Training for parents “When there are “difficult” parents in the family. Methodological development on the topic: "How to understand your child?" Training for parents of young children

Training for parents of young children

The optimal number of participants is 10-15 people.

All members of the group have the right to freely participate in the discussion.

PROCEDURE OF THE MEETING:

1. Greeting.

Hello! We are glad that you took the time to come to this meeting, which we are holding in the form of training).

In the course of work, we will have to communicate with each other, so we ask all participants to: sign and attach business cards-badges so that everyone knows how to contact you.

2 . Goals and objectives of the training, organizational moments: mode of operation.

Target: harmonization of the child-adult relationship.

Active listening, that is, being able to hear what the child wants to say to parents;

Awareness by parents of the features of the psychophysical development of children

Subject of discussion - children and ways of interaction with them parents.

At this meeting we will work on some very important aspects of our interaction with children.

3. Adoption of norms and rules of group work

Right to own opinion

Statement regulation

Confidentiality

Voluntary participation

Saying one by one

Rule "here and now"

4. Acquaintance.

Exercise "We are united with you ..."

Now we will pass in a circle such a toy (ball, soft toy), your task is: introduce yourself, say, whose parents are you and complete the following sentence:: "I think we are united with you..." (or phrase "My child...")

Each time the ball gets to a new participant until everyone gets the ball.

5. The main part.

Psychologists note the importance of the early period for the further development of the child. E.O. Smirnova says:

“The first three years of a child's life leave an indelible mark not only in the memory of the parents, but also in the soul of the child. During this time, he has come a long way in his development. He is learning to see the world. Understand the meaning of surrounding objects and use them, communicate with people. It is in the first years that his attitude to people, to himself, to the world is laid. The first childhood impressions leave their mark on the future life of a person. After all, this is the beginning of all his future qualities and abilities.

Psychologist: Each of us LOVES and UNDERSTANDS our child. This ACCEPTANCE finds its expression in our mimic reaction to the actions of the child, in our gestures, in our reflections, in our words to the child,

Exercise "What is hidden in the name of my child" ("The Secret of the Name")

Parents are invited to name their child and describe him by the first letter of the name. For example: Zhenya is cheerful.

Exercise "Immersion in childhood"

Leading. Sit comfortably, put your feet on the floor so that they feel good support, lean back on the back of the chair. Close your eyes, listen to your breathing: it is even and calm. Feel the heaviness in your arms and legs. The flow of time takes you back to your childhood - to the time when you were little. Imagine a warm spring day, you are three or four years old. Imagine yourself at the age at which you remember yourself best. You are walking down the street. Look at what you are wearing, what shoes, what clothes. You have fun, you walk down the street, and next to you is a loved one. Look who it is. You take his hand and feel its warmth and reliability. Then you let go of your hand and run away merrily forward, but not far, waiting for your loved one and again take his hand. Suddenly you hear laughter, look up and see that you are holding the hand of a completely different, unfamiliar person. You turn around and see that your loved one is standing behind and smiling. You run to him, take his hand again, move on and laugh with him at what happened.

Now it's time to go back to this room. When you are ready, you will open your eyes.

Reflection

Did you manage to plunge into childhood?

- Did you feel a reliable shoulder that accompanies you in childhood?

What does “reliable shoulder” mean to you?

How did you feel when you lost support?

What did you want to do?

Psychologist: Often, parents and caregivers, making comments to babies in life-threatening situations, use the wrong tactics. Instead of telling the child what to do, parents tell the child what not to do.

As a result, the child does not receive the necessary information, and the words of the adult provoke him to do the opposite (For example, what will the child do to the words: “Don’t come to the TV!”).

Appeal to the child should be positive, i.e. expect action, not inaction.

Exercise "Non-Children's Bans"

One participant is selected and sits on a chair in the center of the circle. Everyone else comes up to him one by one and tells him what they forbid him to do, which is what the participants most often tell their child. At the same time, the part of the body that was affected by the ban is tied with a nylon ribbon. For example: "Don't scream!" - the mouth is tied, "Don't run" - the legs are tied, etc.

After all the participants have spoken, the seated person is invited to stand up. Since he will not be able to get up, he must be untied. To do this, each participant approaches the ribbon that he tied up and removes the ban, that is, he says what you can do. Thus, the essence of the prohibition remains. For example: "Don't shout - speak calmly."

Reflection

Reflection of the participant who played the role of the child:

What did you feel when "parents" fettered, limited your freedom?

Which part of the body did you feel most restricted in movement?

How did you feel when you were asked to stand?

What did you want to untie first?

What do you feel now?

Reflection of the participants who played the role of an adult:

How did you feel when you saw the immobilized child?

What did you want to do?

Is it easy to find words to reformulate the prohibition?

What feelings are you experiencing now?

Psychologist: It is known that there are no ready-made recipes for education. How to act as an adult in a given situation, it is up to him to decide. However, you can play difficult situations, as in the theater, discuss them and try to understand what the child is experiencing in this or that case.

The child's ideas about the world have not yet been formed, and life experience is negligible. Our task is task of adults surrounding the child - to help navigate in a world that is still incomprehensible to him, to explain what is dangerous and impermissible, and what is permissible and even necessary for the baby. Who, if not an adult, will protect the child, warn against dangers and at the same time teach them to understand the endless “don’t” and “can”! To teach this to children, teachers themselves need to be well versed in this.

I suggest you go group test "Do's and Don'ts".

Do's and Don'ts Test

	Punishment is impossible	Punishment possible
Child is sick
Before bedtime
Right after sleep
While eating
During class
During the game
Immediately following a mental or physical injury
The child sincerely tries to do something, but he does not succeed
The teacher is in a bad mood

After the test is completed, it is discussion :

When, in what situations is it possible and when not to punish a child?

In conclusion, teachers are invited cut off scissors column of the test “Punishment is possible”. ­

The rest as “reminders” can be used at work.

Psychologist: How much warmth of the heart is ruined because of the inability to understand the other and oneself. How many dramas, large and small, would not have happened if their participants and those around them had the ability to sympathize, forgive, love. You also need to know how to love, and this skill is not given by mother nature.

The biggest deficit our children experience is affection deficit. Parents sometimes do not find time, forget or maybe even hesitate to caress the child just like that, obeying some inner impulse. Fear of spoiling children causes parents to be overly harsh with them.

This task will allow each of us to show a little more affection, attention, love.

Exercise "Sun of Love"

Each participant draws a sun on a piece of paper, in the center of which he writes the name of the child. On every ray of the sun, you need to list all the wonderful qualities of your children.

Then all participants demonstrate their "sun of love" and read out what they have written.

Psychologist: I suggest you take this Sunshine home. Let its warm rays warm the atmosphere of your home today. Tell your child about how you assessed his qualities - give the child warmth, affection and attention.

6. Summing up the work. Reflection.

What did you like most about our work, what did you not like?

- What feelings accompanied during the entire cycle of classes?

What information was the most relevant for you?

The practical lesson is aimed at the harmonious interaction of parents with their children.

The purpose of the practical lesson:

Boost parents' awareness of the peculiarities of raising preschool children;

To expand the ideas of parents about communication with the child; to introduce communication styles in the family;

To promote the establishment and development of partnership relations, understanding and cooperation between parents and the child.

Material: poster "Rules of work in a group", poster "Expectations", poster "Soul of a child", A4 sheets, pens, stickers - feathers, bows, information booklets for parents "Five ways to a child's heart, video.

Practical lesson-workshop of a psychologist with parents

1. Introduction

Family is the most important factor of longevity and healthy life. The child receives the first life lessons in the family. His first teachers are his father and mother. The family gives the child the first ideas about good and evil, forms ideas about the norms of behavior in society. A child, observing the relationship of father and mother in everyday life, learns a certain type of relationship between a man and a woman. It is this model that will determine the further behavior of the child in society.

Our today's meeting is devoted to such a topic as: "Everything starts with the family: the child and society, the culture of communication."

I . Getting to know the participants

2. Exercise "Introduction"

Purpose: to promote the establishment of a friendly atmosphere in the group; set up parents for a dialogue; arouse in them positive opinions about their children; relieve emotional stress.

The progress of the exercise. Psychologist. For effective work, I suggest that each parent give their name, the names and ages of their children. Each participant must complete one of the following sentences.

1. Two words to describe my child - ...

2. If my baby was a sound, it would sound like -...

3. What I like most about my child is ...

4. My child makes me laugh when - ...

A participant who has more than one child may apply one sentence at a time, speaking about each of them. Sentence endings can be funny. Each sentence is constructed in such a way that the statement is positive. This is a fun exercise. Parents say what comes to their mind, because no one writes anything down.

3. Expectations of participants. Exercise "Stork"

Before the start of the session, the psychologist attaches to the board a picture of a stork carrying a baby in its beak. Each participant receives a paper pen on which he is asked to write his expectations from the training.

After all participants have written down their expectations, they take turns approaching the stork, reading their hopes and sticking feathers on its wings.

4. Discussing group rules

Purpose: to direct participants to adhere to the rules of the group.

The progress of the exercise. Rules are essential to create an environment where each participant can speak frankly and express their feelings and views. So, I offer you, dear parents, the following rules:

1. Picture "Top" - to be active.

2. Picture "Ear" - listen and hear everyone.

3. Picture "People with thoughts" - speak in turn.

4. The picture "Two emoticons join hands" - we appreciate tolerance, accuracy, politeness.

5. Picture "Round table" - the world around us is seething, and we are "here and now" - learning.

6. The picture "Clock" is the time. We use it for ourselves most effectively.

Psychologist. Perhaps there will be additions? Do you agree and accept these rules?

II. Main part

Psychologist. Today we will discuss the secrets of effective communication between parents and children. And before moving on to the main content of the lesson, I will note three important points that are worth remembering.

First, there are no perfect parents. Parents are not gods, but living people with their weaknesses, moods, interests. Secondly, no matter what outstanding psychologist and teacher works with us, positive changes will come only when we begin to act, to use theory in practice. Thirdly, it is not by chance that our lesson is called that, because without a creative approach and a feeling of the heart, communication with children will not be effective.

Dear parents! What associations does the word “family” evoke in you?

What role does the family play for the child?

5. Exercise "Live House"

Purpose: to diagnose the subjective perception of the psychological space of family relations.

There is a sheet of paper in front of the participants. You need to write in a column the names of 7-8 people who affect their lives, draw a house next to it, which must have a foundation, walls, windows, a roof, an attic, a door, a chimney, a threshold, and provide each part of the house with the name of a particular person. Then the results are interpreted.

Foundation - a positive meaning: the main material and spiritual support of the family, the one on whom everything rests; negative meaning: a person who is pressured by everyone.

Walls - a person who is responsible for the emotional state of the family and the author of the drawing directly.

Windows are the future, people from whom the motherland expects, on whom it places its hopes (normally - children).

The roof is a person in the family who pities and protects the author of the drawing, creates a sense of security.

Attic - symbolizes a secret relationship, as well as the desire of the author to have a more trusting relationship with this person.

Doors - an information portal, the one who taught to build relationships with the world.

Conclusions. The technique makes it possible in a short time to determine the role of the author of the drawing from each family member.

6. Exercise "Soul of a child"

Psychologist. This cup is the soul of a child. What would you like to see your child? What character traits should he have? What qualities would you like your child to have?

Task: parents should write on the “hearts” the qualities that they would like to endow their child with, then put them in a bowl.

Psychologist. See what a colorful, multifaceted soul we want to see in a child.

Reflection. How did this exercise make you feel?

7. Exercise "One day in the life of Masha"

During the reading of the story "One day in the life of Masha" (on the stand - the first poster with the image of a girl), the presenter tears off the horizontal strips from the poster with the image of a girl. (For convenience, it is better to make inconspicuous cuts on both sides of the poster.) After the end of the story, only torn pieces of paper remain from the poster.

A pause is maintained for the emotional experience of the content of the work. And after it - an active discussion:

Is this story true?

Are there situations like this in your child's life?

Have you thought about how your child feels in such situations?

What could have been done to all the heroes of the story so that what happened to the poster did not happen to the Machine with a soul? (At the same time, hang out a second solid poster.)

One day in the life of Masha

Today Masha woke up from the alarm clock. At first, she wanted to sleep a little more, but then she remembered yesterday: a successful drawing in class, and praise from the nanny, and Olya's red boots, and a new rhyme that the teacher instructed her to study for the holiday ... And most importantly, that she I never waited for my mother to get home from work, because my mother works so hard ... In addition, yesterday my mother was given a salary, and she and her former school friend noted this in a cafe.

In the morning, my mother was not in the mood, I really wanted to sleep, and for some reason the hairstyle did not come out.

A blunder, a blunder, a blunder - light children's steps were heard in the corridor. “Now I’ll tell my mom everything! And about the teacher’s praise, and about Olya’s red boots, and about the new rhyme that the teacher instructed her to study for the holiday ... Let mom listen, now she will be delighted! - with a beaming smile, Masha ran to the kitchen, where her mother was already making breakfast.

Masha! How many times to say, do not walk barefoot around the apartment! Can't you wear slippers?! Mom's voice was stern. (Tear off the strip at the bottom of the poster.)

Masha obediently returned to the room and put on her slippers. “That's good, now I'll tell you everything,” she thought, and quickly ran to the kitchen.

Mom, mom, you know, yesterday ... - Masha began.

Masha, have you already washed your face? - Mom asked again sternly. (Tear off another strip of poster.)

Masha silently went to the bathroom. “Well, nothing, I’ll quickly wash up and immediately tell my mother about all my news,” the girl thought, not losing hope.

Mom, yesterday at a lesson in kindergarten .. - Masha began her story not very happily, - when Larisa Nikolaevna looked at my drawing ...

Masha, what is there again, can you really have problems with drawing? You draw at home all the time! (Tear off another strip of poster.)

I... I... drew, - for some reason Masha said even more sadly. Already no one remembered Olya's new red boots, about the rhymes that the teacher instructed to study ...

Masha! Are you ready? Why are you always messing around? How long can you wait?! It's time to leave the house! (Tear off the next strip of the poster.)

Yes, mommy, I’m already on my way, ”Masha said in a jerky voice and trudged sadly behind her mother.

It rained at night, and puddles appeared on the pavement - both round and oval, and such that they look like magical clouds ... “Mom, look, what a beautiful puddle!” Masha shouted joyfully at her mother's back. Mom, in a hurry, looked around and said: “There is already a kindergarten in sight. Run yourself, otherwise I'll be late for work with your puddles. (Tear off the next strip of the poster.)

At the gates of the kindergarten, Masha met Olya, who was jumping over small puddles, holding her mother's hand. Olya's red boots sparkled so beautifully in the sun! “Maybe I’ll tell my mom about them tonight?” thought Masha.

Olya, smiling joyfully, ran up to Masha and began to tell how yesterday, together with her father and mother, she went to the park to treat the squirrels with nuts. Masha immediately remembered her yesterday evening: how she was waiting for her mother, how her father sat silently by the window, and she and her grandmother Nina, who came to visit, taught a rhyme ...

"Poem! It must be told to Larisa Nikolaevna!” Masha remembered. The girl was very happy when she saw her teacher in the group:

Larisa Nikolaevna! - Masha shouted loudly and ran up to her.

Masha, where is your dad or mom? Why did you come by yourself again? Children should not go to kindergarten alone! I told your parents about this. (Tear off the next strip of the poster.)

Masha dejectedly undressed and went to the group. And then - breakfast, classes, a walk ... Things never came to rhymes. Masha decided to go to the teacher after dinner. But, sitting down to the table, Masha again remembered about her mother - the dishes seemed tasteless to the girl, the dinner seemed long, almost all the children went to the bedroom to go to bed, and Masha still had to eat and eat. (Tear off the next strip of the poster.)

After a quiet hour, Mashina, the group went to the dance club, but the girl's movements did not work out. The leader of the circle asked: “Masha, what is wrong with you? I don't recognize you today." Masha felt ashamed, but she could not do anything with herself ... (Tear off the next strip of the poster.) Dad took Masha from the kindergarten. She asked him about her mother, and he grunted angrily: “Your mother is at work! Get ready quickly, I have no time ... (Tear off the next strip of the poster.)

At home, dad sat down at the TV with a bottle of beer and started watching some strange movie about monsters, which made Masha very scared. She ran to her room and sat quietly in a corner outside the door.

(Tear off the next strip of the poster.)

Late in the evening, when Masha was getting ready for bed, her mother came home from work. She was in a good mood, because the boss praised her for her good work.

Masha heard her mother in the kitchen telling her father about this. Dad was pleased. Masha wanted to run out to her mother, but then she thought that her mother would have no time again ... Mom herself went into Masha's room:

Car! I missed you so much! Well, tell me about your drawing, about your rhyme. What's new today?

But Masha no longer wanted to talk about anything, she lay in bed, curled up in a ball, and quietly cried. Why? She didn't understand it...

8. Exercise "Parenting Styles"

Psychologist. Dear parents, now we will try to reflect with the help of pantomime and gestures one of parenting styles.

II - liberal;

III - democratic.

The remaining participants must determine which of the styles was demonstrated. Tips are given to help the participants - brief characteristics of each of the styles.

Discussion:

- Which of the styles, in your opinion, is the most effective for education?

– What results, in your opinion, can be expected from each of them?

- Which of the styles is closest to you personally?

9. Exercise "I love my child"

Psychologist. Now close your eyes, imagine your child and decide for yourself: “I will love my child, even if he is not the best and does not tear the stars from the sky. I will love him even if he doesn't live up to my expectations. I will love him no matter what he is, no matter what he does. This does not mean that I will approve of any action. This means that I love her, even if her behavior should be better. I love simply because it is my son or daughter.”

Open your eyes.

Discussion:

How did you feel while doing this exercise?

Bottom line: the love of a child has not yet harmed any of them. There can't be much love. Remember: whatever the relationship in your families, they can get better.

10. Information booklets for parents "Five ways to the heart of a child"

Psychologist: Dear parents! Children feel love in different ways, but every kid needs it. There are 5 main ways parents show their love for their child (the psychologist gives recommendations):

Touch;

words of encouragement;

Time;

Help;

Present.

Therefore, give your children love and gifts, and my gift for you will be watching the video "Parable of Love."

11. Exercise "Fulfillment of expectations"

Purpose: to determine whether the participants' expectations were met.

Dear parents, pay attention to the waiting list with the image of a stork with whom you worked at the beginning of the training and it will be determined to what extent everyone's expectations were met. (Sayings)

The stork carries a baby in its beak. A baby is associated with a new life, something amazing, bright, always happy. Therefore, I suggest that you write wishes for yourself or the group on the bows and attach them to the image of the blanket in which the baby is wrapped.

Members: a group of parents of preschool age 8-12 people.

Equipment: badges (according to the number of participants), magnetic board, projector, tape recorder, musical recordings, paper f. A4, pencils (felt-tip pens).

Time: 2–2.5 hours.

Location: music hall.

Course of the training

Light music sounds. Parents sit in a circle. The host approaches each of the parents, gets to know each other, draws up a “common business card” - writes the name of the parents on a large sheet (in the form of a flower).

Leading. Good evening dear parents. I thank you for coming to the training. Today we will talk in a close, family circle.

Psychological training is the training of the soul, mind, body. A person absorbs 10% of what he hears, 50% of what he sees, 90% of what he does.

In the course of work, we will have to communicate with each other, so we ask all participants to: sign and attach business cards-badges so that everyone knows how to contact you.

Topic of today's training: Path of parental love.

Acquaintance.

Exercise "Good warmth"(10 min.)

Target: promoting cohesion in the group, creating a friendly atmosphere.

Now I invite you to get to know each other.

Stand in a circle and hold hands. “Heat” will go from me to the right (left), that is, I will lightly touch my neighbor’s shoulder with my shoulder , calling my name, written on a business card-badge, and remembering how affectionately they called me in childhood, my neighbor did the same - to the next one, and so on in a circle. Let's try.

And now the same thing, but with closed eyes. Let's see how the group works together.

Was it difficult to complete the task? Why? How do you feel after completing the task?

Let's continue our acquaintance:

Find a couple. (2 minutes.)

Let's fantasize: Warm autumn, the leaves fall, colorful leaves lie on the ground. You walk through the forest, the leaves rustle under your feet. There is a beautiful lake in front of you, the water is shining, and you want to go on a boat and enjoy the smell of the forest, water and this beauty. Hoops are boats. To the music, you will walk along the shore of a wonderful lake, around which there is an autumn multi-colored forest, when the melody stops sounding, you need to choose a boat for yourself, their number is limited. Nobody should stay on the shore.

Questions: How did you feel while playing this game? What is your mood?

Main part

Leading.

It is in such a kind and warm atmosphere that one should probably talk about the most important thing in the life of every person - about parental love. Everyone considers themselves loving parents, and this is quite natural. We really adore our children, and the best confirmation of this is that we feel constant love in our souls. But one more thing is important for children - how we show this feeling.

Parenthood is perhaps the most profound responsibility an adult can take on.

Most importantly, the special role of parenting is to love and educate their children, as well as to form in them feelings of high self-esteem and self-confidence.

Communication and relationships with other people are born and developed in childhood. For a child, adults are a model in everything. Children learn well what is presented visually, they want to learn everything from their own experience. He is especially attracted to those activities that adults try to hide from him. The baby does not remember everything, but only what struck him. They always try to imitate adults, which is sometimes dangerous. Unable to distinguish between good and bad, they tend to do what adults forbid them, but allow themselves. In this regard, in the presence of children, one must refrain from such actions and deeds that cannot serve as a good example for them.

Children's speech develops better in an atmosphere of love, calm, when adults listen carefully to them, communicate with children, read fairy tales to them and discuss what they read.

If a child does not feel sensitivity and love from those around him, then he has a distrustful attitude towards the world, and possibly a feeling of fear, which can persist for a lifetime. In the process of developing a child's communication skills, much attention must be paid to the formation of the child's personal qualities, his feelings, emotions. When people are happy and at peace with themselves, they transfer those feelings to relationships with others.

Today we must understand that parental love will bring a child much more happiness if he constantly sees that it manifests itself in the relationship of parents not only to him, but also to each other, and the child should feel love.

“Happiness is when you are loved and understood,” and this understanding does not come by itself, it needs to be learned.

So, let's go with you along the path of parental love.

The aim of the training is: contributing to the improvement of parent-child relations and the formation of skills for effective interaction.

Our task- show parents the degree of understanding of their child, help to better understand their relationship with children and emotionally enrich them.

Group rules.

Target: Emphasizing the participants on the observance of the rules of work in the group and the regulation of work.

Leading. The trainees do everything themselves. In order for our meeting to be productive, certain rules must be followed.

We will not judge each other, we will not discuss anyone. We will create an atmosphere of security, trust and openness. This will allow you to experiment without being shy about making mistakes.

The rules are printed on sheets (can be written on the board), let's discuss and choose those that suit us for effective interaction:

• Appeal by name, and to you.
• Do not judge each other, do not discuss anyone.
• Listen, don't interrupt.
• Confidentiality.
• Rule of participation - I take part in the games.
• Lifebuoy rule - if I find it difficult during the training, I can take a break (__times).
• good mood rule.
• ________ (training participants can add their own rules).

So, we have defined the rules of conduct at the training. Perhaps someone wants to make adjustments?

Exercise "My expectations"

Target: determining the expectations of participants from working in a group.

Leading. Dear parents! Here are stickers cut out in the shape of a heart. Draw a symbol that characterizes your family and write down your hopes and expectations from our meeting on them. Next, you should voice them and attach them to the poster "Path of parental love", which shows a path stretching upwards from the house "Parental love" Stickers must be attached at the beginning of the path, near the house.

Picture 1.

Exercise "Immersion in childhood"

Quiet, light music sounds.

Leading. Sit comfortably, put your feet on the floor so that they feel good support, lean back on the back of the chair. Close your eyes, listen to your breathing: it is even and calm. Feel the heaviness in your arms and legs. The flow of time takes you back to your childhood - to the time when you were little. Imagine a warm spring day, you are three or four years old. Imagine yourself at the age at which you remember yourself best. You are walking down the street. Look at what you are wearing, what shoes, what clothes. You have fun, you walk down the street, and next to you is a loved one. Look who it is. You take his hand and feel its warmth and reliability. Then you let go of your hand and run away merrily forward, but not far, waiting for your loved one and again take his hand. Suddenly you hear laughter, look up and see that you are holding the hand of a completely different, unfamiliar person. You turn around and see that your loved one is standing behind and smiling. You run to him, take his hand again, move on and laugh with him at what happened.

Now it's time to go back to this room. When you are ready, you will open your eyes.

Reflection

- Did you manage to plunge into childhood?

- Did you feel a reliable shoulder that accompanies you in childhood?

– What does “reliable shoulder” mean to you?

How did you feel when you lost support?

- What would you like to do?

Exercise "Role playing"

Task for group No. 1.(Time to complete - 5 minutes).

On behalf of the child, tell us how you managed to wet everything that was possible from your clothes in the only spring puddle, at the moment when the mother was talking with a friend who unexpectedly approached. Hint: speak on behalf of the child, voicing the possible course of his thoughts.

And the reaction of the mother when she saw the wet child ...

Summary. I think that a reminder of this opportunity for adults to penetrate into the world of children will help organize the process of education more competently, build interaction in the family more fruitfully.

Task for group number 2.(Preparation time - 5 minutes)

Parent and child are selected.

Dear parents! You are in a hurry, you ran to the kindergarten for your child. A car is waiting for you on the street, and your daughter (son) is naughty, does not want to get dressed.

Your reaction, actions, etc.?

Summary. These role-playing games not only illustrate possible situations, but also allow everyone to think about how I would react to the behavior of my child, what I could teach him.

Exercise to lift the mood, relieve fatigue.

Music sounds. Parents together with the leader perform the "Dance of the Little Ducklings".

Exercise "Associations"(3-5 minutes)

Our goal is to raise a happy child. Who can raise a happy child. Who is a happy child? Who is an effective parent? We will answer these questions by working in groups.

Instructions: The group is divided into 2 teams.

Team 1: Write your associations when you hear the word "happy child".

Team 2: Write your associations when you hear the word "effective parent"

Discussion.

The most important teachers for children are parents. The parental home is the first school for the child. The family has a huge influence on what the baby will consider important in life, on the formation of his value system. No matter how long a person lives, from time to time he turns to the experience of childhood, to life in the family: "what my father and mother taught me."

I invite you to watch the video "Happiness is simple"(Annex 1). The author of the video is Alisa Pashkova.

Reflection.

• What do you feel now?
• What feelings did you experience while watching the video?
• Wanted to do something?
• Have you changed your mind about your relationship with your child?

Leading: Often, parents and caregivers, making comments to kids in life-threatening situations, use the wrong tactics. Instead of telling the child what to do, parents tell the child what not to do.

As a result, the child does not receive the necessary information, and the words of the adult provoke him to do the opposite (For example, what will the child do to the words: “Don’t come to the TV!”).

Appeal to the child should be positive, i.e. expect action, not inaction.

Exercise "Non-Children's Bans"

One participant is selected and sits on a chair in the center of the circle. Everyone else comes up to him one at a time and tells him what they forbid him to do - what the participants most often tell their child. At the same time, the part of the body that was affected by the ban is tied with a ribbon. For example: "Don't scream!" - the mouth is tied, "Don't run" - the legs are tied, etc.

After all the participants have spoken, the seated person is invited to stand up. Since he will not be able to get up, he must be untied. To do this, each participant approaches the ribbon that he tied up and removes the ban, that is, he says what you can do. Thus, the essence of the prohibition remains. For example: "Don't shout - speak calmly."

Reflection

Reflection of the participant who played the role of the child:

- What did you feel when your "parents" fettered, limited your freedom?

What part of the body did you feel most acutely limited in movement?

How did you feel when you were asked to stand up?

- What did you want to untie in the first place?

– What do you feel now?

Reflection of the participants who played the role of an adult:

What did you feel when you saw the immobilized child?

- What did you want to do?

– Is it easy to find words to reformulate the prohibition?

- What are your feelings now?

Leading: It is known that there are no ready-made recipes for education. How to act as an adult in a given situation, it is up to him to decide. However, you can play difficult situations, as in the theater, discuss them and try to understand what the child is experiencing in this or that case.

The child's ideas about the world have not yet been formed, and life experience is negligible. Our task is task of adults surrounding the child - to help navigate in a world that is still incomprehensible to him, to explain what is dangerous and impermissible, and what is permissible and even necessary for the baby. Who, if not an adult, will protect the child, warn against dangers and at the same time teach them to understand the endless “don’t” and “can”! To teach this to children, parents themselves need to be well versed in this.

Exercise "We forbid - we allow"

Three colored sheets are attached to the board, corresponding to the prohibited zones.

• green symbolizes the Total Freedom zone;
• yellow - zone "Relative freedom";
• red - "Forbidden" zone.

Participants of the training are invited to make a list of possible actions for children, distributing them into three main zones. The resulting options are analyzed: parents, together with the leader (psychologist, teacher), predict possible situations and mistakes.

Leading: How much warmth of the heart is ruined because of the inability to understand the other and oneself. How many dramas, large and small, would not have happened if their participants and those around them had the ability to sympathize, forgive, love. You also need to know how to love, and this skill is not given by mother nature.

The biggest deficit our children experience is affection deficit. Parents sometimes do not find time, forget or maybe even hesitate to caress the child just like that, obeying some inner impulse. Fear of spoiling children causes parents to be overly harsh with them.

This task will allow each of us to show a little more affection, attention, love.

Exercise "Sun of Love"

Each participant draws a sun on a piece of paper, in the center of which he writes the name of the child. On every ray of the sun, you need to list all the wonderful qualities of your children.

Then all participants demonstrate their "sun of love" and read out what they have written.

I suggest you take this Sunshine home. Let its warm rays warm the atmosphere of your home today. Tell your child about how you assessed his qualities - give the child warmth, affection and attention.

Reflection

Leading. Our meeting is coming to an end, so let's determine if our expectations have come true. If so, you need to rearrange the stickers on the path of Parental love. The path of parental love does not end, walk with your children with love, care and hope. Bon Voyage!

At the end of the training, parents with the leader drink tea at the round table!

Currently, issues related to the relationship between adults and children within the family have acquired particular relevance in the work of a school psychologist.

The training offered to your attention is the second stage of the program for teaching adults the skills of partner communication with children. It is assumed that the adult members of the group received appropriate training in the parental effectiveness training sessions (see the Festival of Pedagogical Ideas “Open Lesson-2004”, section “Support Service”, Sacerdova S.N. “Parental Effectiveness Training in the School Psychologist Work System”).

The purpose of this training is to form the skills of cooperation between an adult and a child based on the development of trusting relationships in the family.

The training is intended for parents of students in grades 1-3. In real work, taking into account the age, intellectual, personal characteristics of the group members, it can be modified for parents of older preschoolers or younger adolescents.

The training is designed for 4 meetings lasting 2 hours each with a turn once a week. The composition of the group is 4 - 6 pairs of "parent - child", that is, 8-12 people.

The program is based on the methodological developments of Yu.B. Gippenreiter, I.M. Markovskaya, K. Fopel, O.V. Khukhlaeva.

After completing the training, each participant will be able to:

1. Establish warm, friendly relationships in the family and take care of their preservation.
2. Provide psychological support to a communication partner.
3. Take into account the goals of the communication partner when achieving your own goals, even if the partner is a child.
4. Find effective solutions to conflict situations on a win-win basis.
5. Choose a productive communication strategy consciously and competently.

Conducting classes involves a room with free space and walls to which drawings are easily attached. The room should have several tables, chairs according to the number of participants, a tape recorder. For some exercises, you will need paper, colored pencils (felt-tip pens), adhesive tape (buttons), a ball of thread, blindfolds, a candle.

General remarks to the moderator:

• This version of the training is a game, as children of primary school age get tired of group classes quite quickly and do not have the experience of reflection. The facilitator needs to carefully monitor the condition of the group members. Sometimes it makes sense to interrupt the exercise, continuing it with other participants after a short rest or energy warm-up.
• The subject of discussion in the group is the relationship between parents and children that arise during the exercise; communication strategies that partners choose (cooperation, rivalry, ignoring, etc.); new emotional experience. It is important for the facilitator to take into account the age of the children, the temperament and personal characteristics of the participants in order, on the one hand, to analyze the exercise, and, on the other hand, not to drag it out, turning it into a tedious event.
• The program describes the first lesson in detail, since it is the most important for establishing an emotional contact between the group members and the leader. The following is a list and description of the exercises. In some cases, links to relevant sources are given.

Lesson 1

Purpose: to introduce children and parents to each other, to establish a friendly atmosphere in the group, to activate communications in the family.

Those participants who came to the lesson earlier than others can be invited to draw drawings on the topics “Self-portrait”, “Friendly cartoon of myself”, “What I like to do on weekends”, etc. This reduces emotional stress, creates mutual interest in children and adults, and sets up further communication. Before the start of the lesson, the drawings are hung on the walls of the room.

1. Exercise “Circle of acquaintances” (20 min.)

Equipment: writing board, fluffy ball of thread.

Part 1. The group members sit in a circle. The facilitator asks the question: “Who do you think has gathered here today?” and writes down the answers on the board - mothers and children, people, adults and not so, etc. When there are a lot of options, the facilitator suggests: “Let's get acquainted!”, And the second part of the exercise begins.

Part 2: game "Spider web". In the hands of the presenter is a ball of fluffy yarn. Starting an acquaintance, the host calls his name, wraps the end of the thread around his palm and rolls the ball to one of the children. The leader asks each child not only to give his name, but also to tell about his mother (dad), so that from the description one can guess which of the people sitting in the circle is his parent. You can ask different questions, for example:

• What is your mom?
• What does she like doing?
• What does she like, what does she not like?

An adult, in whose hands the glomerulus turned out, talks about his child. Before rolling the ball to the next storyteller, each member of the group wraps the thread around his palm so that the “web” is more or less taut. When the ball returns to the leader, he asks: “What does it look like what we got?”. There are many answers - a network, a web, an asterisk, a mycelium, etc. The facilitator draws the attention of the group to the fact that in life our relationships with relatives and friends resemble such an interweaving of threads.

At the end of the exercise, the ball is wound in reverse order, while it is necessary to repeat all the names again so that the participants remember them.

2. Exercise “Change places those who…” (10 min.)

The leader removes his chair and stands in the center of the circle.

Instructions: I will now make a statement. Those of you to whom this statement applies will have to stand up and change places quickly. Those to whom this statement does not apply remain seated. So, switch places who came here today... who likes ice cream... who has a brother.

When the rule of the game becomes clear to everyone in the group, the leader takes someone's chair at the next change of places. The member of the group left without a chair becomes the leader.

Such a game well raises the mood in the group and brings the participants together.

3. Accept group rules (10 min.)

Equipment: a large sheet of paper, felt-tip pens, tape or buttons.

The facilitator talks about the need to adopt the rules and invites each participant to express their attitude to the rules: agree with the rule being adopted - raise your thumb up, disagree - put your finger down and tell us why, in your opinion, this rule is not suitable for you or the group.

Sample list of rules:

• Only one person can speak in class.
• You can only talk in a circle, you can not whisper with a neighbor.
• Other people, even close ones, can only talk about what you yourself did or felt at the training. You can not talk about how they behaved or what other members of the group said.
• Try to participate in all exercises.
• Take care of yourself: tired of sitting - get up quietly, if you want to drink - do it without disturbing others, etc.

It is better to fix the rules in the form of drawings-symbols on the poster. This may well be done by one of the group members. The poster is attached to the wall for the duration of the group's work.

4. Exercise “Getting to know the hands” (20 min.)

Equipment: blindfolds according to the number of pairs, a tape recorder, a cassette with a recording of calm music.

Participants sit on chairs in two circles: inner and outer. Children in the inner circle sit with their backs to each other, in front of each child facing him, an adult sits in the outer circle. Further, this method of arranging participants will be called a “carousel”.

Instructions: Now we will try an unusual way of communication - with our hands. Adults, please blindfold children. Return to your seat. Close your eyes, take three calm breaths in and out (turn on the music). Stretch your hands forward, find your partner's hands. Say hello to them, get to know them, make friends (all commands are given slowly). And now - fight, quarrel ... and make peace again, ask for forgiveness. Now, thank you and say goodbye. Adults, open your eyes and move one chair to the right. You have a new meeting. Close your eyes, stretch out your hands, etc.

5. Break 5 min.

6. Exercise “Drawing together” (30 min.)

Equipment: sheets of A4 paper, sets of colored pencils according to the number of pairs, adhesive tape or buttons for attaching drawings, a tape recorder and a cassette with a recording of calm music.

Instructions: Now you will work in parent-child pairs. I invite each pair to draw a picture, which will be called “Our House”. Paper and pencils are already on the tables, please find a place for yourself (only one pair works at each table). You have 15 minutes to complete the task, but you can't agree on what you'll draw or even talk to each other! After everyone has finished, each pair will present their piece.

During the exercise, the facilitator can turn on calm music.

At the presentation of the work (15 min.), the facilitator asks the child to tell how the drawing was drawn, who initiated the ideas, what helped or hindered the work, how they agreed on drawing the details. The features of the interaction between parents and children that manifested themselves at various stages of the task are also discussed: cooperation, rivalry, orientation towards the interests of the partner or ignoring them.

7. Completion of the session (10 min.)

A ritual to be performed at the end of each session. The facilitator asks everyone to sit in a circle and take turns briefly answering the questions:

• What do you remember from today's lesson?
• What seemed unusual?
• What was the most difficult thing for you to accomplish?
• If you were bored, what can you do differently next time to change that attitude?

This practice is extremely important because it divides the responsibility for what happens in the group between the facilitator and the participants.

8. Parent circle (10 min.)

If it is possible to immediately discuss the lesson with parents, then the subject of discussion may be typical forms of interaction between children and parents; relationships that arise between a child and an adult during the exercise; unexpected for the parent behavioral manifestations of the child in the group, etc.

Lesson 2

Purpose: formation of ideas about non-verbal means of communication, development of the ability to understand a partner without words, development of cooperation skills.

1. Greetings from the presenter, updating important points for the participants of the last lesson, defining the tasks of today's meeting (10 min).

2. Exercise “Agree with your eyes” (5 min.)

Instruction: now each of you will mentally choose a partner. You will need to agree with him with your eyes and at the same time get up from the chairs (or change places if the participants are not sitting, but standing in a circle). Please remember that nodding your head, winking, waving your arms is prohibited.

Note to the facilitator: if the exercise is easy, then after it is completed, you can simply offer to summarize what our actions contribute to establishing contact. However, quite often there are children in the group who cannot join this game. In this case, the game is suspended and the analysis is carried out immediately.

3. Exercise “Magic Box” (15 min.) - see, part 2, p. 45

Goal: training the imagination, developing the ability to understand gestures and movements.

4. Exercise “Mirror” (10 min., performed in a “carousel”)

Equipment: tape recorder, rhythmic music cassette.

Instructions: now you can train both your imagination and your ability to carefully observe your partner. At first those who stand in the inner circle will be the mirror. Their task is to accurately repeat the movements shown by the partners standing in the outer circle. Then you switch roles.

During the exercise, the facilitator can turn on rhythmic music.

5. Exercise “Old grandmothers” (15 min.) - see, p. 43

Equipment: blindfolds according to the number of pairs, two long ropes or chalk.

6. Break 5 min.

7. Exercise “Guess whose hands” (20 min.)

Equipment: blindfolds for the number of pairs.

Instruction: first, the children determine by touch who is who, trying to guess the name. The parents then find their child's blindfolded hands. See page 103 for details.

8. Exercise "Flashers" (5 min.)

Instructions: You need to split into pairs. One person from the pair sits in a circle, the other stands behind his chair. The hands of those standing are hidden behind their backs. In front of one of those standing there is an empty chair, this is the driver. The task of the driver is to lure someone from those sitting to him by winking at him. The task of the standing participants in the game is to keep their rider by putting their hands on his shoulders. If the rider nevertheless ran across, then the one who missed becomes the driver. After a while, you will switch roles.

9. Exercise “Fingers-suggestions” (15 min., performed in a “carousel”)

Part 1. Instruction: now you will meet in a carousel without words. If you show your partner a fist, then you remain in place, demonstrating with your whole being that you are rejecting your partner. If you show your partner one finger, it means that you simply remain without contact; two fingers - a handshake and a smile; three fingers - almost a hug, four - free hugs; five - close proximity (the implementation of each choice must be visually shown). If there is inconsistency in the choice in the pair, then the contact is made according to the smaller choice.

Part 2. Instruction: each person standing in the inner circle addresses his partner with the words: “I see in you ...” and within 30 seconds. speaks, and the partner only listens. Then those who stand in the outer circle will turn to their partners with the same phrase. When they finish talking, they will take a step to the right, and there will be a change of pairs.

After several changes of couples, a similar exercise is carried out, beginning with the words “I like about you ...”.

Part 3 The first part of the exercise is repeated.

10. Completion of the session (10 min.)

11. Parent circle (10 min.)

Lesson 3

Target: development of cooperation skills in a pair of adults - a child, development of the ability to work in a group.

2. Exercise "Monster" (10 min.) - see, part 2, p. 83

Purpose: to develop the ability to establish contact with the help of a glance.

Note to the facilitator: before starting the game, you need to agree on how to call adults for help - “Aunt Lena” or by name and patronymic, which is too long. Usually everyone willingly agrees to call themselves by name.

3. Exercise “Sweet problem” (10 min.) - see, part 1, page 132

Purpose: to develop the ability to make joint decisions through negotiations, taking into account both your own interests and the interests of your partner.

Equipment: napkins according to the number of pairs, a pack of cookies.

4. Exercise “Ship among the rocks” (25 min) - see, part 2, p. 104

Purpose: to develop the ability to cooperate in a pair of parent-child.

Equipment: eye patch.

5. Break (5 min.)

6. Exercise “Night train” (20 min.) - see, part 3, p.70

Equipment: blindfolds according to the number of participants.

7. Exercise “Island” (10 min.)

Equipment: two sheets of newspaper glued together with tape.

Instructions: imagine that a shipwreck has occurred, and you are the surviving passengers of the ship. In front of you is a small island, literally the size of a newspaper, I will now put it on the floor. Very interesting, can you accommodate on this island?

Note to the facilitator: at the beginning of the game, the newspaper freely accommodates all participants. After the group has easily placed themselves on the newspaper, the host says: “Very good! But there was a flood, and the island decreased - the newspaper folded in half. What will you do now? You can’t tear or part the newspaper.” Then the newspaper is folded in four, and so on.

8. Exercise “Chips on the river” (10 min.) - see, part 3, p. 96

Purpose: development of group cohesion.

9. Completion of the session (10 min.)

10. Parent circle (10 min.)

Lesson 4

Target: developing interpersonal skills, receiving feedback from participants, completing the work of the group.

1. Greeting the facilitator, updating important points for the participants of the last lesson, defining the tasks of today's meeting (10 min.)

2. Exercise “It is forbidden to laugh” (5 min.) - see, part 2, p. 28

3. Exercise “Overcome the obstacle” (15 min.)

Equipment: chairs and tables to build an "obstacle" in the middle of the room.

Instructions: Now the whole group will gather at one of the walls. Each of you needs to get to the opposite wall. To do this, you need to overcome the obstacle. You can do this with the whole group at once, you can take turns. After all the participants have gathered on the other side, we will discuss how you did it.

4. Exercise “Bridge over the abyss” (15 min.)

Equipment: long rope.

Instructions: Now you will work in a parent-child pair. Please agree which pair will start first, second, etc. The first couple will stay here, the rest will go out the door, waiting for their turn.

Further instructions are given in turn to each incoming pair: imagine that you are travelers, you are now at different points of the route (the participants diverge quite far from each other), and at one fine moment of your journey you find yourself on opposite sides of this bridge (between the participants a long rope is laid on the floor). The bridge is rather narrow, the river under it is stormy and cold. Each of you needs to cross the bridge and, without delay, move further along your route. How will you do it?

5. Exercise “Applause in a circle” (10 min.) - see, part 4, p. 111

Goal: increasing the level of group cohesion, relieving emotional stress.

6. Break 5 min. Jittering Jelly Exercise (5 min.) – see Part 2, p.31

Purpose: to form a positive attitude towards future joint activities.

7. Exercise “Magic circle” (10 min.) - see, part 3, p. 87

Purpose: development of mutual trust in the group.

8. Exercise “Creating a statue” (10 min.) - see, part 3, p. 85

Goal: development of interpersonal communication skills.

9. Exercise “Postcard” (30 min.)

Equipment: thick A4 paper, pencils, felt-tip pens.

Instruction: each participant folds a sheet of paper in half, puts his palm on the outside of the “postcard”, circles it with a pencil and writes his name inside the “hand”. Postcards are simultaneously passed to the neighbor on the left, who must write something inside. Postcards are handed out until everyone writes at the suggestion to the others.

10. Exercise “Last meeting” (10 min.)

Equipment: a tape recorder, a cassette with a recording of calm music, a candle, a lighter.

Instruction: please stand in a big circle. I will turn on the music, and you close your eyes, take three calm breaths and exhalations. Imagine that our meetings in the group are over, you go home. Remember how you came to the first lesson, what you expected from the group. Remember the most unexpected, the funniest, the most touching moments. Think about what you didn't say to the group but would like to say. In a minute you will be able to do it (pause). Take a deep breath, open your eyes and say it.

Note to leader: At this point, you need to light a candle. The host says words of gratitude to one of the participants and passes a burning candle to him. When everyone has spoken, and the candle is in the hands of each member of the group, the leader says the final words, holds the candle in his palm to the center of the circle, gestures the group to come closer and blow out the candle with a single exhalation.

Bibliography

1. Gippenreiter Yu.B. Communicate with the child. How? - M.: MASS-MEDIA, 1995. - 240 p.
2. Markovskaya I.M. Parent-child interaction training. - St. Petersburg: LLC Publishing house "Rech", 2000. - 150 p.
3. Fopel K. How to teach children to cooperate? Psychological games and exercises: A practical guide: Per. from German: In 4 volumes. – M.: Genesis, 1998.
4. Khukhlaeva O.V. Ladder of joy. Correction of negative personality deviations in preschool and primary school age. Methodical manual for psychologists of kindergarten and elementary school. - M.: Publishing House "Perfection", 1998. - 80 p.

Interactive methods: exercises and training for parents

"To school with joy"

In order to form a culture of family relations, preserve and strengthen family values, prepare students for family life through the implementation of the Family and School program, we offer interactive methods for use in the work of a psychologist with parents (Appendix 1), training for parents "To school with joy" (Appendix 2).

Annex 1

Interactive Methods

in the work of a psychologist with a parent audience

Exercise "Bag of Associations"

The facilitator offers the parents a task: to present their association in connection with the subject, the phenomenon indicated on the card, which they take out of the bag. The facilitator asks that this association be connected with the family, family relationships in their early childhood.

(Cards: parental home, family vacation, family weekend, traditions, evening at home, belt, affectionate word, family quarrel, guests, punishment, game, TV, relatives, older generation, etc.)

Exercise "Bank of parental wisdom"

The facilitator distributes leaflets to the participants and offers to write wise advice on family education on a particular problem. Tips are voiced, discussed and posted on the information stand.

Exercise "Symbolic drawing of a family"

The facilitator invites the participants to depict the family in the form of symbols on a piece of paper and offer their interpretation.

Exercise "Envelope of everyday questions"

The facilitator invites parents to write problematic issues of family education, which are then discussed in a wide audience. Psychologist commentary.

Exercise "Flower"

The facilitator offers parents (a group of parents) a flower of seven petals, on which advice (questions) are written on a particular problem of family education. Parents give their interpretation of advice or questions. Psychologist commentary.

Exercise "Flower-Semitsvetik"

The leader at the meeting with the children, which precedes his work with parents, distributes flowers with seven petals to them and invites them to write their desires in the field of relationships with parents. Similar flowers are distributed to parents. They are invited to think and write about what their children dream about. Then parents are presented with children's flowers, and they can compare their results with children's.

Reflection.

Exercise "Theater"

The facilitator invites parents to discuss any topic related to family education issues from the point of view of representatives of various social roles. The envelope contains cards with social roles. The facilitator distributes cards to the participants and invites them to consider the point of view of their character on this issue: a child, a teenager, a young man, a representative of one of the youth subcultures, a teacher, dad, mom, grandmother, grandfather, policeman, psychologist, liberal, democrat, communist, clergyman and etc.

Exercise "Free microphone"

In the hands of the presenter is a microphone. The one from the audience whose hands the microphone falls into, briefly, for 30 seconds

a) expresses his point of view on a particular issue, shares his memories, his experience, etc.;

b) recalls a fact from his childhood that caused stress, made him suffer and suffer, etc.

The form of the dispute involves addressing problematic topics that cause conflicting opinions of parents. The wording of the topics should be “sharp”, “hurting to the core”. “Ideal parents - myth or reality?”, “Is it easy to be young?”, “How to live without conflicts with children?”, “Should I punish a child?” etc.

"Proverb Contest"

The facilitator invites the participants to remember as many proverbs about family education as possible.

"Story Competition"

The host invites parents to recall fairy tales that reflect the problems of family education and tell how the characters found a way out of this situation.

Exercise "The Tale of Education"

The facilitator offers parents a scheme for compiling a fairy tale. Within 20 minutes, they must compose a fairy tale in which this or that problem of the relationship between parents and children is resolved.

Exercise "Piggy bank of errors (problems)"

Making collages

"Modern Youth", "This Strange Adult World"

Youth magazines are needed.

Competition "You to me, I to you"

Teams come up with several conflict situations between parents and children. There is an exchange of situations. Parents choose one of them, which they beat.

Psychologist commentary.

Competition "Youth of my parents"

Children together with their parents talk about the youthful hobbies of their parents.

Exercise "Ways to resolve conflict situations"

The facilitator invites the participants to draw up a program of action in a particular conflict situation.

Exercise "Perception of the feelings of the child"

Children tell us much more than is expressed in words. Feelings are always behind words. Participants need, after reading the statement of the child, as accurately as possible to perceive his feelings about this situation. Some statements may express different feelings of the child.

The child says, "I don't know what's wrong! I cannot solve this problem. Maybe I shouldn't try to solve it?

The child feels: a) feels stupid; b) feels like abandoning the decision, c) feels annoyed.

Exercise "Prohibited Speech Catalog"

Participants are invited to compile a catalog of prohibited statements in relation to the child.

Exercise "Childhood memories"

Exercise "Poetry"

The host invites parents to compose a quatrain about the relationship between parents and children according to a given rhyme.

For example: a) I love to sweep

I endure will respond

Exercise "I am a message"

The facilitator invites parents, using the “I-messages” technique, to resolve the situation so that both parties are satisfied.

Annex 2

Training for parents "To school with joy"

Purpose: to promote the successful adaptation of parents of first graders.

create conditions for the parents to calmly pass the period of the beginning of their child's education at school;

help build confidence and reduce anxiety levels as you transition from preschool to elementary school;

explain the causes of possible psychological difficulties in first-graders and ways to prevent them;

make a psychological portrait of a successful first-grader.

In the life of each of us there are stages, steps that are very important for the future. One of these stages is preparation for learning in a school environment. This is a very difficult period for a child, especially a six-year-old.

Our child is in first grade. How can you help your child adapt successfully? How to prevent the occurrence of psychological problems?

During this period, it is difficult for a child in the same way as it is for us when applying for a new job.

The general task of teachers and legal representatives is to help the child learn with pleasure, to help him maintain a direct natural interest in learning about the world.

Child and parent constitute a single emotional space. Our excitement, anxiety and worry are passed on to our children. Therefore, it is very important to first learn how to manage your psychological state, and then help the child overcome the “entry into a new position” without loss.

Today we tried to measure your ideas about the child's admission to the first grade with the help of color. Each color carries a certain semantic load.

Exercise "What color are your ideas about your child entering school?"

Red - the idea of ​​school as an active activity.

Yellow - You are happy to think of school as an exciting stage in life.

Orange - joyful representations of the child's school life.

Green - a calm attitude towards school life.

Blue - the school is causing concern.

Purple - anxious expectations.

Black - gloomy ideas about school everyday life.

Anxiety and worry about the unknown are quite normal, unless they reach the point of pathology. It is necessary to help the child perceive education as a vital, interesting and creative process. The secret of success is just that.

What are the reasons for parents' concern?

This may be a loss of self-confidence, insufficient knowledge of how to prepare a child for school, excessive demands on a child, or, conversely, excessive love for him.

Often at meetings, parents ask the question of how to prevent the occurrence of difficulties. Here it is very important to observe the following points. Talk about the school, about its everyday life and holidays calmly. It is important to create an atmosphere of calm and goodwill at home, not to scold or punish the child for mistakes and ignorance, because he came to school to study, and not to shine with his knowledge.

The second question is how long can the adaptation process take? In different ways: from one month to one year. It all depends on the individual characteristics of the child. This is where your patience matters. Adaptation was successful if there are no tears, no “I can’t” and “I don’t want to”.

Exercise "Difficulties of a first grader"

Parents are encouraged to think and write down the possible difficulties of first graders.

Discussion.

Let us dwell on the most typical problems faced by parents of first-graders.

The child has no desire to go to school or is afraid.

What are the reasons? The child thinks that he will be scolded, punished for bad behavior. Fear can be transmitted from parents who share their experiences, fears in the presence of children. The child hears "terrible" stories about the school from his relatives. What to do? First of all, eliminate the causes. If the fear does not go away, then you should seek help from specialists.

The child is restless. What is the reason? First of all, it lies in the physiological immaturity of the child's body. A first grader can hold attention for a maximum of 15 to 20 minutes. Motor restlessness is a protective reaction of the body. It allows you not to bring your body to overwork. It should also be remembered that even short-term illnesses disrupt the performance of children for a significant time. The highest efficiency of first-graders is from 8.00 to 11.00 in the morning. In the second half of the day from 16.00 to 17.00 there is an increase in working capacity, but it does not reach the morning level. How to help a child? Breaks in educational activities after 15-20 minutes in the form of physical exercises, outdoor games, as well as a change in the type of activity help relieve physical stress.

The child is bullied at school. Here it is important to listen to the child to the end and teach him to forgive insults without taking them to heart. Having found out together the motives of the offender, it may turn out that our child is wrong. If so, then we can teach the child to respond to insults with a joke. Laughter is a great healer and comforter.

The child violates discipline.

The reason is to get attention. Often adults pay attention only to the negative qualities of the child, taking the positive ones for granted. But nature does not tolerate emptiness. If positive qualities develop poorly, then negative ones arise. For a child to become embittered, it is enough that a sense of kindness is not brought up on the example of adult behavior. If a child hears about kindness only in the form of moralizing and sermons, then even minor troubles can cause anger, aggression, and cruelty.

What needs to be done for a child to be successful? What qualities should a successful first grader have? Let's try to answer this question together by making a psychological portrait of a successful first grader.

Exercise "Psychological portrait of a successful first grader"

Parents are invited to make a psychological portrait of a successful first grader.

Discussion.

We wish you to successfully prepare for school, to go through the adaptation period painlessly. During this period, it is very important, when seeing the child out of the house, not to lecture, threaten or scold, but it is best to tell him in confidence, with love and faith: “I really look forward to seeing you in the evening, at dinner. I'm sure you can handle it, you're a good boy!"

And then the school will become a school of joy for you and your baby.

At the end of the training session, parents are given leaflets “Good advice to parents”: “If the child does not want to go to school”, “Self-diagnosis for parents”, “If the child is restless”, “If the child is offended?”, “What should the future child know and be able to first grader?”, “How to develop a child’s creative imagination”, “How to praise a child?”, “How to punish a child?”, “Useful games”.

Reminders

If the child does not want to go to school

Or is he afraid?

Possible reasons:

* Children are afraid that they will be scolded at school, punished for bad behavior, that they will come across an evil teacher.

* There are older children in the family who share negativity with the younger ones.

* Sometimes fear is transmitted from parents who experience in the presence of a child: "I'm afraid that it will be,

when my child goes to school - he is like that

vulnerable, and the teachers are so twitchy, and if he gets to the desk with the same wildness as our neighbor Vanya, he is his

will offend."

* Sometimes grandparents share "terrible"

stories from the lives of their children.

* One of the most important conditions for successful adaptation is the child's conscious desire for school,

genuine interest in learning

those. formation of educational motivation.

It includes:

* the presence of cognitive interests (the child likes

reading books, solving problems, doing other things

interesting problems).

* understanding the need for teaching how

obligatory, responsible activity.

* Emotionally positive attitude towards school.

What is the best way to help your child

in the first months of school?

* Mandatory good rest in the summer.

* Calmly talk about the school: its everyday life and holidays.

* It is advisable to take a vacation and the first 2-3 weeks to be

next to the child.

* Create an atmosphere of calm and goodwill at home.

* Greet your child from school with a smile.

* Do not scold or punish the child for mistakes and ignorance.

He is just starting to learn.

* Be sure to walk after class.

* Furnish your home school place with love.

* He can take his beloved to school, not very

big toy.

* When he returns from school, ask in detail

about what was interesting at school.

* Do not forget that the child needs recognition and praise.

* Rejoice in his successes and victories.

* The child cannot quickly adapt. This period

can last from 1 month to a year.

*Try to be patient. And if you see that everything

"straightens", comes back to normal, becomes smaller

tears, "I can't" and "I don't want to", it means that this is a small

victory is yours and your child's.

What to do if your child

bullied at school?

* First of all, listen to the child to the end, without interrupting.

* After listening to him, be sure to say that everything will change soon. People grow up and become wiser.

* It is important to teach the child to forgive these grievances and not take them to heart.

* Try to figure out the offender's motives together. It may turn out that your child was wrong.

* If this happens, teach your child to respond to insults with a joke. Laughter is a great healer and comforter.

* Think about whether you are touchy. After all, for a child, a parent is the most worthy role model.

If the child violates discipline?

Often adults indicate only the negative qualities of the child, his misdeeds, but they forget about the positive ones. But nature does not tolerate emptiness. If positive qualities develop poorly, then negative ones arise. For a child to become embittered, it is enough that a sense of kindness is not brought up. If kindness is not brought up purposefully, if the child hears about it only in the form of moralizing and teachings, then even minor troubles can cause anger, aggression, cruelty.

The main thing is to bring up positive qualities in all possible ways by your own example, by examples from the surrounding life, art, culture, history.

What to do if your child enjoys going to school

but is he not doing well?

* Let the child feel that he is no worse than others.

* Give them the opportunity to believe in themselves.

* Understand what he likes best, what he does best, and, based on the positive, try to interest him in what is more difficult.

* The child is not always to blame for the fact that he studies poorly. He has not yet switched from kindergarten to school: he misheard something, misunderstood. The main thing is that the teacher should not stigmatize the child: loafer, stupid, lazy.

* "Get into" his difficulties and together with him understand, resolve, explain.

What to do if the child is restless

spins and cannot sit for 15 minutes?

A first-grader child can hold attention for 15-20 minutes maximum, because his working capacity is low. Then he starts to spin, play, make noise.

Motor anxiety is a protective reaction of the child's body. At this time, there is a kind of shutdown, a short rest. This allows you not to bring your body to overwork.

Signs of fatigue:

* Handwriting deteriorates

*increases the number of errors

* Speech rate slows down

* "stupid" errors appear

* the child becomes distracted, inattentive, whiny, lethargic and

irritable.

The best option is to have breaks in educational activities every 15-20 minutes, which will help the child regain his strength. During breaks, physical activity is useful: physical education, outdoor games, dance activities.

If the child is slow?

It is wrong to consider such behavior of a child as disobedience or stubbornness. He may have some features of the nervous system,

manifested in a slow pace of activity. With enough time, such children cope with the tasks. You can’t rush such children, demand that they do something quickly - this slows them down even more. Parents should definitely consult a doctor, warn the teacher about the characteristics of the child.

A passive child will definitely have difficulties, it will be more difficult for him to complete tasks in the classroom, when there are time limits, it will be more difficult for him to respond to a changing environment. Such a child adapts much longer than an active child.

However, slow children have their advantages: as a rule, they perform tasks more efficiently, diligently, thoughtfully.

Self-diagnosis for parents

We offer you a test, by answering the questions of which you will be able to approximately estimate the level of development of your child. Each question requires an affirmative answer. The more such answers, the higher the level of development of your child. If any of the evaluated criteria did not receive affirmative answers, you have the opportunity to pull the child in this direction.

Evaluation of the development of cognition

1. Does the child understand basic concepts such as right/left, big/small, in/out?
2. Is the child able to understand the simplest cases of classification, such as things that can roll and things that cannot roll?
3. Can the kid guess the ending of a simple story?
4. Can the child remember and follow at least three directions?
5. Can the child name most of the uppercase and lowercase letters of the alphabet?

Assessing the child's baseline experience

1. Did your child have to accompany you to the post office, to the savings bank, to the store?
2. Was the baby in the library?
3. Did the child have to visit the zoo, the village, the museum?
4. Do you have the opportunity to regularly read to your baby, tell him stories?
5. Does the child show an increased interest in something, does he have a hobby?

Assessment of language development

1. Can the child name and designate the main objects around him?
2. Is it easy for a child to answer questions from adults?
3. Can the child explain where the objects are located: on the table, under the table?
4. Can the child explain what various things are used for: a brush, a vacuum cleaner, a refrigerator?
5. Is the baby able to tell a story, describe some incident that happened to him?
6. Does the child pronounce words clearly?
7. Is the child's speech correct in terms of grammar?
8. Is the child able to participate in a general conversation, act out a situation, or play in a home performance?

Assessment of the level of emotional development

1. Does the child look cheerful (at home, among friends)?
2. Has the child formed an image of himself as a person who can do a lot?
3. Is it easy for the baby to “switch” with changes in the usual daily routine, move on to solving a new task?
4. Is the child able to work independently, compete in tasks with other children?

Assessment of communication skills

1. Does other children get involved in the game, does it share with them?
2. Does the child take turns when the situation calls for it?
3. Is the child able to listen to others without interrupting?

Assessment of physical development

1. Does the child hear well?
2. Does he see well?
3. Is he able to sit quietly for some time?
4. Does he have developed motor coordination skills, such as playing ball, jumping, walking down and up stairs?
5. Does the child appear alert and engaged?
6. Does the child look healthy, well fed and rested?

visual discrimination

1. Can the child identify similar and dissimilar forms, for example, find a picture that is different from the others?
2. Can the child distinguish between letters and short words, such as b / n, cat / year?

Visual memory

1. Can a child notice the absence of a picture if he is first shown a series of three pictures, and then one is removed?
2. Does the child know his own name, home address, phone number?

visual perception

1. Is the child able to arrange in order (in a given sequence) a series of pictures?
2. Does the child understand that they read from left to right?
3. Can he independently put together a picture of fifteen elements without outside help?
4. Can the baby interpret the picture: formulate the main idea, trace the connections?

Hearing ability level

1. Can a child rhyme words?
2. Is he able to distinguish between words that begin with different sounds, for example, forest - weight?
3. Can a child repeat a few letters or numbers after an adult?
4. Is the child able to retell the story, retaining the main idea and sequence of actions?

Evaluation of attitude towards books

1. Does the child have a desire to look at books on their own?
2. Does he listen attentively and with pleasure when someone reads aloud to him?
3. Does the child ask questions about words and other printed characters?

Do I want to go to school? (test for preschoolers)

1. When I go to school, I will have many new friends.
2. I wonder what lessons we will have.
3. I think that I will invite the whole class to my birthday.
4. I would like the lesson to last longer than recess.
5. I wonder what the school offers for breakfast?
6. When I go to school, I will study well.
7. The best thing about school life is the holidays.
8. It seems to me that there are more interesting things in school than in kindergarten.
9. I want to go to school, because many of the guys from my house are already studying.
10. If I had been allowed, I would have gone to study already last year.

Ask your child: “If someone were to speak for you, would you agree with the following words?” and record their answers on a chart.

Let's calculate the results:

1 - 3 points- Your child believes that he lives well without school. It should be thought about.

4 - 8 points- The child wants to go to school, but it should be clarified why. If there are more points in the first line, then the child basically dreams of new friends games. If there are more points in the second line, then he fully imagines the main purpose of the school.

9 - 10 points- It is good if your child maintains a positive attitude towards school for the next years.

What should a future first grader know?

1. Your name, the names and patronymics of your parents.
2. Your address.
3. The name of the country, city in which he lives.
4. Rules of conduct at school during the lesson and break.
5. How to properly organize your workplace.
6. Rules for seating at a desk and organizing a workplace.
7. The names of the seasons and their signs, natural phenomena.
8. The names of the days of the week, the name of the current month.
9. Names of animals and plants found in our region.
10. Number series from 1 to 10, forward and backward counting.
11. Numbers.
12. Signs +, -, =.

What should a future first grader be able to do?

1. Behave correctly in class and recess.
2. Prepare everything you need for class.
3. It is correct to sit at the desk.
4. Hold a pen and pencil correctly.
5. Listen carefully to the teacher, perceive what he says.
6. Follow the instructions of the teacher.
7. Switch from one activity to another.
8. Correctly respond to your failures and victories, to the successes and failures of classmates.
9. Slow down your movement.
10. Make up sentences of 3-4 words, divide them into words,
11. Make up stories from pictures.
12. Talk about what you see and hear.
13. Express your thoughts clearly.
14. Distinguish a sound, a word, a sentence.
15. Pronounce sounds correctly and be able to distinguish them by ear.
16. Determine by ear with the help of claps the number of syllables in a word.
17. Type your name, familiar letters and words.
18. Count to 10 and back.
19. Recognize numbers and use them when pointing to a number.
20. Compare and equalize sets by adding and subtracting.
21. Recognize objects by description
22. Recognize simple geometric shapes.
23. Orient yourself in space and in a notebook.
24. Perform simple graphic dictations.
25. Color the pictures carefully.
26. Hatch in different directions.
27. Draw pictures in half of them.
28. Redraw and copy graphic drawings, shapes, elements.
29. Solve labyrinths, be able to distinguish between seasons, natural phenomena, animals.

How to develop creative imagination

child?

Creative imagination must be developed from early childhood. It is necessary for everyone.

* Start with "What is it like?" games. Try to guess the images in the clouds, frosty patterns, multi-colored blots, unusual roots, twigs, leaves.

* Ask your child more often: “how what?”

* Same fluffy - like what?

* The same prickly - like what?

* Just as funny - like what?

The child will learn to compare and find a suitable image.

* Accept the child's fantasies, don't reject them. About chocolate trees and snow frogs, about sweet rain and a blue apple... Fantasizing, he will learn to compose fairy tales, stories, sketches.

* Try to draw on large sheets: paints, chalk, prints of leaves and candy wrappers, palms and fingers. Try to ask: what happened? What does it look like? Even if it turned out to be absurd in your opinion, ask the child: "What is this?" And he will definitely answer. Accept his "creativity".

* Give him plasticine and clay.

* Give empty boxes and plastic cups. Model, invent, build...

Let all the fantasies of the child spill out.

* Create your own "typography" at home. Try to publish your newspapers, books. Teach and learn with your child to design, compose, draw.

* Try to create a home "gift fund", where you will put all the interesting crafts that you can give to relatives, friends, acquaintances on occasion.

* Try to compose carnival costumes together.

* Try to connect the child to the design of the festive table.

* Teach your child wit. Teach him to find funny things in the world around him. A sense of humor promotes a creative attitude towards life.

* Read funny and witty poems by D. Kharms, O. Grigoriev, G. Oster and A. Usachev.

* Remember! Creative, gifted, capable children often stand out for their unusual behavior, original actions.

* If you want your child to grow up internally free, independent, to strive for future success, develop creative imagination from an early age.

How to praise a child?

Praise has the property of a drug: more and more. And if there was a lot, but there was little or not at all, a state of deprivation arises.

When and who to praise more?

* lagging behind, sick, too idiosyncratic, too shy,

slow, clumsy, fat, stutterer, bespectacled, redhead. If a person in these states is not supported with encouragement, approval, a person can go to extremes, to hopelessness.

* Healthy, cheerful, capable, everything is easy, the first in everything. Praise only for the labor of development - for exceeding your norm.

*Sufficiently healthy and developed. Not without ability. Quite prosperous. But a sharply heightened sensitivity to assessments. Does not tolerate the slightest disapproval, gets upset. As few assessments and comparisons as possible.

How not to praise?

* Do not praise for what is not achieved by one's own work: physical, mental or spiritual.

* Strength, dexterity, health, ingenuity, ingenuity, intelligence, talent, good disposition are not subject to praise; easily given good grades, toys, things, clothes.

It is advisable not to praise:

* more than two times for the same thing;

* out of pity;

* out of a desire to please.

You are good (a) already by the fact that you live in the world! There has never been anyone like you, and there never will be. You are a dewdrop that manages to reflect the sun, and this is a miracle. You are a miracle!

Is it worth punishing

child and how to do it?

To punish or not to punish, how to do it - everyone decides for himself. Sometimes psychological punishment can be harder than physical punishment.

* Punishing, think: why?

* Punishment should not harm health - neither physical nor mental.

Punishment should be useful.

* If in doubt - to punish or not to punish, do not punish. No "just in case" punishment.

* One at a time. Even if a great many misdemeanors are committed, the punishment can be severe, but only one - for all at once, and not one by one for each.

* Statute of limitations. It is better not to punish than to punish belatedly. Belated punishment reminds the child of the past, which prevents the child from changing.

* Punished - forgiven. Not a word about old sins! Don't hesitate to start over!

* Without humiliation. Punishment should not be perceived by the child as a triumph of our strength over his weakness.

* With a lack of love, life itself becomes punishment, and then punishment is sought as the last chance for love. It is impossible to punish with lessons, reading, cleaning.

These "out-of-order outfits" are capable of instilling an aversion to work.

You can not punish and scold:

* When sick, experiencing some kind of ailment, or has not yet recovered from an illness: the psyche is especially vulnerable, reactions are unpredictable.

* When eating, after sleeping, before going to bed, while playing, while working.

* Immediately after a physical or mental injury (a fall, a fight, an accident, a bad mark, any failure, even if he himself is to blame for this failure) - you need to wait until the acute pain subsides.

* When he does not cope with fear, with inattention, with any shortcoming, making sincere efforts; when he shows inability, awkwardness, stupidity, inexperience - in short, in all cases when something does not work out.

* When the internal motives of an act are incomprehensible to us.

* When we are tired, upset, annoyed for some reason.

Which games will benefit the most

for the intellectual development of the child?

* All constructors. They develop fine motor skills (and hence speech), design abilities, the ability to analyze, attention, geometric representations.

* Educational games B.P. Nikitin and V.I. Krasnoukhov.

* All mosaics. They develop figurative and spatial thinking, fine motor skills, color perception, creative imagination, etc.

* All lotto. They introduce them to the world around them, develop memory and attention, the ability to analyze and compare, etc.

* All dominoes. They introduce you to numbers and numbers, letters and syllables, teach you to compare, analyze and be attentive, develop communication skills.

* All plane games develop memory and attention, geometric representations, logical, figurative and spatial thinking, fine motor skills, perseverance and independence.

* Paired pictures (Pekseso). They get acquainted with the surrounding world, history, develop memory and attention, communication skills, concentration, perseverance, etc.

* Puzzle games from the series "Little Genius" ("Little Genius",

"Lucky Cube", "Marble Cube", "Profi Club".

Develop logical thinking, design abilities, skill

analyze and synthesize, accuracy and accuracy, etc.

How to make smart games useful?

* It is important not to impose, not to force them to play.

* Do not prompt the child with solutions, do not do it for him, do not rush him, do not reproach him if he suddenly did something wrong. Give him the opportunity to "win".

* If you do not have any games, you can make them with your child (the benefits of this are double).