The manual outlines an original methodology for the development and complex correction of various aspects of the psyche of children of preschool and primary school age. Summarizing his many years of experience, the author offers readers a course of special game classes aimed at improving children's attention, memory, imagination, emotions, and moral ideas; gives methodological instructions for conducting these classes.

The manual is supplied with illustrative and musical material, which is used for educational purposes.

TO THE READER

One day I received a parcel. It was a voluminous book, written by hand, with many drawings, tables, and diagrams. The covering letter stated that the author of the manuscript, a teacher at one of the children's institutions in St. Petersburg, has been working with children for more than 30 years, and a significant part of her charges are children with certain disorders of attention, memory, etc.

I began reading the manuscript, and the deeper I went, the more interested I became: I had never come across anything similar in Russian literature. I went to the Prosveshcheniye publishing house, whose director was then D. D. Zuev. He read the manuscript and liked it too. But how to print it? After all, it still needs a lot of work, addition and editing. The publisher asked me to take on this work. And here “Psychogymnastics”, reader, is in front of you.

What kind of book is this, what should you expect from it and what not?

Firstly, this is not a scientific monograph, not a reference book, not a textbook. It is, rather, a textbook, a collection of materials needed by a teacher. kindergarten.

Secondly, not every kindergarten teacher may need it. It is needed mainly by workers dealing with children who have excessive fatigue, exhaustion, restlessness, short temper, isolation, etc. These reactions can occur in different people, including people with neuroses, character disorders, and mild delays mental development and other neuropsychic disorders that are on the border of health and illness (hence the expression “borderline disorders”).

Nowadays, more and more children need psychological assistance and the sooner it is provided, the more effective it will be. Scientists have proven that help should be provided already in preschool childhood. Therefore, it is very important that in a preschool institution not only educational psychologists, but also educators master the methods of psychoprophylaxis and psychocorrection and use them in their daily work with children, taking into account their individual characteristics and problems.

Psychogymnastics is a method in which participants express themselves and communicate without the help of words. This is an effective means of optimizing the social-perceptual sphere of the individual, as it allows you to pay attention to “body language” and the spatio-temporal characteristics of communication. This is a method of reconstructive psychocorrection, the goal of which is to understand and change the client’s personality.

In the textbook A.A. Osipova “General psychocorrection” (FOOTNOTE: Osipova A.A. General psychocorrection. M., 2002) psychogymnastics is a method in which participants express themselves and communicate without the help of words. This is an effective means of optimizing the social-perceptual sphere of the individual, as it allows you to pay attention to “body language” and the spatio-temporal characteristics of communication. This is a method of reconstructive psychocorrection, the goal of which is to understand and change the client’s personality.

In the book by M.I. Chistyakova “Psycho-gymnastics” gives the following definition of psycho-gymnastics: this is a course of special classes (sketches, games, exercises) aimed at the development and correction of various aspects of the child’s psyche (both his cognitive and emotional-personal spheres) (FOOTNOTE: From the book: Chistyakova M I. Psychogymnastics. M., 1990)

First of all, these activities are indicated for children with excessive fatigue, exhaustion, restlessness, hot-tempered, withdrawn, with neuroses, character disorders, mild mental retardations and other neuropsychic disorders that are on the border of health and illness.

Violations of expressive motor skills deserve close attention because the inability to correctly express one’s feelings, stiffness, awkwardness or inadequacy of facial and gestural speech make it difficult for children to communicate with peers and adults. Especially in this case, children with neuroses, organic brain diseases and other neuropsychiatric diseases suffer. Such children are often part of speech therapy groups and groups of children in correctional classes at primary schools. Children with poor expression may themselves not fully grasp what is being communicated to them wordlessly by other people, and they incorrectly evaluate their attitude towards themselves, which, in turn, may be the reason for the deepening of their asthenic character traits and the appearance of secondary neurotic layers.

It is equally important to use psychogymnastics in psychoprophylactic work with practically healthy children for the purpose of psychophysical relaxation.

Naming emotions in psycho-gymnastics leads to the child’s emotional awareness of himself. A child who speaks a good, rich language thinks better, he has more nuances for verbally indicating feelings, he understands himself more subtly, his experiences, his emotions become more differentiated. Psychologists believe that the reserves for increasing the effectiveness of a child’s moral ideas lie in the emotional richness of the content of adults’ evaluative judgments, in their use of assessments of personal properties, assessments-states, assessments-anticipations and other forms emotional relationships, corresponding to the level moral development preschooler.

Psycho-gymnastics according to the method of M.I. Chistyakova is primarily aimed at teaching the elements of the technique of expressive movements, the use of expressive movements in the education of emotions and higher feelings, and the acquisition of skills in self-relaxation.

Children study various emotions and learn to manage them, master the ABC of expressing emotions. Psycho-gymnastics helps children overcome barriers in communication, better understand themselves and others, relieve mental stress, and provides the opportunity for self-expression.

Psychogymnastics objectives

1. Teaching children expressive movements.

2. Training in recognizing emotions from external signals.

3. Formation of moral ideas in children.

4. Behavior correction using role-playing games.

5. Relieving emotional stress.

6. Self-relaxation training.

It is advisable that the lesson be accompanied by music. It helps the child enter the desired emotional state or act as a background that enhances emotions, imaginative ideas of children, and relieves psycho-emotional stress.

Lesson “LEOPOLD THE CAT AND THE MICE”

1. Warm up

Teacher. Guys, tell me what is the name of the cat who was pestered by mice all the time? Of course, Leopold the cat. Today he called me and asked for your help. He is building himself a new house, since the mice made a big hole in the old one. They brought him a large pile of bricks, they need to be put in one place.

Stand in a chain at a short distance from each other and we will pass the bricks and stack them carefully (indicates the place). Let's start! Hold the brick firmly, do not drop it on your foot, do not throw it, but place the bricks carefully so that they do not break. Well done! How clever it is! Well, all the bricks have been moved!

Puss in Boots promised to come to Leopold the cat to help on a crane. Now he will help build him a house.

I have a magic handkerchief. If you circle under it, you can turn into a mouse. Who wants to become a mouse?

(The teacher covers those who wish with a handkerchief with the words: “Turn around under the handkerchief and turn into a mouse!”)

I don’t know whether you turned into mice or not? Come on, squeak like mice. Now I see that you are mice, and I suggest you play the game “Mice and Cat”.

Game "Mice and Cat"

One day the mice came out

See what time it is (walk on tiptoe)

One two three four -

The mice pulled the weights (imitate)

Suddenly there was a terrible ringing sound!

The mice have run away! (run away)

The “cat” sleeps while the “mice” walk, and wakes up with the last words.

Teacher. We made so much noise that we woke up Tom the cat from the Tom and Jerry cartoon. Run quickly towards me, silently, on tiptoe, maybe he won’t notice you.

2. Gymnastics

(Voltage)

Mice, Tom stomps so loudly, so scary! Hurry up, lie down, curl up, hold your breath. The whole body is tense. So scary! Lie quietly so the cat doesn't find you. You lay so quietly that Tom went to look for you in another place!

(Relaxation)

You can relax, lie quietly. Now no one threatens you. The fear is gone. You can smile. All the muscles immediately went limp and became obedient.

The mice were so happy that they began jumping up, raising their knees high, and clapping their hands.

(Voltage)

The mice stood in a circle, held hands and formed a mousetrap. They want to catch a cat in it. We raised our hands up. Hold your hands tightly! Hands are rock hard. And at this time the cat is trying to get into the circle for the sausage.

(Relaxation)

The mice lowered their hands, relaxed them, and before they had time to catch the cat, he ran away. My hands became like cotton wool, hanging like ropes.

(Voltage)

Then the mice decided to make a mousetrap using their legs. They spread them wide to rest against the legs of the other mouse, tensed them and watched as the cat tried to get between the legs.

(Relaxation)

As soon as he tried, the mice moved their legs and squatted down. You won't pass, you cunning cat!

(Voltage)

The cat wanted to outsmart the mice and began meowing from all sides to intimidate the mice. First on one side. The mice looked and turned their heads to the right, right up to the shoulder. No cat!

Then on the other side. The mice looked to the left and turned their heads towards the shoulder itself. No cat!

A meow came from behind. They threw back the mouse's head and gently rotated it. Not again.

There was a meowing noise downstairs. The mice looked down and lowered their heads low. No cat! That's how cunning!

(Relaxation)

The mice began to turn their heads in circles to look everywhere. The head, like a ball on a string, rolls on the shoulders back and forth, back and forth. And the cat is nowhere to be found!

(Voltage)

Then the mice decided to turn into a cat. They stood on all fours, lowered their heads down, and arched their backs upward. The stomach tensed and retracted, the back and arms were firm. This cat is angry.

(Fading)

Beginning of the form

And now they raised their heads, arched their backs and prepared to jump, and froze.

They rushed sharply towards the “mouse”: first in one direction, then in the other. There's no way they'll get caught.

(Relaxation)

We got upset, sat down, legs and arms outstretched. I'm tired of playing cat.

But Tom the cat didn’t believe the mice.

3. Communication

Emotions of envy, fear, joy

Teacher. Sit down, mice, relax, and I’ll tell you what the cat Leopold told me.

Leopold built a new house, but the mice saw it and everyone got jealous.

Let's show how jealous the mice from the film were. The lips are tightly compressed, the eyes are slightly lowered, the chin is slightly raised, and the arms are crossed in front of the chest. They pouted, were offended, and turned away from Leopold.

Out of envy, the mice decided to set the house on fire. Leopold the cat was worried that he would be left without a home again, he was scared.

Show how scared the cat Leopold was. He covered his head with his hands and shook his head. What will happen? After all, mice had already blown up his house! Fear in the eyes.

But Puss in Boots came to the aid of Leopold the cat. As soon as the mice saw the sword in his hands, they immediately became worried.

Leopold the cat was happy.

Show how happy Leopold the cat was. Broad smile. He began to hug his friend, kissed him, shook his hand (acting with role reversal).

Teacher. Guys, let's think about what words of gratitude the cat Leopold said to his friend? (Play options.)

How did Leopold invite his friend to his home? (Play options.)

Do you think mice behave well towards Leopold the cat?

What needs to be done to make them reconcile? (Modeling adequate behavior.)

4. Behavior

Teacher. While we were talking and deciding how to reconcile the mice and the cat, the gray and white mice completely quarreled. The gray mouse became stubborn - it doesn’t want to go ask for forgiveness and put up with the cat, but the white mouse persuades it. Children, just a gray mouse doesn’t know how to ask for forgiveness.

Let's teach her. (Training in pairs, where one child is a cat and the other is a mouse.)

Show me what words to say, how to address them, how to look, what intonations to use?

What should Leopold the cat do in response? (Role reversal).

5. Completion

Teacher. Let's all sing Leopold the cat's song together and dance to it.

Yasterova Irina Anatolevna,

additional education teacher,

City Palace

Creativity of Children and Youth No. 1

city ​​of Naberezhnye Chelny RT

Psycho-gymnastics according to the method of M.I. Chistyakova.

From the first minutes, the life of every person is woven into the fabric of human relationships. A person cannot live without communication with other people, he will never become a person if there is not another person nearby - a source of attention and support, a partner in play and work, a bearer of knowledge about the world around him and ways of knowing it.

The first forms of social contact are smiling. Personal development occurs in two directions: socialization (appropriation of social experience) and individualization (development of independence in decision-making and in organizing one’s activities). It is the harmonization of these two lines of child development that education is aimed at, implementing a person-oriented approach.

It is important to use psycho-gymnastics in classes in psycho-prophylactic work with practically healthy children for the purpose of psychophysical relaxation.

Psycho-gymnastics according to the method of M.I. Chistyakova is primarily aimed at teaching elements of the technique of expressive movements, the use of expressive movements in the education of emotions and higher feelings, and the acquisition of skills in self-relaxation.

Children study various emotions and learn to manage them, master the ABC of expressing emotions. Psycho-gymnastics helps children overcome barriers in communication, better understand themselves and others, relieve mental stress, and provides the opportunity for self-expression.

Violations of expressive motor skills deserve close attention because the inability to correctly express one’s feelings, stiffness, awkwardness or inadequacy of facial and gestural speech make it difficult for children to communicate with peers and adults.

No less important is the verbal language of feelings, which denotes phenomena of emotional life. Naming emotions in psycho-gymnastics leads to the child’s emotional awareness of himself. A child who speaks a good, rich language thinks better, he has more nuances for verbally indicating feelings, he understands himself more subtly, his experiences, his emotions become more differentiated. Psychologists believe that the reserves for increasing the effectiveness of a child’s moral ideas lie in the emotional richness of the content of adults’ value judgments, in their use of assessments of personal properties, state assessments, anticipation assessments and other forms of emotional relationships corresponding to the level of the child’s moral development.

According to the methods of St. Petersburg psychologists, the goals of psychological work with children are as follows:

do everything to prevent any possible distortion and inhibition.

* Create programs for working with children so that while maintaining the goal

One or another lesson could be varied with all the other material,

assignments, instructions, time, place of classes.

* Accompany and awaken the child’s sprouts of independence,

trying not to control him, not to oblige him, not to limit his imagination, not to suppress.

Specifics of organizing classes.

* Each exercise includes fantasy (thoughts, images) in the activity,

feelings (emotions), movements of the child so that through the mechanism of their functional

unity, the child learned to voluntarily influence each of the elements of this triad.

* All classes are based on plot-role content.

* All objects and events must be imaginary. This makes it easier for children to train their internal attention.

When portraying undesirable character traits, positive and negative roles are played by children in pairs with roles changing. Sometimes a child who needs to correct one or another deviation in behavior first looks at the assessment,

and then chooses any role for himself. But because the assessment is repeated several times,

the child receives information about how other children cope with this situation.

Sketches and games on the emotions of joy must be included in every lesson.

The lesson ends with calming the children and teaching children self-regulation.

In psycho-gymnastics, a children's version of psycho-muscular training is used to relieve psycho-emotional stress. Muscles tense and relax in a certain sequence: muscles of the arms, legs, torso, neck, face. When conducting psychomuscular training, especially in the final part, it is necessary to observe a sense of proportion.

The methodology of M.I. Chistyakova systematizes sketches and games,

aimed both at the development of various mental functions in children (attention, memory, automated and expressive motor skills),

as well as learning the elements of self-relaxation and the ability to express various emotional states.

Musical-rhythmic movements are a synthetic type of activity, therefore, any program based on movements to music will develop both an ear for music and motor abilities, as well as the mental processes that underlie them. However, while doing the same type of activity, you can pursue different goals, for example, focusing children’s attention on developing a sense of rhythm, or motor skills, artistry, etc. It is important that the teacher is aware of the priority goals and objectives in his activities, understands , which expresses the main effect of development. The main focus of the proposed methodology is the psychological emancipation of the child.

The peculiarity of this technique is that teachers focus on the analysis of those internal processes that are the regulating basis of movement to music. These are, first of all, sensory, mental, emotional processes, as well as their mobility. Movement is like a visible iceberg of deep mental processes, and based on the motor reaction to music, it is possible to diagnose both the musical and psychomotor development of the child with a sufficient degree of reliability.

In other words, this technique is musical-rhythmic psychotraining for children, developing attention, will, memory, mobility and flexibility of thought processes, also aimed at developing emotionality, creative imagination, fantasy, and the ability to improvise in movement to music.

The purpose of psychological work with children using this method is the following:

* Accompany and awaken the child’s sprouts of independence, trying not to control him, not to oblige him, not to limit his imagination, not to suppress.

That is why I was attracted to this technique, where it is based

lies playing with children, co-creation and the psychological mood of games and sketches.

In the first year of study, when the children first came to class, they were a little constrained in their emotions and did only what the teacher gave them during class. When completing individual tasks, many children were embarrassed to show them in front of everyone. After using psycho-gymnastics in classes, changes in children became noticeable.

* Became active in class.

* Creative tasks have become more difficult.

* Children who came to this group later joined the team more easily.

When planning and conducting classes, I myself began to strive to organize classes in an interesting way so that the children would study with pleasure. When studying this technique, it was necessary to select exactly those tasks that could be used in a choreography lesson with children of this age. Using these sketches and games as an element of the lesson, I achieved variety in the lesson, got the children interested in the activities, the children became relaxed and emotional. And as a result of the work, its generalization is the holding of a master class for teachers of additional education.

Master Class

Dear colleagues. My name is Irina Yasterova, I am a teacher at the City Palace of Children and Youth Creativity. I have been working at the Fashion Theater “Reflection” for 16 years, of which I have been working with preschool children for 10 years. I am very glad to see you today at our master class. And I hope we will work fruitfully on it.

When working with children, I use M.I.’s methodology in my classes. Chistyakova.

And the topic of our master class: “The use of psycho-gymnastics by M.I. Chistyakova at choreography classes"

Theoretical part.

The main activity of children in preschool age is play. Through play, a child gets to know the world around him and learns to communicate. At this age, the use of psycho-gymnastics is successful. Psychogymnastics classes are structured in a playful way, during which children study various emotions, learn to manage them, and master the ABCs of expressing emotions. Psycho-gymnastics helps children overcome barriers in communication, better understand themselves and others, relieve mental stress, and provides the opportunity for self-expression.

Violations of expressive motor skills deserve close attention because the inability to correctly express one’s feelings, stiffness, awkwardness or inadequacy of facial and gestural speech make it difficult for children to communicate with peers and adults. No less important is the verbal language of feelings, which denotes phenomena of emotional life. A child who speaks a good, rich language thinks better, he has more nuances for verbally indicating feelings, he understands himself and his experiences more subtly.

What is psycho-gymnastics?

Psychogymnastics is a course of special classes (studies, games, exercises) aimed at the development and correction of the cognitive, emotional and personal sphere.

In the methodology of M.I. Chistyakova systematized sketches and games aimed at developing various mental functions in children (attention, memory). Likewise for teaching elements of self-relaxation and the ability to express various emotional states.

Almost every sketch by M.I. Chistyakova is accompanied by music, which can precede it, helping the child enter the desired emotional state, or be a background that enhances emotions, imaginative ideas of children, and relieves psycho-emotional stress.

The main emphasis in psycho-gymnastics is on:

Teaching elements of expressive movement techniques.

The use of expressive movements in the education of emotions and higher feelings.

Psycho-gymnastics plays a special role in choreography, namely:

Liberates children

Relaxes muscles

Sets you up for work in class.

Conducting game warm-ups.

The purpose of psycho-gymnastics is to relieve psycho-emotional tension,

preserving the natural mechanisms of the child’s development, accompanying and awakening the sprouts of his independence, trying not to control him, not to oblige him, not to limit his imagination and not to suppress.

Psychogymnastics includes:

*Mimic and pantomimic sketches.

* Sketches and games to express individual qualities of character and emotions.

The specifics of organizing classes are as follows:

* each exercise includes the child’s imagination and sense of movement.

* all classes are based on plot-role content.

* All events and objects should be imaginary, this facilitates children's internal attention.

Performing exercises in psycho-gymnastics is all correct and these activities contribute to the development of success in every child. Children are successful: everything they do is correct, they do everything in their own way, as best they can.

Psychogymnastics is used in the following cases:

Removing children's fears;

Violation of the emotional sphere;

Difficulties of behavior and character;

Psychomotor impairment.

During the lessons the following are used:

Various types of games;

Free and thematic drawing;

Music;

Elements of theatrical activity..

In choreography classes, sketches and games can be used at the beginning of the lesson.

* Ritual - greeting.

* Get the children in the mood for the lesson.

* Warm up individual muscle groups of the body.

In the main part of the lesson: * Rest after heavy exercise.

* Educational games.

* Switching attention from one type of activity

another.

At the end of the lesson: * Farewell ritual.

* Calming children.

Once again I would like to note that all sketches and games are based only on imaginary material. And in my classes, I use psycho-gymnastics exercises and games as well as the M.I. method. Chistyakova.

The purpose of the master class is to use the methodology of M.I. Chistyakova in psycho-gymnastics during choreography classes.

1. Game "Speed"

Any rhythmic music is played.

Teacher: now you and I will move around the class, you can move in any order, but only by carefully listening to my count, and it will change in speed, and for each count you take a step. (The teacher calculates the music in different rhythms).

Alternatively, you can clap.

The purpose of the event is to motivate the children.

Time – 1-2 minutes

2. "Fun exercise"

We stand freely, scattered throughout the class.

We perform the exercise to cheerful, energetic music.

Teacher: stand up freely, close your eyes. And now the right shoulder begins to move, and the head joins it. Now we've added the left shoulder. And now the arms have joined and are moving together with the head and shoulders, and then the hips and legs have already joined and now the whole body is moving. The legs stopped, then the hips stood up. The arms stopped, the shoulders, the head, the whole body stopped, Stop!

The goal is to warm up the muscles and get the children in the mood.

The form of implementation is exercises.

Time 2-3 minutes.

MAIN PART OF THE CLASS.

3. “Dreams.”

Quiet, calm music sounds. After they open their eyes, they share their impressions of what they imagined while listening to the music.

Another option from this series of games.

4. "Awakening"

They sit on rugs in a position that is comfortable for them. The teacher approaches anyone and touches his shoulder. The one touched “wakes up” (stretches, opening his eyes). When he wakes up, he wakes up another, etc. This entire exercise is performed in silence.

Alternatively, the teacher himself “wakes up” everyone

The purpose of providence is to calm children down and relax.

The form of conduct is a sketch.

Time 2-3 minutes.

5. "Sculptor"

To perform this exercise, you need to stand in pairs, facing each other. And agree among yourself who will be No. 1 and who will be No. 2. Now No. 1 will be a sculptor, and No. 2 will be clay. The sculptor will sculpt a wolf from clay

Let's do it. And now we are changing roles No. 2 will be the sculptor, and No. 1 will be the clay. And the sculptor will sculpt a hare.

Goal: development of imagination.

Form of conduct: sketch.

Time: 2 minutes.

6. "Canon"

Purpose of the game: to develop strong-willed attention, develop a sense of rhythm.

Now I ask you to stand in a circle, one after another

Place your hands on the shoulders of the person in front. Having heard the first beat of the music, we raise our right hand up first, to second - second etc. When everyone has raised their right hand, they begin to raise it in the same order for the next beat. left hand. Raising your left hand, we also lower our hands down to the music in turn.

7. “Canon” for kids.

Goal: to develop volitional attention, development of a sense of rhythm.

They stand in a circle, facing the center of the circle. The following movements are performed alternately to the music:

1st, on the first beat - squats and stands up.

2nd, on the second beat, claps his hands.

3rd, on the next beat - squats and stands up, etc.

Goal: Develop a sense of rhythm.

Form of implementation: Exercises.

Time: 1-2 minutes.

8.Etude “Dance of Five Movements”

Purpose: removal of muscle tension, psychomuscular training.

We stand in a loose position so as not to interfere with each other. During the exercise, you can move freely around the room without bumping into each other.

Teacher: Please show me how water flows. The movements are fluid, round, soft, transforming into one another.

And now on the way we met a dense thicket. We must go through it. The movements are rare, strong, clear, chopping.

We are tired of making our way through the thicket and look like a broken doll. The movements are very different, shaking, unfinished, broken.

Butterflies are flying to our aid. Our movements are subtle, graceful, gentle, smooth.

And now you have calmed down. We stand motionless. The whole body is soft and relaxed. Let's listen to our body. How obedient and flexible it is, how good it feels after each muscle has moved. Now we are cheerful and cheerful.

Purpose: Removing muscle tension, psychomuscular training.

Form: Etude.

Time: 2-3 minutes.

9. "Cars".

Please stand in pairs, one behind the other. The one who stands in front is the car, and the one who stands behind him is the driver.

The “machine” closes its eyes. And the driver is driving the car. If he puts his hand on his right shoulder, then the car turns to the right. If on the left shoulder, then to the left. If you grab it by the waist, the car goes forward, and if you grab it by the head, the car goes backwards. And when the driver taps on the shoulder blades, the car stops.

Evgenia Mikhailova

Card index of games and etudes "Psychogymnastics" by M. I. Chistyakova

Dear Colleagues! I offer you a card index, prepared by me in the form of a presentation, which includes a course of special classes: etudes, exercises and games,

developed M. I. Chistyakova aimed at the development and correction of various

aspects of the child’s psyche, both its cognitive and emotional-personal spheres

(attention, memory, imagination, emotions, moral ideas).

Designed for teachers dealing with children who have excessive

fatigue, exhaustion, restlessness, short temper, isolation, etc.

Psychogymnastics techniques do not cancel or replace traditional methods

impact on children, they help teachers in situations where the load on children

increase, and opportunities for relaxation and emotional and motor release

become smaller.

The card index consists of three sections, studies and games in which are grouped

depending on their intended impact on certain aspects of the psyche

child of preschool and primary school age.

First section includes sketches and games aimed at developing

attention, memory, automated and expressive motor skills. Right here

describes studies for achieving relaxation in young children.

Second- description of sketches and games to express various emotional

states.

Third This section contains sketches and games displaying individual character traits.

The material in this section can be used for special correction

undesirable personal characteristics of a child.

Advice: It is convenient to use a card file in your work if you print it on A4 sheets (two slides per sheet) and laminate it. The presentation contains the first part of the card index.

When compiling the card index we used:

1. Literature: Chistyakova M.I. Psychogymnastics / Ed. M. I. Buyanova. - 2nd ed. - M.: Education: VLADOS, 1995.

2. Presentation templates for Matyushkina A.V.

Lately there has been more and more talk about psycho-gymnastics; it is even included in the compulsory program of preschool institutions. What is it, and how to do it?

Just as gymnastics is useful for the harmonious development of a child’s body, psycho-gymnastics is useful for the psyche. This is a set of special exercises aimed at developing the emotional-volitional sphere, communication skills, as well as combating various psychological problems.

Psycho-gymnastics helps children:

• understand yourself, your feelings and the feelings of others;
• learn to demonstrate and understand emotions;
• get rid of shyness, disgust, fears and other troubles;
• learn to control your movements.

It is worth doing psycho-gymnastics with children who already understand the instructions and can perform the exercises - from about 2.5-3 years old. Such classes are practiced in kindergartens, developmental and psychological centers, but they can also be organized at home. To do this, you need to have a so-called card index of psychogymnastics exercises for a certain age.

Before the start of the lesson, a short warm-up is carried out, which is designed to relax, liberate the child and prepare him for the game. Objects of attention during warm-up can be sounds, voices, objects, invisible surroundings, people, their clothes, emotions, contacts, and the like. “What has changed in this room?”, “What sounds can you hear on the street, in the next room?”, “With your eyes closed, guess who spoke?”, “Who touched you?”, “Who shook your hand the strongest? “,” “Which object is the largest, warmest, roughest?”, “Which of the children has white socks?”, “Who is the funniest (saddest)?”, “What animals are there in this room?”

Although among the psychogymnastics exercises there are some that a child can perform alone, most of them are aimed at establishing contact with others and joint activities. Therefore, it is difficult to fully engage in psycho-gymnastics at home, and it is necessary, if possible, to involve several children or, in extreme cases, adults in the games.

Here are some useful exercises aimed at the comprehensive development of the baby.

1. “Sunny Bunny”

Target: relieving facial muscle tension.

The adult says: “Do you want to play with the sun bunny?

A sunbeam looked into your eyes. Close them. He ran further over the face, gently stroke it with your palms on the forehead, on the nose, on the mouth, on the cheeks, on the chin, gently stroke the head, neck, arms, legs. He climbed onto his stomach - stroke his belly. The sunny bunny is not a mischievous person, he loves you, make friends with him. Great! We made friends with the sunbeam, take a deep breath and smile at each other.”

Moms on Detstrana discuss:

2. "Talking Objects"

Target: develop in a child the ability to identify himself with someone or something, teach children to empathize.

During the game, children take on different roles and describe their state, the reasons for their actions, and their system of relationships with reality.

The first child begins: “I’m not Sasha, I’m a ball. I would love it if I were not just one color, but decorated with a fun pattern. I would like not to be held on a string, but to be allowed to fly freely wherever I want.” The next child continues: “I’m not Borya, I’m a ball. I'm made of rubber and well inflated. The children are happy when they pass me to each other!”

An adult offers the names of the following items: coat, bus, soap, etc. Children also offer their own options.

3. “The cat was inflating the ball”

Target: relieving emotional and muscle tension.

The children are in a relaxed position; they pretend to be deflated balloons. The adult says the text:

The cat inflated the balloon(children straighten their torsos, puff out their cheeks),

And the kitten bothered her:

He came up and pawed - top!

And the cat has a ball - pop!(“The balls” deflate with sound and return to their original position).

4. “Hug and caress the toy”

Target: satisfy children's need for emotional warmth and intimacy.

An adult brings one or more soft toys, for example, a doll, a dog, a bear, a hare, a cat, etc. Children are walking around the room. At a signal, they split into groups and go to the toy they would like to pet. The first child takes the toy, hugs it and says something gentle and pleasant to it. Then he passes the toy to his neighbor. He, in turn, must also hug the toy animal and say kind words. The game can be repeated several times.

5. “Me and my mood”

Target: teach children to recognize and accept their feelings and experiences. This exercise uses the incomplete sentence method. Ask your child to continue the phrase:

I'm happy when...

I am proud that...

I get sad when...

I get scared when...

I get angry when...

I was surprised when...

When I'm offended...

I get angry if...

One day I got scared...

6. "Guide"

Target: teach children to sympathize and help.

The adult explains that all people are different and some of them need the help of kind people. One child pretends to be blind, puts his hand on the shoulder of a friend - the “guide” - and closes his eyes. The “guide” makes various movements at a slow pace, moves around the room, overcoming obstacles. The child with his eyes closed should follow next to him. Then the children change roles.