen friendly relations. 9 games for preschoolers. We learn to interact with each other.
This game piggy bank is an appendix to the articles of N.M. Barinova from the series "Child Psychology":
We play with children: we strengthen friendly relations.
Game 1. "The sun illuminates friendship"
Target: to promote the unification and interaction of children in the group.
An adult draws a large circle on a piece of paper. Then he outlines the palms of the children, thus creating the rays of the sun. With the help of an adult, children color the painted palms. The result is a beautiful multi-colored sun, which is hung on the wall.
Game 2. "Affectionate name"
Target: learn to interact with each other, say the name of another child.
Children, with the help of an adult, call variants of the affectionate name of each participant in the game, for example: Misha, Mishenka, Mishutka, mother, mother, mother.
Game 3. "Guess the animal"
Target: to promote the development of children's self-esteem; to intensify the friendly attitude of children towards each other.
An adult announces to the children that animals will come to visit them now. Children will need to guess which animals came to them and what their mood was.
An adult quietly negotiates with each child which animals they will portray. Children go out in turn and depict animals, the rest guess.
Game 4
Target:
One of the children turns into a bird whose wing hurts. He tries to show that he is sad. An adult invites the guys to "have pity on the bird." He is the first to "pity" her with the words: "The bird ... (Misha, Lena) is good." Then other children also "pity the bird."
Game 5
Target: Help children develop the ability to love others.
An adult says that you can show a person that you love him only with touches, without words. Next, the children show how they love each other.
Game 6. Invisible thread.
Target: cohesion.
An adult, on behalf of the toy, invites the children to sit on chairs. In his hands is a ball of bright threads. He tells the children that now they will pass this ball to each other. At the same time, the one who holds the ball should tell about what mood he is currently in, what he feels and what he wants to wish for himself, and maybe for others. Children who have already held the ball do not let go of its thread. When the ball returns to the adult, the children pull the thread, close their eyes and imagine that they are one whole, that each of them is important and significant in this whole.
Games aimed at reducing aggression in children
Game 1. "Knock out the dust"
Each participant is given a "dusty pillow". He must, diligently pounding with his hands, thoroughly “clean” her.
Game 2
Children take turns building a tall tower out of pillows. It is necessary to take it by storm - (jump), uttering triumphant cries like: "Ah-ah", "Hurrah!" etc. Each participant can build himself a tower of such a height that, in his opinion, he is able to conquer. After each assault, the “fans” emit loud cries of approval and admiration: “Well done!”, “Great!”, “Victory!”.
Game 3
Invite the children to quarrel, but not with bad words, but ... with vegetables: “You are a cucumber”, “And you are a radish”
The games were prepared by Natalya Mikhailovna Barinova, one of the authors of our Internet Workshop of educational games “Through the game - to success!”
- editor of the magazine "Children's Question" detskiyvopros.ru,
- practicing child psychologist
- head of the psychological department of the Center for Natural Development and Health of the Child,
- laureate of the "Moscow Grant" award in the field of education,
- winner of the competition "Educator-psychologist of Russia - 2009",
- teacher of child psychology at the university.
You will see how Natalia plays with children and parents in these videos. And at the same time, get acquainted with two wonderful games that build trust and friendly relations between an adult and a child and help you learn to negotiate with each other.
