Games, trainings, introductions at parent meetings. “Education in the family and school” parent meeting in the form of training

Shumova Natalya Vladimirovna
Job title: teacher
Educational institution: MADOU "Kindergarten No. 8"
Locality: Perm region P. Pashia
Name of material: Card index
Subject:"Games and exercises for parents at parent-teacher meetings"
Publication date: 28.10.2016
Chapter: preschool education

MUNICIPAL AUTONOMOUS PRE-SCHOOL EDUCATIONAL INSTITUTION "Kindergarten No. 8" Pashiya village
Card index

GAMES AND EXERCISES
for use at parent meetings Compiled by teacher Shumova N.V. 2016

INTRODUCTION
The concept of “game technologies” includes a wide range of game situations, individual game techniques and exercises that can be used when working with parents in the Parents Club, as well as teachers, educators and specialists working with families. Gaming technologies, presented in the manual, are focused on the development of a variety of skills and abilities: social, communicative, thinking, artistic, organizational. They make it possible to teach parents to express their thoughts and feelings, analyze the experience of behavior and interaction lived in the game, and contribute to the recognition of someone else’s and their own “I” as values ​​of the highest significance. Play, as the most attractive and natural type of activity, makes it possible to correct mental processes, ethical ideas, behavior and value orientations of the “risk group” not edifyingly, but through the actualization of his own reserves of self-improvement.
Interaction between professionals working with families and families

- goal-oriented process, which results in the creation

favorable

conditions

development

child.

higher

level

this

interactions,

more successful

are being decided

problems of raising children.

Seven mandatory rules:

Respect

Help

Explain

Trust

Learn

Ask

Give thanks

Target:
Unite the parent team through
gaming
techniques
Tasks
: Develop friendly relations between parents. Expanding contact between teachers and parents. Promotion pedagogical culture parents.
1. EXERCISES.

“Why did you decide to come here?”

Aimed at identifying and updating a particular problem,
promotes the mood for productive work. Participants briefly state
your problems. The presenter emphasizes the diversity of problems and their commonality.
“Parents, what are they like?”

Aimed at reflection personal qualities parent
. Everyone takes a sheet of paper and within 2 minutes writes a definition for the phrase: “Parents, what they are...” At the end of the work, the texts are read out, the participants draw up a portrait of the parent (often idealized and multifaceted) Exchange of opinions.
Exercise “Child, what is he like?”

Aimed at reflecting the perception of personal characteristics
child. It is carried out similarly to the previous one (usually for a parent, his child is unique and inimitable). Opinion exchange.
"Glomerulus"

Aimed at reflecting parental feelings towards the child.
Participants are invited to say the name, affectionate words used to call the child in the family, while rolling the ball to each other. The exercise is repeated 2-3 times. Actualization of feelings.
“Why I love myself, why I scold myself”

Aimed at reflection own feelings,
reflection of the relationship itself. Divide the sheet into two halves. And within 2-3 minutes, write approving and condemning statements into the columns. At the end of the exercise, analyze which column has more statements and which has fewer. Actualization of feelings. Discussion.
“What saddens me about my child is...”

Sent

reflection

perception

negative

personalities

child’s behavior and actualization of feelings.
The exercise is performed similarly to the previous one. Discussion.
“What I like about my child is...”

Aimed at reflection positive attitude to the child's personality and

reflection of parental feelings.

Within 2 minutes, participants write positive traits available to the child. At the end of the exercise, what was written is read out. Participants share their feelings and experiences.
"The Kite and the Lamb" (Position Selection)
The opportunity to feel and understand the emotional state of the parent and child in each role. Divided in pairs, the participants take turns in the “kite” and “lamb” positions. “Kite” is standing, and “lamb” is sitting. Any arbitrary topic is discussed. At the end of the exercise, the questions are discussed: “What does the “lamb” feel and what does the “kite” feel? “Which position is preferable?”, “Which position is the child most often in, which parent?”
“What makes you happy?”

Reflection on the positive emotional state of the parent
, child and updating the state of general emotional uplift. Reflection of parental feelings and feelings of the child. Participants are asked to answer the questions: “What makes you happy?”, “What makes your children happy?” To do this, divide a sheet of paper in half for each nomination. The exercise is performed for 5 minutes. Further, analyzing the coincidence of moments of happiness of children and parents, each participant answers the question: “Is common happiness possible?” Exchange of opinions and impressions.
"Pictogram"

Reflection on the nature of the relationship with the child.
Participants are asked to sketch associative images for the 10 words read: thunderstorm, joy, spring day, happiness, holiday, child, separation, grief, trouble, illness. Everyone pays attention to sharp lines in figures 1, 7, 8, 9, 10 and rounded, smooth lines in figures 2, 3, 4, 5. Special attention 6th picture - the shape of the lines indicates the attitude towards the child. Sometimes this nonverbal signal makes you think and, perhaps, discover something new about yourself and the nature of your relationship with your child. What is psychologically approved and accepted is expressed in smooth lines, what is disapproved and not accepted is expressed in sharp, angular lines.
"It is forbidden"

Reflection of the child’s feelings on parental prohibitions on the child’s needs

in knowledge of the surrounding world.
One of the participants - the “child” - sits on a chair in the center of the circle. The presenter, speaking about the stages of development of the child and his cognitive needs, alternately connects
with a scarf the hands (“you can’t touch”), the legs (“you can’t go there”), then the ears (“don’t listen, this is not for your ears”) and finally the eyes (“don’t look, this is not for children to watch”). . We often say: “Shut up!” (gagged). The presenter asks the “tied” how he feels. The statements of the parent - “child” allow other participants to understand, realize and empathize with all the negativity of parental prohibitions. Opinion exchange.
"Family Sculpture"

Reflection on family relationships
own feelings and emotional state. Acquiring emotional and sensory experience. Each participant is asked to create a sculpture of a family. Who do other participants help? Any number of characters significant to the “sculptor” can participate in the “sculpture”. The presenter sketches a diagram of the “sculpture” and designates each specific character, called a “sculptor”. Through questions: “Why did you put this or that character in this place?”, “What feelings do you experience in connection with this?” etc., it is possible to create conditions for the participant to feel and understand his attitude towards family members.
"The Ideal Parent"

Reflection on your own feelings and the feelings of the child.
By choice, one parent is the “parent” and the other is the “child.” Since the “ideal parent” is such a huge thing, he should be on a pedestal. The “parent” stands on a chair. Any situation can be played out. For example, a child comes home having received a bad grade. A dialogue between “parent” and “child” begins. The group and the leader not only follow their conversation, but also pay attention to nonverbal signs: posture, gestures, body movements, facial expressions. After finishing the exercise, the participants in the dialogue answer the question: “What did everyone feel while in their role?”, “What experiences did you experience?”, “What did you think?” Discussion.
"Feel like a child"

Revival

of the past

emotional-sensual

experience.

Reflection

feelings.
Sit comfortably, close your eyes, remember your childhood: what it was like, what pleased you most, what offended you most. The exercise is performed for 3 minutes. After this, participants are asked to reflect on their feelings.
"Dialogue"

Reflection

feelings,

emotional

condition.
Exercise in pairs. Participants are asked to conduct a dialogue for 4 minutes, changing positions according to
signal. 1 min: standing with your back to each other; 1 min: one participant sits, the other stands; 1 min: participants change places: 1 min: participants sit opposite each other. After completion, participants analyze their state depending on the position of communication.
"I-statements"

Reflection of feelings, development of communication skills.
One participant is the “parent”, the other is the “child”. There is a dialogue about the fact that the child does not clean his room or often offends his brother (sister). Try to conduct a conversation starting a phrase not with “you”, but with “I”. Participants change places. There may be other topics of conversation. Discussion.
"Golden mean"

Reflection of the dominant
, or leading, principle (background) in the relationship with the child. Each participant lists in writing his requirements and prohibitions in relation to the child: 1st: “I forbid the child...” 2nd: “I allow, but I set conditions...” 3rd: “I do not allow, but sometimes I give in...” 4th: “I allow...” Participants analyze what dominates: prohibitions, restrictions, concessions or permissions.
"Paraphrasing"

Reflection

communicative

skills

actively

listen.
The technique of paraphrasing. Performed by a presenter with an assistant. The following situation is presented (this or any other): the daughter goes to a disco. Daughter: “I’m going. I don’t know when I’ll be back.” Mother: “Did you go to the disco?” Daughter: “Yes.” Mother: “Do you know when you’ll come?” Daughter: “I don’t know, well, when it’s over, then I’ll come.” Mother: “Okay, I’ll worry,” etc. The essence: returning in an affirmative form what the child told you through the “I-sense” message. Group discussion: “What’s going on 7”, “What contributed to effective communication?” Suggest repeating this technique in pairs. Exchange of impressions.
"Automatic reactions"

Reflection on habitual responses.
Rhea group is participating. A situation is proposed. The girl comes home and says: “Tanya doesn’t want to be friends with me anymore. Today she played and laughed
with another girl, but they didn’t even look at me.” Participants are encouraged to express their reaction to this situation in writing or orally. Each response is analyzed and relates to one or another automatic reaction (12 types).
"Listen no other way"

Reflection

diagnostics

erroneous

types

statements.
The group is offered several dialogues. Daughter: “I’ll never go to the dentist again!” I. Mother: Don’t make things up, we have a coupon for tomorrow, we need to finish treating your tooth. Daughter: “I can’t stand it anymore. Do you know how painful it was!” 2. Mother: “She’s not dead. In life you often have to endure. If you don’t treat, you’ll be left without teeth.” Daughter: “It’s good for you to talk. You weren't drilled like that! And in general, you don’t love me!” Mother: “Don’t be stupid.” Son: “Imagine, I missed the last two training sessions, and the coach kept me on the bench today.” 3. Mother: “Well, it’s okay, someone else needs to sit there too, and it’s his own fault.” Son: “Let someone else sit there, but I don’t want to.” This is unfair: Petrov is weaker than me, and he was put in to play!”
"Tete-a-tete." "Preferred outcome"
Acquiring new emotional and sensory experiences. Reflection of feelings with techniques and ways out conflict situations. One of the participants is a “child”, the other five are “adults” (parents). "Child" in the room. “Parents” (adults) leave the room and receive instructions from the presenter about the method speech communication in a conflict situation with a “child”. The problem could be anything. For example, a child has not cleaned his room, a parent talks to him about this topic. The “parent” can conduct the conversation in a different strategy (position). “Child” answers him accordingly. Each of the five “parents” is given a specific position: a) Position of aggression (authoritarian style) For example, “parent”: “Why didn’t you clean it up? Be silent when your elder speaks to you. While I sing, feed you, dress you, be so kind as to tidy up!” b) . “0-position” is a position of indifference and alienation (“It’s your business, do what you want. You’re on your own, I’m on your own. These are your problems”) c). “Bribery” involves manipulation with the provision of certain benefits. For example, “If you..., then...” d). “Compromise” presupposes an agreement on mutual promises like “Let’s agree, I’ll do..., and you...”. D) “I-approach” involves a personal interest in a person with the use of “I-statements.” For example, “I feel like something is happening to you. How can I help"." I'm worry
for you". Participants play out these methods of communication in a conflict situation. After completing the exercise, each participant talks about the feelings, experiences, sensations that they experienced in their role. The group chooses the most constructive communication style from the five presented. The presenter briefly characterizes the communication style, naming it, and also describes the child’s possible reaction to the presentation of a particular position.
2.WARM-UP EXERCISES
These games are necessary for the presenter to keep the participants in working order. They are held at those moments when the participants are tired of sitting or the group work is carried out in lecture form and requires great concentration and attention. Typically these exercises include a lot of active movements: jumping, moving the head, arms, legs, etc. In these exercises, the leader usually demonstrates certain movements or pronounces words. The participants' task is to repeat everything after the leader.
Target:
activate, “warm up” group members, create a certain emotional mood in them, relieve tension that may arise in the initial stages of the group’s work. When interacting with parents of students, relaxation exercises are used during:  individual consultations;  parent meetings or other events;
"Rainbow"

Target:
relieving emotional stress.
Instructions:
Close your eyes. Imagine that there is a screen in front of you. On the screen you see a rainbow - the colors that you like. Each color has its own mood and feeling.
First

color
- blue. Blue can be soft and calming, like flowing water. Blue pleasantly caresses the eye in the heat. It refreshes you like swimming in a lake. What do you see when you think of blue? The next color is red. Red gives us energy and warmth. It's good to look at when it's cold. Sometimes there's too much red for us
angry. Sometimes he reminds us of love. What do you think when you look at the color red? Yellow color brings us joy. It warms like the sun and makes us smile. If we are sad and lonely, it cheers us up. What do you think when you look at the color yellow? Green is the color of nature. If we are sick or uneasy, green helps us feel better. What do you think when you look at it? Do you notice how different colors affect your mood and even your well-being? Try to see other colors too. Questions to analyze the state after the exercise:  What were your feelings during this exercise?  Which color most effectively affected your well-being and mood? Except special exercises, instructions are being created for parents, which suggest possible ways to self-regulate their emotional state. The need for relaxation exercises with parents is due to the importance of harmonization child-parent relationships, in connection with which it is necessary to: teach parents to communicate with children, taking into account the individual characteristics of each; to develop in them the ability to manage their emotions and feelings at critical moments. And this is difficult to achieve with the high workload of adults, their chronic fatigue. The teacher’s task is to teach parents to relax so as not to transfer their irritation associated with problems at work or with other people onto their relationship with the child.
Material for creating a memo for parents

How to help yourself?

Step one.

Most effective method acquiring relaxation skills - autogenic training, i.e. relaxing the muscles of the body, regulating cardiac activity, influencing the rhythm of breathing, etc. Take the “coachman’s pose”: sit on a chair, relax, tilt your head slightly forward, put your elbows on your knees, spread your legs. Say the following text: “I am completely calm. The heart beats steadily. Thoughts flow smoothly and slowly. I'm resting. I'm completely calm. Relax, calm down, rest. Let thoughts leave your head. Let your neck, chest and arms rest. Listen to yourself: warmth and light are already in you. They take away sorrows Bad mood. Listen to the silence. She is silent and tells you to rest.”
Step two.
After general relaxation, you can perform the following exercises. “Breathing” 1. Take a deep breath, slowly raise your arms up through your sides. 2. Exhale with an open strong sound “A-A-A”. 3. Inhale, arms up to shoulder level. 4. Exhale with a strong sound “0-0-0” (hug yourself by the shoulders, lower your head to your chest). Slow, deep breath. 6. Slow, deep exhalation with the sound “U-U-U” (put your hands down). “Fingers into a fist” Clench your fingers into a fist, thumb inside. Exhale calmly, at this time clench your fist. Then, releasing the compression, inhale. The exercise is performed simultaneously with both hands (5 times).
"The Scent of Roses"
Imagine a bouquet of roses and inhale the aroma of imaginary flowers, enjoying their scent.
"Sunbeam"
Imagine that your body is slowly being “embraced” by a warm Sunbeam. It warms the head, face, neck, arms, legs. The beam moves, and wrinkles are smoothed out, tension in the back of the head, neck, and back disappears. You become calm and satisfied with life.
Step three.
Filming headache, if it exists.
"Rain"
Imagine that you forgot your umbrella at home. It started to rain. Warm, calm, pleasant. You feel good in the rain. Light drops fall on your head and shoulders. Feel the raindrops on yourself, while using your fingertips to gently touch your head, face, neck - either slowing down or speeding up the pace.

Step four

Down with unpleasant thoughts! "Drawing"
Take colored pencils and, without thinking, draw abstract lines with your left hand. Take a closer look at what you have, try to find the outlines of one or more objects among the lines. Color them and admire what you have created.
Step five

“Ears on top of your head!”
Physiological scientists have proven that there are many points on the ears that are connected to the internal organs. By influencing them, a person is able to relieve physical pain, normalize the functioning of internal organs, and activate the body’s reserves for the body. aktivnyh life activity. Follow the following actions: index fingers Pull your ears with both hands at the same time, starting from the top edge and gradually going down to the earlobes; Massage your earlobes first and then your entire ear. Finally, rub your ears with your hands.
"Deer"
Each member of the group must imagine themselves as some kind of animal, and then walk in an imaginary enclosure, trying to imitate the habits of this animal.
"Granny from Brazil"
All participants stand in a circle (facing the center of the circle). The presenter shows certain movements: jumping, movements with arms, legs, head, which are accompanied by the phrases “I have a grandmother in Brazil”, “She has such a leg”, “She has such an arm and her head on the side”, “She jumps and shouts: “I am the most beautiful grandmother in the world”, etc. Then all participants repeat these movements and words.
"Empty Chair"
Participants are divided into first and second. Participants numbered “one” sit in a circle, participants numbered “two” stand behind their chairs. One chair must remain free. The task of the participant standing behind the chair is to invite someone sitting to his chair with his gaze. A participant who notices that he is being invited must run to an empty chair. The task of the partner behind him is to detain him.
"Hurricane"
Participants sit in a circle, the leader goes to the center of the circle and invites everyone who has a certain characteristic (white
shirt, teeth brushed in the morning, black eyes, etc.). Moreover, if a participant has the named characteristic, he must change his place or become the leader. The presenter names only the sign that he uses. this moment possesses. When participants change places, he must take someone else's place. The participant left without a chair becomes the leader. If a participant cannot sit in a circle for a long time, he can say “Hurricane”, and then everyone sitting in the circle must change places
"Molecules" or "Brownian motion"
All participants gather in a tight group around the leader, close their eyes and begin to move chaotically in different directions and buzz: J-J-J. After some time, the presenter gives one signal, which means “silence and freeze”, two signals - “line up in a circle with your eyes closed”, and three signals - “open your eyes and look at the resulting figure.”
There is another version of the game.
All participants move freely to the music. At any moment, the leader can give a signal: “Gather in groups of 5 people (3, 7...)!” Participants need to quickly organize such groups by standing in a circle and holding hands. And so on several times, changing the number of people in groups (the number of atoms in a molecule). Participants form two circles (outer and inner), stand facing each other. The presenter asks: “Have you ever seen how deer say hello? Do you want to know how they do it?” This is a whole ritual: you rub your right ear against your partner’s right ear, then your left ear against your partner’s left ear, and at the end of the greeting you need to stomp your feet! After this, the outer circle moves by 1 person and the ceremony is repeated. The movement continues until all participants “greet” each other like deer and take their starting position.
Attention!

exercise

fits

scattered,

few

familiar group, because people who don’t know him well may find it unpleasant

body contact.

"Kabuki Theater"
Participants are divided into 2 teams. The teams agree on who they will portray: a princess, a dragon or a samurai. The presenter shows the teams characteristic movements for a princess, dragon, samurai. Princess: curtsies flirtatiously; dragon: with a terrifying look, raising his hands up, he steps forward; samurai: makes a saber swinging motion. After the teams have chosen their role, the facilitator says:
“The princess enchants the samurai. Samurai kills the dragon. The dragon eats the princess." Then the teams line up in 2 lines opposite each other and, at the command of the leader, show the role they have chosen with a characteristic movement. The team whose role turns out to be the most advantageous receives one point. For example: Princess and samurai (the princess gets 1 point because she charms him). Samurai and Dragon (the samurai gets 1 point because he kills him). Dragon and Princess (the dragon gets 1 point because it eats the princess). Princess and Princess, Dragon and Dragon, Samurai and Samurai (no one gets a point). The team that scores the most points wins.
"Terribly beautiful drawing"
The group is divided into 2 subgroups. Each group is given a sheet of paper and one marker. It is suggested to draw a “beautiful picture”. After this, the drawing is passed on to the neighbor on the right, and he makes a “terrible drawing” from the received drawing within 30 seconds and passes it on to the next one. The next participant makes a “beautiful drawing.” This is how the whole circle goes. The drawing is returned to the owner. Discussion.
"Applause".
The presenter raises and lowers his hands. The higher (lower) the hands are, the louder (quieter) the participants clap their palms.
"Up the Rainbow"
“Participants are asked to stand up, close their eyes, take a deep breath and imagine that together with this inhalation they are climbing up the rainbow and exhaling, sliding down it like a slide. Repeated 3 times. After this, those who wish to share their impressions, then the exercise is repeated again with open eyes and the number of repetitions increases to seven times. Participants are told the purpose of this exercise is to regulate their own emotional state.
"Who grows faster"
Images of a baby, child, teenager, youth, and adult are shown. Participants, divided into 5 groups, describe
physical and mental changes occurring in a person. During the discussion, the attention of the participants is drawn to the fact that changes in a person’s physical appearance occur gradually, and only in adolescence does the process of a person’s physical growth sharply accelerate.
"Anchor"
Participants are asked to take a comfortable position and relax, remember a real situation that caused a feeling of joy. Then reproduce it in your imagination in great detail, remember the feelings that arose. Connect your thumb and index finger tightly. Repeat several times. The presenter explains that in the future, by squeezing their fingers into a ring, participants will be able to voluntarily evoke a feeling of joy and upliftment.
3. GAMES FOR PARENTS.

"Collect a phrase"
Each micro group receives a set of cards with parts of the phrase. It is necessary to restore the author's statement by reconstructing its meaning. The group then discusses the validity of the phrase and selects a member to speak at the meeting about the outcome of the discussion. Let us give some statements as an example. 1) “The art of being wise is the ability to know what not to pay attention to.” (W. James.) 2) “Independence is not received as a gift; in this capacity it is affirmed, and above all by actions, deeds, inveterate in duality.” (A. Markusha.) 3) “He who knows how to live can endure any HOW.” (Nietzsche.) 4) “There is no problem in which there would not be an invaluable gift for you. You create problems for yourself, because these gifts are extremely necessary for you” (R. Bach.) 5) “If your happiness depends on that. what someone else does or doesn’t do, then I guess you still have a problem.” (R. Bach.) 6) “There are no less miracles: a smile, fun, forgiveness - and what was said in time, the right word. To own this is to own everything.” (A. Green.) 7) “If you don’t know where to sail, then no wind will be favorable.” (Seneca.)
“Finish the sentence.”

Each micro group receives sheets of paper with the beginning of the phrase. After consulting, you need to come up with your own version of its ending. Then the options are discussed and compared with the original. Examples of statements: “Being rude means...” [forgetting your own dignity|. N.G. Chernyshevsky. “Two forces most successfully contribute to the education of a cultured person...” (art and science). Are both forces united in... (book). M. Gorky.
"Switch places."
All participants sit on chairs placed in a semicircle. The presenter is standing. He says: “Change places, those who...” (options: loves his parents, loves his children, praises his child several times a day, thanks his child or parent several times a day; sometimes grumbles, etc.) . While the players change places, the leader tries to take an empty seat.
"I know 5 names"
(a variant of the children's "ball game "I know 5 names of boys, 5 names of girls..."). Parents should name (or write down): a). 5 names of their son's (daughter's) friends; b). 5 favorite activities of their son ( daughter); c). 5 least favorite activities of their son (daughter); d). 5 trips that aroused the greatest interest in their child. A similar task can be created for teenagers.
"Funny ball"
The players, sitting in a circle, pass the ball, saying the rhyme: “Here is a funny ball running, quickly, quickly through your hands. Whoever has a funny ball will tell us something.” Each player who receives the ball tells everyone: - an instructive story from his life; - about a happy day; - about who helped him; - about what could not be; - about your favorite pastime.
"Compliments."

Participants stand in a circle. That. whoever has the ball in his hands says to someone. one of the game participants compliments him and throws him the ball. The second woman thanks him and then gives a compliment to someone else, a compliment. Moreover, a compliment is not only about appearance, but also about deeds. After the game, you need to find out which compliment you liked more than others.
"A cap

questions."
Each participant throws a note into the “hat” with two different types of questions (based on a text read, a movie watched, or personal impressions): a question for which I myself don’t know the answer, but would like to know; a question to find out the opinion of another about the text read, an event to compare it with your own. Everyone present answers the questions, approaching the “hat” one by one and taking out a note with a question. You can answer immediately or after some thought. During the task, the concept of “interesting” and “uninteresting” question and answer is well revealed.
"Answer Header"
The presenter asks a question (for example: “What is the most difficult thing in communication between children and parents?”), and everyone writes the answer on pieces of paper (you don’t have to sign it) and puts it in the “hat.” After this, the facilitator takes out the notes with the answers, reads them out, and the discussion begins.
"Recipe for Happiness"
Participants gather at tables in groups of four and come up with a “recipe for happiness.” After 5-10 minutes. players exchange “recipes”, discuss “recipes” proposed by others (during the discussion, they can adjust their own). After this there is a discussion of the results of the game. For example, the presenter can read the original “recipe for happiness” from Irina Belyaeva: “Take a cup of patience, pour a full heart of love into it, add two handfuls of generosity, sprinkle with kindness, sprinkle in a little humor and add as much faith as possible. Mix it all well. Smear it on a piece of your allotted life and offer it to everyone who meets on your way.”
"Dreams"

Target:
develop solidarity and understanding, create an atmosphere of trust among participants and unite the group.
MATERIALS:
paper and markers.
H o d

games
: Invite participants to think for a few minutes about how each of them sees their future. Then exchange thoughts about your dreams or even draw them on paper. Next, let each participant determine which three specific things, actions, people can help, and which three will prevent him from achieving his dream, and what a person needs to do to make the dream come true. Note: This exercise works very well if you are creative in sharing your dreams. If it is difficult for participants to tell or draw their dream, then you can offer to depict the dream in the form of a sketch. Let the participants imagine how they can depict their dream. Any means of expression in a creative approach are preferable to spoken or written text.
"Circle of acquaintances"

Target:
to unite and liberate the training participants.
MATERIALS:
not required.
H o d i g r s:
participants stand in a circle. One of the players takes a step into the center of the circle, says his name, shows some movement or gesture, characteristic of him or invented, then returns to the circle again. All players repeat his movements, intonation, and facial expressions as accurately as possible. Thus, each of the participants will demonstrate their movement or gesture.
“Line up according to your height!”

Target:
overcoming barriers in communication between participants and their emancipation.
MATERIALS
: not required.
H o d i g r s:
Participants become a tight circle and close their eyes. Their task is to line up with their eyes closed according to their height. After all participants find their place, give the command to open their eyes and see what happened. After the exercise, you can discuss whether it was difficult to complete this task (how the participants felt) or not. Note: This game has several variations. You can give the task to build by eye color (from the lightest to the darkest - naturally, without closing your eyes), by hair color, by the warmth of your hands, etc.
"Confusion"

Target:
increase the tone of the group and unite the participants.
H o d i g r s:
participants stand in a circle and extend right hand towards the center of the circle. At the signal from the host, each player finds a “handshake partner.” The number of players must be even. Then all participants draw left hand and also find a “handshake partner” (it is very important that this is not the same person). And now the task of the participants is to unravel, that is, to line up again in a circle without separating their hands. The task can be complicated by prohibiting all verbal communication
"My couple"

Target
: determine the indicator of group cohesion.
H o d

games
: all group members must silently, with their eyes, find a mate. The presenter gives about half a minute for this, and then says: “Hand!” All participants must immediately point their hand at the person who is pairing with them. If it turns out that several group members are pointing at the same person, and other participants do not have a partner, or someone cannot find a partner, the experiment is repeated. What is important is not so much the result itself, when all participants unite in coordinated pairs, as the process: the group’s reaction to the “dropout” of one or more participants who were not chosen by anyone or who did not choose anyone; the reaction of participants who felt that they had agreed with their partner about mutual choice, and he chose someone else, etc. The highest indicator of group cohesion is its immediate reaction to elimination, the exclusion of some members from its ranks and its sensitivity to the feeling of alienation that arises among the training participants from the group.
"Snowball"
The first person in the circle (and this is the teacher) calls his name in the same way and with the intonation that he would like the rest of the participants to address him. The second repeats the name of the first and calls himself, the third repeats all the previous ones and adds his name, and so on. The teacher ends the game by repeating the names of all participants. At the same time, we can add that by calling each other by name, we do something nice to each other. Dale Carnegie states that "there is nothing more pleasant to a man than the sound of his own name"
"Name in gestures"
Participants stand in a circle. Everyone must say their name, accompanying each syllable with some kind of gesture (dance, greeting, physical education, etc.). Everyone together repeats each person’s name and gestures.

"Name and quality"
Participants take turns saying not only their name, but adding some quality that characterizes their personality as a whole or their mood at the moment. Quality must begin with the first letter of the name. For example: “I am Tatyana, I am creative (or hardworking, or quiet, or patient).” Participants can show their creative side, approach the task with humor and give a more complex definition of quality, for example: “I am Tatyana, I have difficulty waking up in the morning (or I am anxious and suspicious).”
"Names in the Air"
Participants take turns writing their name in the air with their hand. Everyone repeats the spelling of the name, but with the other hand. You can ask to write the name with both hands at the same time.
"Business card"
Each participant writes his name on a piece of paper and “deciphers” it by letter, for example: Serious Active Playful Artistic
"My portrait".
Each participant depicts his “individual portrait” on paper, which may include the following components: - Name and its “decoding” by letter; - "My appearance"; - "I love…"; - “My abilities”; - "My desires". You can draw your features, describe them in words, or create a collage. The rubrics for the “portrait” are the same. When the participants complete the task, it is advisable to place all the “portraits” on the board, and then it will be very clear to see how diverse and unique the representations in the portraits turned out to be. It is advisable not to decipher the content of the rubrics for participants. Practice shows that if the presenter gives examples of the content of the rubrics, then the participants repeat the proposed semantic series. For example, the teacher explained: “In the “I love...” section, you can write people dear to you, favorite activities.” After that, everyone limited themselves to only listing loved ones and favorite activities. No preliminary
With the explanations of the presenter, the content of the sections becomes more spontaneous, diverse, and even more interestingly reflects the individuality of each person.
"Free microphone"
One by one, the participants talk about themselves (first name, last name, where I work, interests, hobbies, life plans, anything else I would like to say about myself). You can use an object as a “microphone” and pass it to each other. You can pass the word to someone else by throwing the ball.
"Mutual Introduction" ("Tell Me About Another")
Participants pair up. For 1 minute in each pair, the guys take turns telling each other about themselves. Then each participant introduces his partner to everyone.
"Palms"
Each participant traces the outline of their palm on a piece of paper. In the center he writes a name and on each drawn finger - its own distinctive quality, character trait. Then he passes the piece of paper to the neighbor on the right, and he writes some wish or compliment on the piece of paper around the drawn palm. So each piece of paper is passed around and returned to the owner with numerous inscriptions and wishes addressed to him.
"Finish the sentence"
Participants in a circle talk about themselves, continuing the sentence: “What distinguishes me is...”. In order for the guys to be attentive to each other, everyone must first repeat the statement of their neighbor on the right and only after that add their own proposal. For example: “Irina believes that her distinctive quality is her cheerful, cheerful character, but I believe that what distinguishes me is ...”
"I never …"
Participants sit in a circle with their hands on their knees. Everyone should say one phrase about themselves, starting with the words “I have never...”, for example, “I have never jumped with a parachute,” or “I have never hunted a bear,” “I have never tortured animals,” etc. . If one of the participants did not do this either, then he must bend one finger. When someone has 5 fingers bent, he puts one hand behind his back. If 10 fingers are bent, the participant quits the game. The one who has at least one uncurled finger wins. The main condition is to tell the truth.
It is possible to stipulate some additional conditions, for example, do not name actions associated with gender or age differences, for example, “I never wore bows,” “I never babysat my grandchildren.” During the game, there is an expansion of ideas about each other, acquaintance with life experience each other. At the same time, the game requires resourcefulness, flexibility of thinking, imagination, and ingenuity - after all, you need to come up with new types of activities without repeating the ones mentioned.
"Sight"
Participants stand in a circle. Everyone should look to find a mate. At the signal from the leader, the pairs change places. This way almost everything will change. All actions take place in complete silence. After some time, you can add one more condition: when moving from place to place, participants in pairs in the center of the circle must greet each other. The game promotes group cohesion and closer acquaintance thanks to the optimization of such a means of communication as eye contact.
“Personal associations” 1 option
Participants imagine themselves using associations: “If I were... a flower, then this would be...”, “If I were a weather condition, then this would be...”, “If I were a cartoon character, then it would be...” You can use one associative series (flowers, trees, vegetables, pieces of furniture, dishes, etc.), or you can invite the participant to choose any association himself.
“Personal associations” option 2
One participant becomes the leader. He goes out the door. Participants make a wish for someone from the group. The presenter must guess the name of the person the participants guessed. To do this, he asks association questions: - “If this were a book, what kind?” - “If it were music, what kind would it be?” etc. Participants respond by choosing associations. This game situation can be quite difficult for the leader, so you can “lead” in pairs.

"Seasons"
Participants must silently break into groups according to the seasons according to their date of birth. Then each pantomimic group depicts its own season, the task of the rest is to guess which one. The game not only deepens familiarity and group cohesion, but also trains skills nonverbal communication.
"Wishing Well"
Participants sit in a circle. The host suggests imagining that they are at a wishing well. Each participant in turn expresses his desire, ending the sentence: - “If I were..., then I would..., because...”
"Detectives".
All participants are “sleuths”. Each person draws by lot the name of a group member. This is the “suspect”. The task for the “detectives”: to create a verbal portrait of the “suspect” according to the plan: 1. Appearance. 2. Expressive behavioral features (gestures, gait, facial expressions). 3. Character traits with confirmation of the manifestation of at least some traits in typical situations. Over the course of several days, participants observe their “suspects,” but do so quietly. At the next lesson, the teacher first finds out who noticed the observations of “his detective.” Since this “detective” did not cope with his task - to be inconspicuous and unobtrusive, his “verbal portrait” is not heard. And the rest take turns reading out their “portraits”. The group guesses who they are talking about. This game develops attentiveness to each other, as well as observation, the ability to clearly and expressively describe the details of appearance and behavior.
"Good stream"
Participants stand in two ranks facing each other, as if playing trickle, but they do not have to hold hands. One participant walks between these rows from one end to the other. Each of the ranks of the “stream” must say something good to this participant or non-verbally demonstrate to him their good disposition, sympathy, or approval.
This game can be made into a kind of ritual to complete the event, since at one time no more than two or three people will be able to pass through the “good trickle,” and it is important that everyone experiences the sympathy of the “trickle.”
"Rose and Thistle"
The presenter picks up any flower (“This will be a rose”) and some prickly object - a broom, thorn or cactus (“This will be a thistle”). Participants pass these objects around in a circle, accompanying this with the following words: “I give you a rose because you (should be a compliment), and I give you a thistle so that you never (should be a warning against anything bad, bad)."
"Give a gift"
Everyone gives their neighbor on the left an imaginary gift. He depicts this object with facial expressions, pantomime, and gestures. The recipient of the gift must guess what he received and thank him. Next, he comes up with and “passes on” his gift to the next participant.
«

Praise your friends" ("On the best side")
Participants write on separate pieces of paper in black their complaints about the behavior and feelings of people significant to them. For example, “I’m dissatisfied that …”, “I don’t like that …” and the like. When the list of grievances has been exhausted, you need to take any piece of paper and try to “transform” the complaint into praise, or at least find an excuse for your friend. Write the new wording in red on the other side of the piece of paper. For example, if it was: “I’m unhappy that the teacher gives me bad marks” (“I don’t like that Olya rarely comes to visit”), then on the back it appeared: “It’s good that the teacher is demanding, I’m forced to study more” (“ How good it is that Olya lives so full and interesting life, that he doesn’t even find time to come to me.”) When each card has become double, you need to stick all the small leaves on the top with red on a sheet of paper. Now you can re-read them and rejoice in the virtues of your loved ones. Kindness allows you to see any situation in the best light!
Games “Tie the Tie” or “Joyful Song”.
Participants in a circle. A ball of thread is passed around in a circle. The leader wraps the edge of the thread around his finger and passes the ball to the next participant, greeting
with his joyful song: “I’m very glad that Katya is in our group...”. The next participant winds the thread around his finger and sings a song to the neighbor on the right.
“Applause” or Exercise “Salute”.
Participants in a circle. Each participant in turn goes into the circle, says his name, if there is a participant with the same name, then he also goes into the circle. Everyone else greets them with a "salute" of applause. "Compliments." Looking into your neighbor's eyes, you need to say a few words to him, praise him for something, wish him something good. The exercise is carried out in a circle.
"Magical

glasses".
The presenter announces: “I want to show you magic glasses. The one who puts them on sees only the good in others, even what the person hides from everyone. Now I’ll try on these glasses... Oh, how beautiful, funny, smart you all are!” Approaching each participant, the presenter names one of his advantages. “And now I would like each of you to try on these glasses and take a good look at your neighbor. Maybe you’ll notice something you didn’t notice before.”
Exercise

"Mood".
Participants take turns choosing a pictogram depicting their mood. They talk about him. Game "Gift in a circle". A basket with small souvenirs is passed around the circle; each participant must greet his neighbor on the right, express his joy at meeting him and give a gift with his wishes.
"Magic Chair"
One participant sits on a chair, the rest compliment him.
"Creating a drawing in a circle."
Participants draw a picture on a piece of paper. On command, drawing stops, and the drawing is transferred to the neighbor on the right, who continues drawing further. This continues until the drawings go around the circle.
"I'm just like you"
The leader has the ball in his hands. The one who gets it throws it to anyone and, calling him by name, explains why he is the same: I am the same as you, because...” The one to whom the ball was thrown expresses agreement or disagreement and turns to the other participant.

Exercise "Pleasure"
Training participants are given sheets of paper and asked to write down 10 types of daily activities that bring pleasure. Then it is proposed to rank them according to the degree of pleasure. Then explain to the participants that this is a resource that can be used as an “ambulance” to restore strength. (Psycho-gymnastics) Goal: relieving stress and fatigue, creating an atmosphere of psychological and communicative comfort. For example: Participants in a circle. - If you are happy to meet us, smile at your neighbor. - If you liked it with us, then clap your hands. - If you often get angry, close your eyes. - If you express anger by slamming your fist on the table, shake your head; - If you believe that your mood depends on the mood of others, wink; - If you think you are in a good mood right now, spin around.
Pantomime warm-up. "Find a Pair"
- I will give you cards with the name of the animal written on them. The names are repeated on two cards. For example, if you get a card that says “elephant,” know that someone else has a card that also says “elephant.” - Please read what is written on your card. Make it so that only you can see the inscription. Now the card can be removed. Everyone's task is to find a match. In this case, you can use any means of expression, you just can’t say anything and “make the characteristic sounds of your animal.” In other words, everything we do, we will do silently. When you find your match, stay close, but remain silent, do not talk over each other. Only when all the pairs have been formed will we check what you have done.
“Touch to...”
- I will tell you what needs to be touched, and you will do it. - Touch the one who has blonde hair, who Blue eyes who has earrings. Touch the one who has red on his dress, who has a beautiful hairstyle...
"Traffic light".
All participants stand in a column one at a time, holding the torso of the person in front, with their hands clasped. At the leader’s command, everyone simultaneously takes a step or a small jump in accordance with the color:
Yellow – right Green – forward Red – backward.
“Yes or not?”
The players stand in a circle and join hands, with the leader in the center. He explains the task: if they agree with the statement, they raise their hands up and shout “Yes,” if they disagree, they lower their hands and shout “No!”  Are there fireflies in the field?  Are there any fish in the sea?  Does the calf have wings?  Does the piglet have a beak?  Does the mountain have a ridge?  Are there doors to the hole?  Does the rooster have a tail?  Does the violin have a key?  Does the verse rhyme?  Are there any errors in it?
Warm-up "Vegetables"
1 I suddenly wanted to cry, made me shed tears (onion) 2. Quickly pick red-cheeked (radish) into a bowl 3. Finally found a green one (cucumber) 4. Dig a little under a bush, it will come out into the light (potato) 5. A couch potato fell on its side ( zucchini) 6. Is the garden empty if (cabbage) grows there 7. Dark-skinned (eggplant) surprises the townspeople 8.3 and the tops, like a rope, can be pulled out (carrots) 9. Who, guys, are not familiar with white-toothed (garlic) 10 .Holds onto the ground tightly, does not want to get out (turnip.)
"The Connecting Thread"
Participants stand and pass a ball of thread around in a circle so that everyone takes hold of the thread. The handing over of the ball is accompanied by statements about what their impression of the meeting is and what they may wish for. When the ball returns to the leader, the participants pull the thread. The presenter draws attention to the fact that the sincerity of the answers and the friendly attitude of everyone made this meeting interesting and informative.
Leadership games.
IN organizational period groups need to identify leaders in order to further facilitate the elections of parental self-government bodies.

"COACH".

Participants

necessary

build

carriage

present

of people. Foreign objects cannot be used. In

time

execution

tasks

presenter

necessary

observe

behavior

participants:

organizes

work,

to whom

others listen, who chooses what “roles” in the carriage.

The fact is that each “role” speaks of certain qualities

person:
 The roof is people who are ready to support at any moment in a difficult situation;  Doors - they are usually people who have good communication skills (who know how to speak and interact with others):  Seats - these are people who are not very active, calm;  Riders – those who know how to travel at someone else’s expense, are not very hardworking and responsible;  Horses are hard workers, ready to “carry” any work;  Coachman is usually a leader who knows how to lead; If a participant chooses the role of a servant who opens the door or rides behind the carriage, such people also have leadership qualities, but do not want (can’t) show them, they are more ready to provide rear support (or they are the so-called “gray cardinals”). After the carriage is ready, the participants sit in a circle, discuss how the games went, whether everyone found a place during the construction of the carriage, whether everyone felt comfortable, and then the leader explains to them the meaning of the “roles” that they chose. Note: if the group is led and assigned roles by one person, then the values ​​​​mentioned above will not reflect the qualities of these people.
"TAKE A STEP FORWARD"
The players stand in a wider circle and are invited to take a step forward, but not everyone, but only 5 of all those standing. Then only 5, 3, 1. Believe that leaders - organizers and emotional leaders are immediately well identified.
"BIG FAMILY PHOTO."
It is suggested that the players imagine that they are all big family and we all need to take a photo together for family album. You must select a "photographer". He should arrange for the whole family to be photographed. “Grandfather” is the first to be chosen from the family; he can also
participate in the arrangement of “family” members. No more instructions are given; the players must decide for themselves who should be who and where to stand. And you stop and watch this entertaining picture. The roles of “photographer” and “grandfathers” are usually taken on by people striving for leadership. But, however, elements of management and other “family members” cannot be excluded. It will be very interesting for you to observe the distribution of roles, activity and passivity in choosing a location. After assigning roles and arranging the “family members,” the “photographer” counts to three. On the count of three! Everyone shouts “cheese” in unison and very loudly and clap their hands at the same time.
"KARABAS".
The participants sit in a circle, a teacher sits with them and suggests the conditions for the game: “You all know the fairy tale about Pinocchio and remember the bearded Karabas-Barabas, who had a theater. Now you are all dolls. I will say the word “KA-RA-BAS "and I'll show you outstretched arms some number of fingers. And you will have to, without agreeing, get up from your chairs, and as many people as I show fingers. The task of one is to conduct the game, the second is to carefully observe the behavior of the players. Most often, more sociable people who strive for leadership stand up. Those who get up later, at the end of the game, are less decisive. There are also those who first stand up and then sit down. They constitute the “happy” group. A group without initiative is one that does not stand up at all. It is recommended to repeat the game 4-5 times.
Unity games.
Promotes team unity and develops trust.
"GLUE RAIN"
Children and adults stand one after another and hold on to the waist of the person in front. In this position they must:  Get up and get off the chair  Walk like a snake  Walk around a wide lake  Make their way through a dense forest
 Hide from wild animals. Throughout the game, participants should not detach from their partner.
"GAWERS"
To the accompaniment of cheerful music, children and parents walk in a circle, following the signal “Onlookers!” Everyone should clap their hands, turn around, hold hands and continue moving in a circle.
"THE BLOOMING BUD"
Children and parents sit on the floor and hold hands. You need to stand up smoothly. At the same time, without letting go of your hands. After which the “flower” begins to bloom (they lean back, holding each other’s hands tightly) and sway in the wind.
"BELL"
Children and adults stand in a circle, while inhaling, raise both hands up, connecting them in the shape of a bell as they inhale. Then. On the exhale. They throw it down synchronously, saying “Bom.”
"LET'S TIE THE KNOTS"
Participants are given threads 30–40 cm long. Parents tie their threads if they have something in common. This could be a professional aspect, a family aspect, external sign, favorite color, number of children, etc. As a result, one common thread is formed. Next, everyone talks about what united them into a common system.
"SONG IN A CIRCLE"
The presenter, together with the children, chooses a children's song familiar to everyone. Then, in a circle, everyone sings their line. The last verse is sung by everyone in chorus.
"MOUSE AND MOUSETRAP"
The required number of players is 5-6 people. Everyone stands in a circle, presses their legs and shoulders tightly against each other and hugs their waists - this is a “mousetrap” (or net). The driver is in a circle. His task is to get out of the “mousetrap” in every possible way: to find a “hole”, to persuade someone to move the players apart, to find other ways of acting, but to get out of the current situation.
Warning: 1. An adult makes sure that the mousetrap’s legs do not kick or hurt the mouse. 2. If an adult notices that the “mouse” is sad and cannot get out, he regulates the situation, for example: “Let’s all help the “mouse” together, relax our legs, arms, and feel sorry for him.”
“YOU AND WE ARE ONE FAMILY.”
Participants stand up and perform actions based on the leader’s words: Together we are one family: me, you, he, she. We can't be sad together. (to these words, participants walk in a circle) Hug the neighbor on the right, hug the neighbor on the left. Together we are one family, together we cannot be bored. Pinch the neighbor on the right, pinch the neighbor on the left. Together we are one family, together we cannot be bored. Kiss the neighbor on the right, kiss the neighbor on the left... The pace gradually accelerates and new actions are invented.
"CATERPILLAR".
Participants stand one after another in a column, holding the neighbor in front by the waist. After these preparations, the presenter explains that the team is a caterpillar, and now cannot be torn apart. The caterpillar should, for example, show how it sleeps; how he eats; how to wash; how to do exercises; whatever comes to mind.
"ROPE".
All players stand in a circle, holding each other’s hands tightly in a “lock”. There is a rope with tied ends hanging between the first and second participants. The second participant, without separating his hands from the first, must thread the rope through himself like a hoop. The rope is now between the second and third participants, then the third repeats the actions of the second, etc. round. The main thing: while passing the rope through themselves, participants should not separate their hands. Rope length – 1 m.
"RACOON CIRCLES".
You need a strong rope, the ends of which are tied together (you get a ring). Participants take hold of the rope with their hands, distributing themselves evenly throughout the circle. Then they begin to carefully lean back, stretching to the sides
as long as they can keep their balance. Next, you can invite the participants:  everyone to sit down and then stand up;  release one hand;  send a wave along the rope (swing the rope). At the end of the game there is a discussion: did the participants feel each other’s support; did you try to help your neighbors? how careful they were; was there a feeling of safety (or, on the contrary, fear that you might fall), etc.
4. GAMES FOR PARENTS AND CHILDREN.

"Writing on a T-shirt"
Everyone knows that now everyone can choose a T-shirt to suit their taste and color. Some people, for example, with the help of information placed on a T-shirt, try to tell others about their life credo, their principles or hobbies. If a person takes off his T-shirt, will the inscription disappear along with it? Of course not. No matter what he is wearing, a person “broadcasts” this inscription with his entire appearance, style of communication, and attitude towards others. 1) Task for 3-4 small groups: Look carefully at the members of the group closest clockwise. “Read” and discuss the inscription on the chest of each of them, remembering, first of all, his
best quality, make a “copy” on a separate strip of paper. In this case, you do not need to sign who owns this plate. 2) Plates with “inscriptions on a T-shirt” are transferred to the group of “owners” of the inscriptions. Now the groups must decide which of their members each inscription is intended for. Participants take turns “introducing themselves” by reading their inscriptions and explaining why they chose this sign for themselves. 3) Participants are given the task to break groups and split into new ones, in which the “inscriptions on the T-shirts” of their members would be close in meaning. The number and composition of new groups is not limited. 4) Next, each newly formed group creates its own in a creative form business card using your own captions. 5) Collective analysis of the game. The content of the conversation becomes the feelings and emotions of the participants, the new things they learned about themselves and each other during the game.
"Building a house"
The lesson begins with an individual task: everyone draws on a piece of paper the house in which they would like to live. The “foundation of the house” necessarily contains “bricks” on which the basic life principles of the residents of the house are written. When everyone has drawn their own house, students form small groups. Members of one group are invited to “build” one house for everyone by cutting out the necessary parts from different drawings and pasting them onto one sheet. And finally, the groups are invited to “build” one house for everyone using the same principles. When the task is completed, the final project is presented, then all participants discuss whether they are satisfied with this project, whether their ideas were taken into account, and if not, why. Required materials: sheets of paper
,

h
preparing a schematic image of the house, colored markers, scissors (for each group), glue (for each group).
"The tree of Life"
We invite each participant to draw a tree of their life according to the following diagram:  The root is the purpose and meaning of your life;  The trunk is your idea of ​​yourself today;  Branches - directions of self-improvement, self-development, what you want to change in yourself;  Fruits - qualities that you would like to have; desires that you want to realize. It is better if the trees are drawn on large sheets of paper (this can be the back of the wallpaper). Then, based on the results of the work, the “trees” are hung on the walls, and each participant “introduces” their tree. It turns out to be a “magic grove”. You can discuss with the guys the question: “What
did it turn out to be our grove? (cheerful, sad, kind, varied or monotonous). Each participant selects his own definition and substantiates it. If the teacher wishes, you can continue working with the “magic grove”. In order for the grove to develop in favorable conditions, certain rules can be established on the territory of this grove. After all, there are road signs: permitting, prohibiting, warning. What similar signs can be proposed to ensure that the humane rules of good neighborliness and mutual respect are observed, contributing to the prosperity of every tree in our grove? Assignments for participants: draw or explain in words possible versions of such signs: permitting, prohibiting, warning. You can create posters or rules of behavior “in the grove.” Thus on class hour You can move from the individual stage of work to the collective one.
5. ROLE GAMES

ON THE RESOLUTION OF CONFLICT SITUATIONS

Warm-up exercise “Associations”

Target:
to actualize the emotional layer of parents’ experience associated with conflicts, and thus prepare them for the role-playing game “Through the Looking Glass.”
Instructions:
“Please select verbal (verbal) and figurative associations for the word conflict. Write and draw them on a flip chart.”
Parents Associations:
Thunder and lightning; anger, rage, resentment; noise in the bee hive, cats scratching; explosion (2), fall; divergence of principles, heavy aftertaste, heaviness in the soul, broken heart.

Role-playing game"Through the Looking Glass"

Purpose of the game:
expand parents' awareness of their own contribution to the development of the conflict situation and develop a deeper, empathic understanding of the experiences of the other party involved in the conflict.
Instructions,

scenario

roles:
Please select a typical conflict situation with students in your school for which you would like to find more constructive solution(teachers choose). We will try to play it out in a role-playing game and look for other solutions to it. Tell us who is participating in it, when and where, what the conflict revolves around, what is the sequence of events (one of the teachers offers his story).” The teacher describes the situation and lists characters this story. The trainer addresses the group with the question: “Who would like to be participants in this role-playing game?” Several people respond. The teacher, who plays out his story, distributes roles between them, taking into account the wishes of the participants. Then the actual role-playing game begins.
“Tell Mishka good words”
Let's try to name good qualities of people. (Kindness, generosity, politeness, honesty, cheerfulness, intelligence, mutual assistance, sociability). Let's come up with some good words for our Bear. You are kind…. Then everyone in turn “turns into a bear,” and the rest of the participants say kind words to him in the role of the bear. Now think about what good qualities you have. We'll have a braggart competition. Everyone in turn should say as much good things as possible about themselves. -Who found it easy to name their good qualities? -Who found it difficult?
Let's

let's get up

circle,

let's take it

hands

let's say:

Very

good ones!" - first in a whisper, then in a normal voice and shout.

"Pump and Ball"
One of the participants becomes a pump, the others become balls. “Balls” stand with their whole body limp, on half-bent legs. The body is tilted forward, the head is lowered. When the “pump” begins to inflate the balls, accompanying its actions with sound, the children begin to slowly straighten up, puff out their cheeks, and raise their arms. The balls are inflated. The presenter pulls out the pump hose and the children
Making the sound “sh-sh-sh”, they return to their original position. Can be repeated several times.
“Where do my feelings live?”
All our feelings live inside us. Feelings live in us: joy, sadness, interest, fear, anger, love. Each feeling lives in its own home. Before you is the silhouette of a human figure. We will now try to determine exactly where your feelings live. Imagine that you are now very angry with someone or something. Try to feel your anger with your whole body. Feel where your anger is located in your body? How do you feel about it? Maybe she's like a fire in her belly? Or do your fists itch? Use a red pencil to shade the area where you felt angry. Imagine that you are afraid of something. What might scare you? Introduced? Where is your fear? Shade this area with a black pencil. Now remember why you are sad? Where is your sadness? Take a blue pencil and color in this area. Imagine that you are now very happy about something, you feel at ease and have fun. Where does your joy live? Shade this area with a yellow pencil. Remember those you love? How does this make you feel? Where did you feel love, where does it live in you? Take a green pencil and shade this area. Let's see what we got. All figures are different. Why? Conclusion: we are all very different and feel differently too.
6. RITUALS FOR COMPLETING GROUP WORK

"Present"

MATERIALS:
each participant receives a set of sheets of paper in an amount one less total number participants; pencil. All members of the group anonymously give each other imaginary gifts, as if the giver's capabilities were unlimited. Everyone writes the names, names, designations, characteristics and quantities of those things, objects, objects, phenomena that they want to give to this particular participant. Gifts are not signed by the giver. Then the presenter collects the gifts and puts them in separate sets, not handing them over to the recipients until the gifts for everyone have been collected. Then the gift baskets are distributed. Participants study the contents of the notes for some time.
Discussion of the results can result in a free exchange of impressions. The participants make their own conclusions, guesses, and considerations related to the nature of the gift given to each other.
"Envelopes for good wishes"

MATERIALS
: sheets of paper and markers for each participant. Ask participants to write their initials in the upper right corner of the paper (you will sign yours too). Each participant writes a short line with which the poem will begin, passes his piece of paper to his neighbor on the left, and he writes his own line that continues the poem. After everyone writes one line on all sheets of paper, the completed poem is returned to the author of the first line. After all the poems have been written, read yours. Then ask who else wants to read their poem.
7.

HOMEWORK FOR PARENTS

"Feel the Baby"
Parents are invited to feel the moments of his various experiences in everyday communication with the child and name them when addressing the child. For example: “You are upset...”, “You are happy...”
“What do the children owe us?”
Notice how many times the word “should” was said during a conversation with the child. Feel how the child reacts to the word “should” - try to replace this word with another, note the reaction.
“How accepting are you of your child?”
Over the course of 2-3 days, count how many times you addressed your child with emotionally positive statements (joy,
welcome, approval, support) and how many - with negative ones (reproaches, remarks, criticism, accusation, etc.) If the number of positive ones is equal to or greater than negative ones, then everything is fine with communication.
"Joyful Meeting"
Imagine meeting best friend. How do you show that he is near and dear to you? Now imagine that this is your child coming home from school, and you show him that you are happy to see him. Now this must actually be done before all other words and questions. It would be good to continue this meeting in the same spirit for a few minutes.
"I-message"
Try speaking in first person. Report about yourself, about your experience, rather than characterizing the child and his behavior.
"You are dear to me"
Hug your child at least 4 times a day (the usual morning greeting and goodnight kiss do not count). It’s a good idea to do the same for adult family members. Pay attention to your child's reactions and your own.
List of used literature
1. Borzova L.P. Games for history lessons. M.Izd. VLADOS-PRESS.2001. 2. Vakulenko V.A., Ukolova I.E. Interactive learning in law lessons. // Methodological manual on interactive methods of teaching law at school. M. Ed. house "New textbook". 2002.S. 4- 122. 3. Education difficult child. Children with deviant behavior. Educational and methodological manual. /Ed. M.I. Rozhkova. M. VLADOS. 2001. 4. Erokhina M.S. Didactic material for the course "Man and Society" (8th grade). Pskov. Ed. POIPKRO, 1994. 5. Nurturing individuality: Educational and methodological manual/ Ed. E.N. Stepanova. M. Sphere shopping center. 2005. 6. Lopatina A., Skrebtsova M. 50 lessons about the meaning of life (For classes with middle-aged and older children) M. Amrita-Rus. 2003.
7. Lopatina A., Skrebtsova M. 600 creative games for big and small.) M. Amrita-Rus. 2004. 8. Human rights education. Practical guide for primary and secondary schools. M.1990; UN, New York, 1998. 9. Furmanov I.A. Psychology of children with behavioral disorders. M. VLADOS. 2004. 10. Shchurkova N.E. Classroom guide: game techniques. M. 2004. 11. Shchurkova N.E. Applied pedagogy of education. St. Petersburg Peter.2005.

Municipal Autonomous educational institution

average comprehensive school No. 8 Berezniki

Role-playing games at parent-teacher meetings

Classroom teacher

Ibragimova I.B.

2012

Target : solution important issues through the game

How often do we talk to our children?

We come home after work exhausted.

Sometimes we just want to be silent...

But we must not forget that there is a child in our house who needs to communicate with you.

Talk to him every day. You should listen, not him.

Remember that a non-speaking child does not understand someone else's speech. You cannot prepare an accordionist by forcing him only to watch and listen; he must play himself. The same thing happens with speech. Every day provoke your child to say: “What happened during the day? What did you do?" Give him a chance to talk. The child must get used to listening to himself speak; remain calm when adults are watching and listening. This must be done to prevent children from developing speech shyness.

Goal: Show parents what their frequent “NO” leads to in relation to children.

Progress of the training:

Two people are selected, one plays the role of “parent”, the second – “child”.

You come home tired, without allowing you to come to your senses, your child wants to tell you about the past day. Your answer: “No, not now.”

The “child” is gagged. The child wants to help you, but you refuse. The “child”’s hands are tied. Not knowing what to do with himself, the child begins to run around in circles around the apartment. You scold him for the noise and stomping (they tie his feet). The poor child can only sit silently and listen to the adults talk. You scold him again (ears are tied). The child, now silent, sits and watches TV. But you say it’s time to sleep (blindfolded).

Communication with the child should be at least 20 minutes a day. This time does not include homework, dinner, etc.

Let's role playgame "The child came from school" . Let some of you be “parents” and others “children”.

Our task is to “extract” as much information as possible from the child about how his day went, what new happened at school, in the classroom, etc.

But watch the wording of the questions. Try to get your son or daughter to talk more about positive and interesting things in their relationships with classmates. Ask: “What was the most fun thing today?, What did you do in reading class?, What was fun in gym class?, What games did you play?, What did they feed you in the cafeteria today?, Who did you make friends with in class?” instead of asking: “Who is the biggest bully in your class? Who has the worst grades?” By doing this, you provoke children into lying. You need to let the children understand that you are interested not so much in the children’s conflicts themselves, but in him own attitude to that.

Role-playing game "Car"

Goal: to involve parents in educational process, develop a model of cooperation.

Equipment: a set of 3 pieces of paper of the same color (the number of sets - colors is equal to the number of teams).

Description and course of the game: participants line up one after another according to the color of the sheets. The first participant is the “bumper”, the second is the “motor”, the third is the “driver”. The “machine” begins to move, with the first participant’s eyes closed and arms extended forward. After the “stop” command, the participants change places. Everyone should play the role of “bumper”, “motor” and “driver”.

Questions: What is the role of the teacher? Parent? Student?

Conclusions: the most difficult thing is for the “bumper” student; he moves blindly, bumping into obstacles, not knowing whether he is going the right way. The “motor” (parent) wants to help not fall or trip, but does not know how best to do this. How professionally he will drive the “car” depends on the “driver” (teacher).

Game "Broken Phone"

Invite the group (up to 10 people are appropriate) to convey several phrases using the principle of a children’s game, comparing what the first person heard with what the last person in the chain heard.

Choose different types of texts:

Long sentence with complex adverbial phrases

Famous quatrain

Proverb.

Examples:

In the fall, when it rains every now and then, and the streets are cold and slushy, students are often not only late, but also arrive wet and unprepared for classes, which greatly disturbs teachers.

We all learned a little,

Something and somehow.

So upbringing, thank God,

It's no wonder for us to shine.

Grass in the yard, firewood on the grass.

After the “telephone line” is completed, a discussion takes place: Why did this result happen? What sentences should be chosen so that all participants can understand them correctly and convey them without distortion?

Conclusion: it is easier to understand, reproduce and transmit text consisting of short

sentences that are clear in meaning, simple or familiar.

Game "Cotton"

Show me your palm. Now try making a clap with one palm. Happened? It's either uncomfortable or hard and your hand gets tired. Your suggestions? Need a second hand. I'm ready to give you a second palm. One palm is me, the other is you. Let's try (we take turns clapping). At the same time, you smiled. I wish you to always smile when we “make cotton” together in life. The clap is the result of two palms.

A game " Paper airplane»

Under the guidance of the teacher, make a paper airplane.

Can you name 2 identical airplanes? Why?

Place its nose to the right, draw a sun with 7 rays on the wing. Write on the rays the words that you would like to let wander around our class.

Launching airplanes.

Conclusion: we are adults people - under the same conditions, we do everything differently.

Never compare your child with another! There is no one or something worse or better. There is OTHER!

Memo for parents

The ability to ask correctly is an art.

What's the best thing that happened to you at school today?

What's the worst thing that happened to you at school today?

Tell me something funny that you laughed at today?

If you could choose, who would you want to sit with in class? Who would you definitely not want to go with? Why?

Tell us about the coolest place in school?

What's the strangest word you heard today?

If we invited your teacher to visit us today so that he could tell me about you, what do you think?

Who did you help today?

Maybe someone could help you today?

Tell me, what new did you learn at school?

Was there a moment when you felt the happiest today?

Were you very bored or sad today?

If aliens came to your classroom and took one of your students, who would you want them to take?

Who do you play with most often during recess? What are you doing?

If you could trade places with anyone, who would it be? Why?

What would you like to learn more about in school?

What did you want to do less of at school?

What are you most tired of today?

Do you have any questions you would like to ask the teacher?

Was there a time when you were angry today?

Who is the funniest student in your class? Why is he so funny?

Who did you go to lunch with? What were you talking about? What did you eat?

If you became a teacher tomorrow, what would you do?

Do you think it might be better for someone in your class to leave school?

What will your friends do on the weekend?

Municipal state preschool educational institution kindergarten "Buratino" teacher of the first qualification category Banshchikova Marina Stanislavna 2013

Parent meeting

« Game training with parents “Let's play” (games to develop interpersonal relationships).

Plan:

1. Consultation with a teacher on the topic “Strong friendship...”.

2. Game training with parents “Let’s play” (games to develop interpersonal relationships).

3. Test to identify the level of communication skills of children.

4. Presentation of a memo to parents “How to help your child make friends.”

Form of delivery: training.

Goal: to return parents to childhood, at least for a while, so that they are imbued with the experience of their child, understand how difficult it is for a child in this world, how difficult it is for him to adapt to this society, and how to “maintain” friendship between peers.

Tasks:

1. Familiarize parents with the peculiarities of communication between a preschooler and his peers.

2. Introduce games that promote the formation of interpersonal relationships.

3. Conduct a test to identify the child’s communication level.

Preliminary work:

Invite parents to talk about their child’s favorite games;

Make a video with children on the topic “What is friendship”;

Create a visual and Handout: poster “Children are the flowers of life”, poster - drawing of a tree: leaves, apples cut out of colored cardboard, paper, scissors, felt-tip pens, pens.

Good evening, dear parents! I'm very glad to see you today! Before we begin our parent-teacher conference, I would like to know how you would like us to address you. For this purpose you have prepared on your table colored paper, felt-tip pens, scissors. Trace your palm, cut it out and write your name, and pin it on like a name tag.

Today we have gathered to talk on the topic “About children's friendship, about communication between preschoolers and peers.”

I would like to know what you expect from our parent-teacher conference after learning the topic. To do this, you have leaves on your table, write your wishes on it and glue it to the tree.

Two girlfriends covered themselves

Rubber raincoat.

Two pairs of fast legs

Flashing in the rain.

Under the wet hood

Visible from afar

Four blue eyes, four cornflowers,

Two colorful scarves on brown hair.

Crafty little laughs

In narrowed eyes.

The water is already draining

Behind the gate into three streams.

The girls don't have enough

Short coat.

And grief is not enough for them:

They get wet - so what!

They have such a friendship -

You can't spill it with water.

Why are we discussing this particular topic at the meeting today? Because your children have reached the age when communication with peers becomes the most important and meaningful for your child. After all, a child behaves completely differently with children than with adults: he is liberated, more independent.

Communication itself develops the child as a person: it teaches him to interact, show empathy, fairness, and sensitivity. And most importantly, by the age of 6, children strive to win the respect of their peers: in our group everyone does this in different ways: someone will bring something to brag about, someone will share, someone tries to distinguish themselves in class with a good answer, someone... sometimes he takes it by force, bullies him, but more often than not children don’t play with this.

Basically, we have friendships with many children in turn, depending on the circumstances. But a paired friendship is already emerging, which is characterized deep sympathy. Children make friends with those for whom they feel sympathy and respect. And the selectivity of friendly contacts is already increasing (for example, Sasha B. and Artem K, Valya K. with Natasha B and Ira Ts). Children play in groups of 2-3 people, playing preferences may change.

I conducted a survey with children on the topic “What is friendship?” and asked the following questions:

What do you think friendship is?

How should you be friends?

Who do you consider a good friend?

We can see what the children answered.

After conducting a survey of children and who they want to be friends with, the leaders in our group were Ksyusha, Nastya Smirnova and Varya Ivanova. Why they want to be friends with them: they named such qualities as kindness, ability to share, does not fight, does not scream. But leaders, of course, can change; if, for example, the survey is conducted again, other children may become leaders or these children may remain, i.e. until at 5 years old the relationship is not stable, depending on the circumstances. But by the age of 7, more stable selective relationships emerge, and the first shoots of friendship appear.

Thus, a child needs communication with peers as an important condition for his personal and social development, including preparing him for school.

We are all from the world of childhood. What do children like to do? That's right, play. Let's play a little, shall we? Let's feel like children.

Game “Let's give each other a compliment”

Children love to be praised and given compliments, so I suggest you pass around pieces of paper with circled palms and write a compliment on one finger of the palm to the owner of that hand. At the end we will read out all the compliments that are written on his palm.

The goal of this game is to be able to express your feelings.

Game "Stand up for.."

The presenter gives tasks:

Stand from the highest to the lowest;

Rank from the fairest to the darkest;

Stand in order by the number of buttons on the clothes: from the largest number to the smallest.

The purpose of this game is to develop attention to others.

Test to identify the level of communication skills of children:

1. How often does your child use polite words when communicating with friends?

A) Always

B) Never

B) Depending on your mood

2.How does your child establish contact with peers?

A) Easy, he likes making new friends

B) He needs time to get used to the new team

C) He doesn’t like communicating with peers because he never makes contact himself

3.How does your child behave in conversations with peers?

A) Can listen carefully to the interlocutor

B) Tries to end the conversation quickly

B) Talks a lot, constantly interrupts his interlocutor

4. How does a child behave towards a peer when he is upset about something?

A) Tries to help, calm, cheer

B) Doesn't pay attention to him

B) Gets irritated when someone is upset

5. How does your child behave when a friend shares something joyful with him?

A) Sincerely rejoices with him

B) He is indifferent to the joy of another child

B) Causes envy, gets irritated

6. When your child is sad about something, or, on the contrary, happy about something, does he share his experiences with a friend?

A) Yes, always

B) Sometimes

B) Never

7.Can your child express his mood with the words “I’m sad”, “I’m happy”, etc.

A) Yes

B) not always

B) no

8.How does your child most often behave in a conflict situation?

A) Tries to resolve the problem like an adult, calmly without shouting or reproaching

B) starts to cry, gets offended, becomes capricious

C) abruptly interrupts a peer, categorically showing that he is wrong

9. Describe your child’s reaction if he hears unethical words being spoken to someone or being teased?

A) Intercede for the offended

B) will not pay any attention

C) he will start to tease himself

10. How does your child most often behave when one of the children insults him or calls him names?

A) will answer adequately

B) will remain silent and go to complain to adults

B) insults in return

11. How does the child react to punishment?

A) agrees that he deserves it

B) Starts to cry

B) argues, does not agree with the punishment

Most answers are "A"

Your child has good, friendly relationships with peers. He is sociable and easily makes contact with new children. I am always ready to listen, help (to the best of my ability), reassure someone who is upset, and sincerely rejoice with someone who is happy. The child behaves appropriately in conflict situations.

Most answers are "B"

The child has difficulties in relationships with peers due to his shyness, isolation, or, conversely, aggressiveness. He avoids in every possible way communication with new people (children), any contact with peers, does not rejoice with them, does not sympathize, does not participate in disputes, is afraid of conflict situations and punishments, constantly cries and complains.

Most answers are "B"

At first glance, we can say that the child is sociable and active, but in reality he is fixated on his experiences. He is not the first to make contact; he is irritated by other people’s grief or joy. When communicating, he talks a lot and demands that only him be listened to. Such a child often finds himself in conflict situations, is insolent to children, and insults them. Most likely, this is fake, so he hides emotional experiences, showing that everything is fine with him, he is better than everyone, but deep down he may think completely differently.

Game "Candle of Wishes"

Now each of you can answer the question: what did you take away from the parent meeting for yourself? Is it worth holding such parent-teacher meetings? What have you learned? Have you looked at your child with different eyes?

Please write your answers on the apples that lie in front of you.

Let's stand in a circle and, passing a lit candle, say our wishes.

And then we’ll hang these apples on our tree.

Look how beautiful the tree has become from our kind words, from goodwill, from attention to each other. Likewise, a person will wither alone, but if he has a friend or friends, then, as they say, the sea is knee-deep.

In conclusion, I would like to say that the way a child communicates now, even in preschool age, his future depends. After all, we live in society, constantly establishing contacts with different people. If you teach your child communication skills as early as possible, then it will be easy for the child to go through the processes of socialization and realize himself in society.

Ilnara Khakimova
Non-standard parent meeting “Uniting the parent team” in the form of training

Probably many educators and teachers notice disunity, unfriendliness parents of our students. And in kindergarten it is very important close connection with children and their parents. It's very annoying to see this kind of behavior. parents when a couple passes by and doesn’t even say hello or communicate with each other. And, God forbid, if the kids had a fight with each other or accidentally hit each other... So mothers are ready to scold each other with such words for this, it even becomes awkward.

Since I am studying to become a psychologist, I decided to put my existing knowledge into practice. That's why I decided to do something like this meeting, on which team Maybe we can become more friendly and have fun at the same time.

Target training: unity groups and building effective team interaction.

Tasks training:

formation favorable psychological climate in Group;

initial diagnosis of the psychological atmosphere in the group;

awareness by each participant of his role and functions in the group;

developing the ability to work in a team;

group cohesion.

Move parent meeting

Dear parents, Hello! Today our meeting will take place in such a slightly unusual atmosphere. Such a fun and educational meeting will take place today. Please listen to what today's talk is about. meeting.

Unity is an opportunity for a team to become one united entity to achieve specific goals and objectives. You have common goals - to raise smart, responsible, kind children! And in order to more effectively achieve these goals, you all need support, and you can get it in this group! After all, only close-knit team achieves many peaks and victories! And for this, I think we ourselves should be a little friendlier, closer to each other.”

Therefore, today we will have a very interesting time. And we will play, and think, and laugh. First, I'd like to hear from you what you expect from this parent meeting? I am ready to write down your expectations on this Whatman paper (attached it to the wall). Well, let's begin.

Exercise - "Warm-up" (for acquaintance).

To each parent You are asked to give your name and tell where you work. Continue in this clockwise direction until everyone has identified themselves.

Exercise "Puzzles"

Target: team building, training in the ability to distribute roles in a group.

Resources: cards with pictures of animals, small puzzles "puzzles".

Participants are divided into teams. Each team gets a puzzle. Task - collect her as quickly as possible.

Psychological meaning exercises: participants in the game form learn effective interaction in a team, improve the quality of work, and it is important that they are united by a common goal.

Discussion: Was it difficult to do this exercise as a team? Why? What does it take to work more effectively in a team?

Educator: This is an interesting exercise; by the way, this is what we do in the group with your children.

Exercise "Talking Hands"

Target: emotional and psychological rapprochement of participants.

Participants form two circle: internal and external, standing facing each other. The leader gives commands, which the participants carry out silently in the resulting pair. After this, at the command of the leader, the outer circle moves to the right one step.

Options for instructions to those emerging couples:

1. Say hello using your hands.

2. Wrestle with your hands.

3. Make peace with your hands.

4. Show support with your hands.

5. Feel sorry with your hands.

6. Express joy.

7. Wish you good luck.

8. Say goodbye with your hands.

In this way, an emotional and psychological rapprochement of the participants occurs through physical contact. Mutual understanding between them improves and non-verbal communication skills develop.

Discussion: What was easy, what was difficult? Have you paid attention to information from a partner or thought more about how to convey information yourself? What do you think the purpose of this exercise was?

Exercise

Parents line up in two circles - internal and external, facing each other. The number of participants in both circles is the same. Parents those standing in the outer circle say to their partners opposite a phrase that begins with words: “You and I are similar in that.”. For example: that we live on planet Earth, our children go to the same group, we both have 2 children... Participants the inner circle respond: “You and I are different in that.” For example: what do we have different colour eyes, different hair lengths, our children have different names, etc. Then, at the command of the leader, the participants internal circles move (clockwise, changing partners. The procedure is repeated until each participant internal circle will not meet every member of the outer circle.

Exercise "Tower of Babel"

Use whatman paper, markers and pre-signed sheets of assignments. The goal is to learn how to interact in a team and acquire non-verbal communication skills. It is prohibited to use your voice in any way and show individual leaves to each other.

Description – all participants are divided into three groups, several people each (depending on quantity). Everyone receives a task on a piece of paper, which is not shown to anyone. Task: draw a single tower separate elements. For example, one should draw an outline, another should draw the tower windows, a third should draw a flag, a fourth should color, etc. The result should be a coherent, logical picture.

Discussion. What turned out to be the most difficult, who exactly failed the task and why?

Exercise "PRESENT" (completion).

Target: positive ending training, reflection.

Let's think about what you could give to your group so that interaction in it becomes even more effective, and relationships in it become more united? Let's say what each of us gives to the group. For example, I give you optimism and mutual trust. Next, each participant expresses what he would like to give to the group. Let's reward ourselves for a successful swim with applause!

Now, in a circle, answer the following: questions:

What was important to you today?

What feelings did you experience?

Well, all the gifts have been given, the games have been completed, the words have been spoken. You were all active and worked well as a team. Don’t forget that we are all a single whole, each of you is an important and necessary, unique part of this whole! Together you are strong! Thanks everyone for participating!

Dear parents, you got what you expected from this parent meeting? I am very pleased that you liked our work today. I will be glad to meet you at our next meeting.

Interactive methods: exercises and training for parents

"Happy to go to school"

In order to create a culture of family relationships, preserve and strengthen family values, preparing 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 “Going 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 presenter offers parents a task: to present their association in connection with the object, phenomenon indicated on the card that they take out of the bag. The presenter asks that this association be connected with the family, family relations in their distant childhood.

(Cards: parents' house, family holiday, family day off, traditions, evening at home, belt, sweet Nothing, family quarrel, guests, punishment, game, TV, relatives, older generation etc.)

Exercise “Parenting Wisdom Bank”

The presenter hands out pieces of paper to the participants and invites them to write wise advice on family education on a particular issue. Advice is voiced, discussed and posted on the information stand.

Exercise “Symbolic drawing of a family”

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

Exercise “Envelope of everyday questions”

The presenter invites parents to write problematic questions family education, which are then discussed among a wide audience. Psychologist's commentary.

Exercise "Flower"

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

Exercise “Flower-seven-flowered”

The presenter, at a meeting with children that precedes his work with parents, hands them flowers with seven petals and invites them to write down their desires in the area of ​​relationships with parents. Similar flowers are distributed to parents. They are invited to think and write what their children dream about. Parents are then presented with the children's flowers and can compare their results with the children's.

Reflection.

Exercise "Theater"

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

Exercise "Free microphone"

The presenter is holding a microphone. The one from the audience in whose hands the microphone falls, briefly, within 30 seconds

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

b) remembers 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” and “touch the heartstrings”. " Ideal parents- myth or reality?”, “Is it easy to be young?”, “How to live without conflicts with children?”, “Is it worth punishing a child?” etc.

"Proverb Competition"

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

"Fairy tale competition"

The presenter invites parents to remember fairy tales that reflect the problems of family education and tell how the characters found a way out of the current situation.

Exercise “Tale of Education”

The presenter offers parents a scheme for composing a fairy tale. Within 20 minutes, they must compose a fairy tale in which one or another problem in the relationship between parents and children is resolved.

Exercise “Cabinet of errors (problems)”

Making collages

"Modern Youth", "This Strange Adult World"

Youth magazines are needed.

Competition "You for me, I for you"

Teams come up with several conflict situations between parents and children. There is an exchange of situations. Parents choose one of them to play.

Psychologist's commentary.

Competition “Youth of My Parents”

Children, together with their parents, talk about their parents’ youthful hobbies.

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 a child’s feelings”

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

The child says: “I don’t know what the mistake is! I can't solve this problem. Maybe I shouldn’t try to solve it?”

The child feels: a) Feels stupid; b) feels a desire to give up the decision, c) feels annoyed.

Exercise “Catalog of prohibited statements”

Participants are asked to create a catalog of prohibited statements towards a child.

Exercise “Childhood memories”

Exercise "Poetry"

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

For example: a) I love it will fly by

I can't wait to respond

Exercise “I am the message”

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

Appendix 2

Training for parents “Going to school with joy”

Goal: to promote the successful adaptation of parents of first-graders.

create conditions for parents to go through the period when their child begins school in a calm manner;

help gain confidence and relieve anxiety during the transition from preschool to primary school;

explain the reasons for possible psychological difficulties in first-graders and ways to prevent them;

draw up psychological picture 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 setting. This is very difficult period for a child, especially a six year old.

Our baby is coming to first grade. How to help your child adapt successfully? How to prevent the occurrence of psychological problems?

During this period, it is difficult for a child just as it is for us when applying for a new job.

General task teaching staff And legal representatives- help the child learn with pleasure, help him maintain his immediate natural interest in learning about the world.

The child and the parent form 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 “entering a new position” without loss.

Today we tried to measure your ideas about your child entering first grade using color. Each color carries a certain meaning.

Exercise “What color do you think about your child entering school?”

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

Yellow - you are happy to think about school as an exciting stage in life.

Orange - joyful ideas about 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 ensure that the child perceives education as vital, interesting and creative process. The secret of success lies only in this.

What are the reasons for parents' anxiety?

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

Often during meetings, parents ask the question of how to prevent difficulties from arising. It is very important to observe the following points. Talk about school, 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 learn, and not to shine with his knowledge.

The second question is how long can the adaptation process last? It varies: from one month to one year. It all depends on individual characteristics child. And here your patience is important. Adaptation was successful, if there are no tears, no “I can’t” and “I don’t want.”

Exercise “Difficulties of a first-grader”

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

Discussion.

Let's focus on the most typical problems problems that parents of first-graders face.

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

What are the reasons? The child thinks that he will be scolded and punished for bad behavior. Fear can be transmitted from parents who share their experiences and fears in the presence of children. The child hears “scary” stories about school from his family. 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 child can hold attention for a maximum of 15 - 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 children’s performance for a significant period of time. The highest performance of first-graders is from 8.00 to 11.00 in the morning. In the afternoon, from 16.00 to 17.00, there is an increase in performance, 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 education minutes, outdoor games, as well as a change in 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 grievances without taking them to heart. Having found out together the motives of the offender, it may turn out that our child is wrong. If this is 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 attract attention. Often adults only pay attention to negative qualities child, taking positive things 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 cultivated through the example of adult behavior. If a child hears about kindness only in the form of moralizing and teaching, 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 drawing up a psychological portrait of a successful first-grader.

Exercise “Psychological portrait of a successful first-grader”

Parents are invited to draw up a psychological portrait of a successful first-grader.

Discussion.

We wish you to successfully prepare for school and go through the adaptation period painlessly. During this period, it is very important, when escorting a child out of the house, not to lecture, threaten or scold, but it is best to tell him confidentially, with love and faith: “I’m really looking forward to you, we’ll meet in the evening at dinner. I’m sure you can handle it, you’re great!”

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

At the end of the training session, parents are given reminders “Good advice to parents”: “If the child has no desire to go to school”, “Self-diagnosis for parents”, “If the child is restless”, “If the child is offended?”, “What should he know and be able to do?” future first grader?", "How to develop creative imagination child”, “How to praise a child?”, “How to punish a child?”, “Healthy 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 meet an evil teacher.

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

* Sometimes fear is transmitted from parents who, in the presence of a child, worry: “I’m afraid what will happen,

when my child goes to school - I have him like this

vulnerable, and the teachers are so nervous, and if he gets to his desk with the same passion as our neighbor Vanya, he’s his

will offend."

* Sometimes grandparents share "scary"

stories from the lives of their children.

* One of the most important conditions successful adaptation - the child’s conscious desire to go to school,

real interest in learning activities,

those. formation of educational motivation.

It includes:

* presence of cognitive interests (the child likes

reading books, solving problems, doing others

interesting tasks).

* understanding the need for learning how

mandatory, responsible activities.

* emotionally prosperous attitude towards school.

What is the best and most appropriate way to help your child?

in the first months of school?

* Required good vacation in summer.

* Talk calmly about school: its everyday life and holidays.

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

next to the child.

* Create an environment of calm and goodwill at home.

* Greet your child from school with a smile.

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

He's just starting to learn.

* Be sure to go for a walk after class.

* Lovingly set up your home school space.

* He can take his beloved to school, not really

big toy

* When he returns from school, ask in detail

about what was interesting at school.

* Don't forget that your child needs recognition and praise.

* Rejoice at his successes and victories.

* The child cannot adapt quickly. This period

can last from 1 month to a year.

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

"straightens up", returns to normal, becomes smaller

tears, “I can’t” and “I don’t want”, then it means it’s 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 your child to forgive these grievances and not take them to heart.

* Try together to figure out the motives of the offender. 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.

What if a child breaks discipline?

Often adults point out only the negative qualities of the child, his misdeeds, and 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 cultivated. If kindness is not cultivated purposefully, if a child hears about it only in the form of moralizing and teaching, then even minor troubles can cause anger, aggression, and cruelty.

The main thing is to cultivate positive qualities in everyone possible ways by own example, by examples from surrounding life, art, culture, history.

What to do if your child likes going to school

but he doesn't do well?

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

* Give you the opportunity to believe in yourself.

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

* It is not always the child’s fault that he is a poor student. He hasn't switched yet kindergarten to school: I didn’t hear something, I didn’t understand. The main thing is that the teacher does not label the child as a slacker, stupid, lazy.

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

What to do if the child is restless

spinning around and not being able to sit for 15 minutes?

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

Motor restlessness is a protective reaction of the child’s body. At this time, a kind of shutdown occurs, a short-term rest. This allows you to avoid overworking your body.

Signs of overwork:

* handwriting deteriorates

* the number of errors increases

* rate of speech 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 minutes, outdoor games, dance activities.

What if the child is slow?

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

manifested in a slow pace of activity. Given enough time, such children cope with the tasks. Such children should not be rushed or demanded that they do something quickly - this will slow them down even more. Parents should definitely consult a doctor and warn the teacher about the child’s characteristics.

A passive child will definitely have difficulties; it will be more difficult for him to complete tasks in class when there are time restrictions, and it will be more difficult for him to react to a changing environment. Such a child takes much longer to adapt than an active child.

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

Self-diagnosis for parents

We offer you a test, by answering the questions you can approximately assess 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 assessed criteria did not receive affirmative answers, you have the opportunity to pull your child in this direction.

Assessing Cognition Development

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

Assessing a child's baseline experience

1. Has your child ever had to accompany you to the post office, to the savings bank, or to the store?
2. Was the baby in the library?
3. Has your child ever been to a zoo, a village, or a museum?
4. Do you have the opportunity to regularly read to your baby and tell him stories?
5. Does the child show increased interest in anything, does he have a hobby?

Assessment of language development

1. Can the child name and label the main objects around him?
2. Is it easy for a child to answer questions from adults?
3. Can the child explain where objects are located: on the table, under the table?
4. Can your child explain what different 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 grammatically correct?
8. Is the child able to participate in general conversation, act out some situation or play in a home performance?

Assessment of the level of emotional development

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

Communication skills assessment

1. Does he include other children in the game and share with them?
2. Does the child take turns when the situation requires 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 good motor coordination, such as playing catch, jumping, going up and down stairs?
5. Does the child seem cheerful and engaged?
6. Does the child look healthy, well-fed and rested?

Visual discrimination

1. Can a child identify similar and dissimilar shapes, for example, find a picture that is different from the others?
2. Can a child distinguish between letters and short words, for example b/p, 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 removes one?
2. Does the child know his given name, home address, phone number?

Visual perception

1. Is the child able to put a series of pictures in order (in a given sequence)?
2. Does the child understand that they read from left to right?
3. Can he do it on his own without outside help put together a picture of fifteen elements?
4. Can a child interpret a picture: formulate the main idea, trace 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 several letters or numbers after an adult?
4. Is the child able to retell the story while maintaining the main idea and sequence of actions?

Assessment of attitude towards books

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

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

1. When I go to school, I will make many new friends.
2. I'm wondering what kind of lessons we'll have.
3. I think I will invite the whole class to my birthday.
4. I would like the lesson to last longer than recess.
5. Wondering what they offer for breakfast at school?
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 school is more interesting than kindergarten.
9. I want to go to school because many of the kids from my house are already studying.
10. If I had been allowed, I would have gone to study last year.

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

Let's calculate the results:

1 - 3 points- Your child believes that he lives well without school. You should think about it.

4 - 8 points- The child wants to go to school, but you should clarify why. If there are more points in the first line, then the child mainly dreams of new games with friends. If there are more points in the second line, then he fully understands the main purpose of the school.

9 - 10 points- It’s good if your child maintains a positive attitude towards school in subsequent years.

What should a future first-grader know?

1. Your name, the names and patronymics of your parents.
2. Your address.
3. Name of the country, city in which he lives.
4. Rules of behavior at school during class and recess.
5. How to properly organize your workplace.
6. Rules for seating at a desk and organizing a workplace.
7. Names of seasons and their signs, natural phenomena.
8. Names of the days of the week, 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 during class and recess.
2. Prepare everything you need for classes.
3. It is correct to sit at a desk.
4. Hold a pen or pencil correctly.
5. Listen carefully to the teacher, perceive what he says.
6. Follow the teacher's requirements.
7. Switch from one type of activity to another.
8. React correctly to your failures and victories, to the successes and failures of your classmates.
9. Slow down your motor activity.
10. Make sentences of 3-4 words, divide them into words,
11. Make up stories based on pictures.
12. Talk about what you saw and heard.
13. Express your thoughts clearly.
14. Distinguish between sounds, words, sentences.
15. Pronounce sounds correctly and be able to distinguish them by ear.
16. Determine by ear using clapping the number of syllables in a word.
17. Print 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. Orientate yourself in space and in your notebook.
24. Perform simple graphic dictations.
25. Color the pictures carefully.
26. Stroke in different directions.
27. Complete the pictures in half of them.
28. Redraw and copy graphic drawings, figures, elements.
29. Solve mazes, be able to distinguish between seasons, natural phenomena, animals.

How to develop creative imagination

child?

Creative imagination must be developed from early childhood. Everyone needs it.

* Start with "What's it like?" games. Try to guess the images in the clouds, frosty patterns, colorful blots, unusual roots, twigs, leaves.

* Ask your child more often: “how is it?”

* Just as fluffy - like what?

* Just as prickly - like what?

* Just as cheerful - like what?

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

* Accept your child's fantasies, do not reject them. About chocolate trees and snow frogs, about sweet rain and a blue apple... By imagining, he will learn to write fairy tales, stories, and sketches.

* Try to draw on large sheets: with paints, chalk, prints of leaves and candy wrappers, with your palms and fingers. Try to ask: what happened? What does it look like? Even if the result seems absurd to you, ask your child: “What is this?” And he will definitely answer. Embrace his “creativity.”

* Give him plasticine and clay.

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

Let all the child’s fantasies spill out.

* Create your own “typography” at home. Try publishing your own newspapers and books. Teach and learn together with your child to design, compose, and draw.

* Try creating a home “gift fund” where you can put everything interesting crafts, which can be given to relatives, friends and acquaintances on occasion.

* Try to create carnival costumes together.

* Try to involve your child in decorating 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 and original actions.

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

How to praise a child?

Praise has the properties of a drug: more and more. And if there was a lot, but there is little or none at all, a state of deprivation arises.

When and who to praise more?

* Laggard, sick, too quirky, too shy,

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

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

* Fairly healthy and developed. Not without abilities. Quite prosperous. But there is a sharply heightened sensitivity to assessments. Can't stand the slightest disapproval and gets upset. As few assessments and comparisons as possible.

How not to praise?

* Do not praise for what was not achieved through your own labor: physical, mental or spiritual.

* Strength, dexterity, health, ingenuity, intelligence, intelligence, talent, good disposition are not subject to praise; easy to get 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 just because you live in the world! There has never been anyone like you, there is no one, and there never will be. You are a drop of dew 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 worse than physical punishment.

* When 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 punishments “just in case”.

* One at a time. Even if a great many offenses have been 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. Late punishments remind the child of the past, which prevents the child from changing.

* Punished - forgiven. Not a word about old sins! Don't stop me from starting your life over!

*No humiliation. Punishment should not be perceived by a child as a triumph of our strength over his weakness.

* When there is a deficiency of love, life itself becomes punishment, and then punishment is sought as last chance for love. You cannot punish with lessons, reading, or cleaning.

These “out-of-turn outfits” can instill an aversion to work.

You cannot punish or scold:

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

* When eating, after sleep, before bed, while playing, while working.

* Immediately after physical or mental trauma(a fall, a fight, an accident, a bad grade, any failure, even if this failure is his own fault) - you need to wait until the acute pain subsides.

* When you cannot 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 action are unclear to us.

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

Which games will bring the most benefit?

For intellectual development child?

* All constructors. Develop fine motor skills(and therefore speech), design abilities, ability to analyze, attention, geometric concepts.

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

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

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

* All dominoes. They are introduced to numbers and numbers, letters and syllables, learn to compare, analyze and be attentive, and develop communication skills.

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

* Paired pictures (Pekseso). They introduce the world around them, history, develop memory and attention, communication skills, concentration, perseverance, etc.

* Puzzle games from the "Little Genius" series

"Happy Cube", "Marble Cube", "Pro Club".

Develop logical thinking, design abilities, skill

analyze and synthesize, accuracy and precision, etc.

How to do smart games useful?

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

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

* If you don’t have any games, you can make them together with your child (the benefits of this are double).