Summary of the lesson “I and others” for children 6-7 years old with elements of fairy tale therapy
Structural unit "Secondary school No. 20 with in-depth study of individual subjects"
Summary of the lesson “I and others”
for children 6-7 years old with elements of fairy tale therapy
Compiled by:
Teacher-psychologist Kirina T.V.
Plan
1. Organizational moment —
exercise “Let's say hello.”2. Reading the fairy tale “Rose and Chamomile.”3. Discussion of the fairy tale.4. Fizminutka - Game “Touch to...”5. Communication game “Give a pebble.”6. Relaxation game: “In the clearing.”7. Children's work "Flower".8. Result (conclusion).
Target:
- develop the foundations of morality in children through the content of fairy tales;
- promote the unification of children into a team and create a positive atmosphere in the group;
- to develop in children the ability to express their own opinions;
- develop imagination, auditory attention and memory, coherent speech, elements of logical thinking, the ability to establish cause-and-effect relationships.
Preliminary work
: games to develop communication skills, telling therapeutic tales aimed at increasing self-esteem and relieving tension, stiffness, gaming activities.
Equipment for the lesson:
musical accompaniment, pebbles, flowers (rose and daisy), thread, a piece of A4 paper for each child, ink of different colors, “flower meadow” (flowers cut out of paper on the carpet)
Progress of the lesson:
- Hello, I'm glad to see you. Today I want to say hello to you in an unusual way, and the game is called “Let's say hello.”
Exercise "Let's say hello"
Goal: to create a psychologically relaxed atmosphere. At the beginning of the exercise, children remember different ways of greeting, real and comic.
Children are invited to greet: shoulders, backs, elbows, noses, foreheads, heels, come up with their own unusual way of greeting
for today's lesson and say hello.
- Let's give each other smiles as a greeting.
- Guys, I have flowers in my hands, who knows what they are called? (rose and chamomile)
- I want to invite you to a fairyland and introduce you to an amazing fairy tale.
Entering a fairy tale.
To get to fairyland, we need to turn into butterflies. The butterfly hatches from the caterpillar, and the caterpillar is in a cocoon. Let's imagine that we are caterpillars in a cocoon (invite the children to lie on the carpet, bend their legs and clasp them with their hands). To the accompaniment of calm music, children straighten their legs, spread their arms to the sides and stand on their feet. So you have turned into beautiful butterflies. The butterflies spread their wings and flew to the flower meadow, found a flower and sat down on it.
MAGAZINE Preschooler.RF
Open lesson with elements of fairy tale therapy “Visiting a fairy tale”(for children of the preparatory group)
Ermakova Irina Leonidovna MBDOU "Kindergarten No. 13 of Yoshkar-Ola "Klyukovka" Teacher-psychologist Russia, Republic of Mari El, Yoshkar-Ola
Lesson objectives:
- practice positive interactions between children and each other
- develop the motive of mutual assistance and responsibility
- determine the level of voluntary memory and attention
Necessary materials:
- Wizard costume (cape, hat, magic wand)
- Raven costume (dark cape, mask or cardboard beak)
- tulle in different colors
- fabulous bottle of milk (can be in a basket)
- children's chairs.
To the song “Come Fairy Tale,” children enter the hall and stand around the wizard.
Wizard: I see that amazing children came into my fairy tale today: kind, brave, ready to help each other, who probably know how to listen carefully and observe what is happening around them. Guys, do you want to take a trip through the magical, amazing country of “Fairy Tale” ? (Children's answers).
Wizard (in a mysterious voice): One, and two, and five, and eight, we transport everyone into a fairy tale! (The wizard casts a spell, the children spin around to the music) So we find ourselves in a magical land. Let's take a walk along it. (The wizard leads the children.) Guys, look, we find ourselves in a magical clearing, how beautiful it is here!
In one of the corners there is a stump, on which stands a “Magic Flower” .
Wizard: “There is a flower in this Magic Land. If you approach this flower, stretch your hands over it (but do not touch it) and close your eyes, you can turn into anyone. Whoever you want. Now we can quietly approach the Magic Flower, stand around it so as not to disturb each other; stretch your hands over it, close your eyes and turn into the creatures you have in mind.”
When the children closed their eyes and stretched their hands over the flower, the Wizard says: “Take a deep breath and exhale completely, the Magic Flower gives you magical power, and you turn into those fairy-tale creatures you planned to turn into. Take another deep breath and exhale. Well, have everyone transformed?.. Then let’s get acquainted!” The presenter and the “fairy-tale creatures” sit down in a circle near the flower.
The presenter asks the children WHO THEY are (what the character they turned into likes, what his character is, how he walks, flies, jumps, etc.).
Wizard: Today we will walk through Fairytale Land, get acquainted with some of its inhabitants, but did you know that a walk through this forest can be not only pleasant, but also dangerous? We’ve been sitting in the clearing for some time, but “Fairytale Land” is big, let’s move on.
The music turns on. Everyone goes out onto the “Forest Path”
Wizard: Look, there is a magic path under our feet. (green fabric) Let's follow it and see where it takes us. Remember that in a fairy tale everything can change quickly? This track is alive. Right now you and I are walking on very soft grass. There are a lot of fallen trees ahead, they are blocking the road, let's step over them. Legs higher. And now the path has become very narrow and nettles are growing along the edges. Everyone huddled together to avoid getting burned, taking small steps. Look, there is a swamp ahead. We jump from bump to bump. So we came out of the swamp and walked along the grass. Relaxed.
A wounded Raven appears. He throws back one arm—a “wing”—and little by little begins to moan.
Raven: Drink, drink.
Wizard: Who are you, what happened to you?
Raven: I am Voron Voronovich. An evil sorcerer shot me with a charmed arrow. I pulled out the arrow with my beak, but the wound remained. There is no strength to fly further. Drink, drink.
At the other end of the room there is a chair with a blue cloth draped over it. This is the source of water.
Wizard: Let's get Raven drunk. But how to do that? We need to split up, one half remains near Raven, he cannot be left alone, the other half goes to fetch water. How can we get water, because no one took the dishes with them (children's answers). I'll tell you the right remedy. To prevent the magic water from spilling out, you need to make a common cup. Stand in a circle, stretch your arms forward, fold them into a boat and make a common bowl from your hands. Now fill it with water. And quietly, so as not to damage the bowl, take the water to Raven. But just take your time, the bowl may break and you will have to go to the “spring” ... and the wounded Raven will wait all this time...
When Raven drank, he felt better, but his wound cannot heal so quickly. Raven: “Thank you, kind creatures! If it were not for you, I would never escape death. But in order to heal the wound from the enchanted arrow, I need Magic Milk. But I can’t get to her now... I’m weak.”
Wizard: I just have a bottle. But it would be very easy to give you the Magic Milk. Guess the riddles and I will give you the Magic Milk.
I know many, many of them, I’ll tell you a riddle today. Those who are attentive will quickly figure them out.
I didn’t tremble before the wolf, I ran away from the bear, But I still got caught in the teeth of the fox... (Kolobok)
What kind of forest animal stood up like a pillar under the pine tree and stood among the grass, with ears larger than its head? (Hare)
Toothed, furry, As soon as he starts eating, he sings a song. (Cat Kitty)
I swam in the water and stayed dry. (Goose)
Gray, but not a wolf, Long-eared, but not a hare, With hooves, but not a horse (Donkey)
There is a snout in front, a hook in the back, a back in the middle, and bristles on it. (Pig)
Host: And here is the last riddle, the most difficult:
Brave heart, sharp beak,
He flies to help when he is expected. (Crow)
Wizard: “Well done, here is the Magic Milk, you can give it to the Raven”
Raven drinks it, the wounds heal. He gets up, full of strength.
Raven: “Thank you, kind creatures! If it weren't for you, I would have died here! You were not afraid of the difficult road. And now, when you need my help, call me. I will arrive. Now goodbye, I have to go. Behind you is a fabulous magical lake that will give you strength before the journey home. Take a swim in it! Farewell!" The raven flies away.
While Raven spoke, the wizard threw a blue cloth on the floor. After the Raven has flown away, the children rush into the “water”, frolic in it together with the leader, and splash around.
Wizard: Well, it's time for us to go home. We go again through the fairy forest. But not usually, but first on the heels, on the toes, on the outside of the foot, with a full foot.
A wizard and children come to the “Magic Flower” .
Wizard: “It’s time for us to go home. Did you enjoy your trip to Fairytale Land ? let’s remember where we went, what happened, how we helped Raven, etc.”
After the children have told about their adventures, the Wizard praises them and says: “Yes, I was not mistaken about you! After such adventures you have become stronger and smarter. But now it's time for you to go home. Approach the Flower, stretch your hands over it and turn into yourself.
Wizard: Here you are again, children, and not fairy-tale creatures. And now we need to return from the fairy tale to our kindergarten!
One, and two, and five, and eight,
We're moving everyone to kindergarten!
The children spin around and calmly leave the hall “There are many fairy tales in the world.”
List of used literature
- Zinkevich – Evstigneeva T.D. Workshop on fairy tale therapy. – St. Petersburg: Rech, 2013.
- Zinkevich – Evstigneeva T.D. The path to magic. Theory and practice of fairy tale therapy. - St. Petersburg: Zlatoust, 1998.
- Edited by Zinkevich - Evstigneeva T.D. Training in fairy tale therapy - St. Petersburg: Rech, 2006.
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Introductory part
Target:
Creating conditions for the development of creative imagination, thinking and self-expression.
Tasks:
- Develop the ability to tell fairy tales by choosing sayings in certain scenes.
- Support children's creative abilities.
- Develop skills in expressing emotions.
- Develop abilities in emotional reading of the role taken on.
Characters:
- Narrator (teacher);
- grandmother;
- dog Phil;
- Boxthorn;
- chicken Ryabushka;
- chickens;
- wolf.
Fairytale therapy classes
A cycle of fairytale therapy classes The goal of the correctional program is the formation of a positive self-concept: increasing self-confidence, updating the potential of each child and correcting behavioral reactions through fairytale therapy and socio-psychological games. The objectives of the program are: 1. Formation in children of adequate emotional reactions towards themselves and their capabilities. 2. Teaching children techniques for constructively resolving interpersonal conflicts; 3. Forming in children the experience of constructive interaction with both adults and peers.Thematic lesson plan
| Topic name | |
| 1. | Let's get acquainted. Diagnostics. Establishing interpersonal contacts between group members. Development of group rules. |
| 2. | The world of emotions. Relieving emotional stress. |
| 3. | Learn to love yourself. Forming a positive attitude towards yourself. |
| 4. | Everything is within my power. Actualization of the child's potential. |
| 5. | Together it’s cramped, but apart it’s boring. Training in methods of socially acceptable expression of negative emotions, techniques for constructive conflict resolution. |
| 6. | Without friends there is little of me, but with friends there is a lot of me. Russian folk tale “Winter quarters of animals”. Development of communication skills in communicating with both peers and adults. |
| 7. | Holiday. The final lesson is reflection. |
Each lesson is structured according to the following blocks: introductory and organizational block: setting up children for the lesson; correctional and developmental block: relieving psycho-emotional stress, correcting the child’s emotional and personal sphere; analytical-reflective block: analysis of the participants’ attitude to the lesson, to others, consideration of prospects for further work.
Topic1
Goal: Creating a playful atmosphere of trust in the group. Establishing interpersonal contacts between children. Familiarity with the group rules. Diagnosis of children's self-esteem level. Methods: Methodology for diagnosing self-esteem “Ladder”, social and psychological games. Materials and equipment: medallions with images of fairy-tale characters, a tape recorder, a cassette with a recording of happy and sad Music, for each child a sheet of paper with a picture of a house and sad and happy “faces”.
LESSON No. 1
1. Diagnostics of self-esteem “Ladder”. Work with children is carried out on an individual basis. The leader shows the child a ladder depicted on a piece of paper (the number of steps is 7) and invites him to place himself on one of the steps. Next, the child is asked to choose a step on which his mother, father, teacher, or friend will put him. 2. Exercises for initial acquaintance. "My fairy-tale hero." Children are invited to tell about themselves on behalf of some fairy-tale hero (each child comes up with a “pseudonym” for a fairy-tale hero and chooses the appropriate medallion for himself). During the performance, children can remember episodes from fairy tales, the voices of fairy-tale characters, and excerpts from fairy tales. Developing a greeting ritual and group rules: call each other by name, do not call each other names, do not fight, do not push. Exercises to create an atmosphere of goodwill and complicity. "Hello! I like you!" All children sit in a circle. One child walks in a circle and touches any child sitting in the circle. The two of them start running in a circle in opposite directions. When children meet, they stop, shake hands and say, “Hi! I like you because...!” and come up with the ending of the phrase. The first player returns to the circle, and the second touches the head of the other player and the game continues (it is necessary for each child to take part in the game). "Let's make up a fairy tale." The group leader begins the story: “Once upon a time there were...”, the children continue in a circle. When the leader's turn comes again, he directs the plot of the story, sharpens it, makes it more meaningful, and the exercise continues. “The hustlers are measles.” The leader tells the children that people are all different and not alike. There are those who do not like noisy games, loud sounds, they like to play quietly and more often alone or with the same “quiet” guys, they like to read alone and think about something interesting. This is their peculiarity. And there are completely different children: they love fun and noisy games in large children's groups, they run a lot, jump, and make noise. And we can’t say that they are bad children, they were just born that way: noisy and active. Let's come up with funny names for these different children. Let the “noisy” ones be called shustriks, and the “quiet” ones called mumblers. The leader invites the children to “divide” fairy-tale characters into nimble and mummy. Then the children are asked to think about who he is: a quickie or a mumbler (children analyze their behavior). Next, the leader invites the children to dance. They will dance calmly to slow music, like mumblers, and to fast and cheerful music, like nimble dancers. "Stream by choice." Communication becomes non-verbally mediated. This facilitates contact, especially at the dating stage, and reduces tension. This game makes it possible to judge the sympathies that have arisen in the group. If in the previous game the group is divided in half (into shustriks and myamliks), then you can offer the children this version of the game: the nimbles choose only myamliks to play “Rucheek” and vice versa. 3. Reflection. "Fairytale houses." A sheet of A4 paper with pictures of houses is first prepared for each child personally. The number of windows in the house should correspond to the number of activities. The child will glue the “face”. I liked the lesson - it had a smiling face, but I didn’t like it - it was sad. This reflection is designed for the entire course of correctional classes.
TOPIC 2
Goal: Relieving emotional stress. Methods: Social and psychological games, reading a fairy tale, conversation, drawing “My worst dream.” Materials and equipment: cards with images of emotions, a poster for the game “Fairy-Tale Heroes”, paper, pencils, scissors, the text of the fairy tale “The Tale of Cheburashka”.
LESSON No. 2
1. Greeting. The greeting ritual developed in the first lesson. "Meeting of Emotions" Cards depicting emotions are divided into two groups (sadness, fatigue, fun, pleasure, etc.). The leader invites the children to imagine how different emotions meet: the one that is pleasant and the one that is unpleasant. The leader portrays the “good” one, the child “bad”. "Fairy-tale heroes". Children are shown a poster depicting fairy tale heroes, each character displays a certain emotion. The child must recognize the emotion, explain his decision and tell why, in his opinion, the fairy-tale hero is cheerful, angry, sad, etc. 1. Reading the fairy tale “The Tale of Cheburashka.” This fairy tale highlights the problem of children's fears (directly the fear of the dark). The leader reads a fairy tale to the children. Questions for conversation: Tell me, what are you afraid of? Was there a time when you were very scared? Have you overcome your fear? "What am I afraid of?" The children are given sheets of paper and pencils. They are asked to draw what they are afraid of. After drawing, talk again about what exactly the child is afraid of. Then you need to give the children scissors and ask them to cut the “fear” into small pieces, and small ones into even smaller ones. When “fear” crumbles into small pieces, it is necessary to show children that it is impossible to collect it. Small pieces of paper should be thrown into the trash. The garbage will be taken away and burned, and “fear” will be burned along with it, and it will never exist again. "We are good". All children stand in a circle. The leader invites everyone to raise their right hand up and fold their hand in the form of a ladle above their head. With this hand - a “bucket” - children stroke themselves, lowering their hand slowly lower and lower. Then they are invited to stroke each other and say loudly: “We are good!” 2. Reflection. "Fairytale houses".
TOPIC 3
Goal: to develop in children positive emotional reactions towards themselves and their appearance, to develop a desire to please themselves and other people, to promote the child’s emancipation. Methods: relaxation according to the presentation “Hello, I, my beloved”, reading the fairy tale by H. H. Andersen “The Ugly Duckling”, Charles Perot’s “Cinderella”, drawing “This is me now”, “I am in the future”, socio-psychological games. Materials and equipment: text of a fairy tale, tape recorder and cassette with music for relaxation, paper and pencils, cards for the game “What am I?” Choose” tubes of lipstick.
LESSON No. 3
1. Greeting. The greeting ritual developed in the first lesson. Relaxation “Hello, my beloved.” Make yourself comfortable. I suggest you be very responsible and attentive to what will happen to you. Close your eyes and listen carefully: Here are your legs... Place them so that each leg, if it were alive, could say: “Thank you for taking care of me.” Place your right hand comfortably. Each hand deserves to be taken care of and to be given your warm attention so that it feels this care. And the left hand, your left hand. Let her lie down just as calmly, let your hand drop. And every finger will feel your attention, your warmth, your care. Walk through them. and stroke each of your fingers with your attention. What do you feel right now on the tip of each of your fingers? Middle, fourth... Blood vessels work more actively, you feel the blood beating, you feel a slight tingling sensation. The same sensations, reflected from the left hand, appeared in the right, the right hand immediately responded. I feel life in each of my fingers, warm blood beating, tingling. The brushes became free and soft. They just lie there, resting. They thank me for taking care of them, and I thank them. I thank my hands for being strong and skillful. My hands can do many wonderful things. They know how to work, they are strong, they are subtle and gentle. They can be very warm and affectionate. They know how to receive warmth, they know how to give warmth. My hands can do this, and I wouldn’t trade these hands for any others. I love them. Thank you, my hands. I breathe and feel the air entering me, I accept it. And I exhale - the air leaves me. I am glad that I have this harmony with the world, that I can take air into myself - and let it go. My breathing is even, calm, I can breathe easily. And now a ray of attention gently and warmly slides across my face. A soft brush of attention slides across my forehead. The tension is released from my forehead, the tension goes away from my eyes. They let go, relax, rest. This is not easy to do, there is so much life around them. But I remove all problems and let go of my cheeks. Let my face rest. How much the face works! Eyes look, eyes seek, eyes speak, eyes argue, eyes resist, eyes love, eyes give, eyes live more than. anything else in my body. This is the mirror of my soul, these are my very first employees. How much they do! Thank you! You connect me to the world, you show me the sky, you show me the sun, you show me the whole world. My face... my face is the most important part of me, the calling card of my personality. My face, which is always with me, which works with me, which rejoices with me, which overcomes all life’s difficulties with me - and lives on with me. Thank you, my face! You are always next to me! I feel good with you. Thank you. And my workers are legs. I always forget about them. They carry me through life from morning to evening, walk, run, hold me. We get angry at them when they let us down. We forget that they do the hardest work day after day, quietly, without expecting any gratitude from us. Thank you, my legs! And my whole body - thank you that I have you, that you give me life, that you give me the opportunity to be. I want to take care of you, I love you. Thank you for having me. Rest. You breathe evenly, calmly... and slowly return here. Return to this room. Take a deep breath, open your eyes, and be here. 3. Reading the fairy tale “The Ugly Duckling.” The children sit comfortably on the floor and the leader reads them a story. Conversation Questions: Why didn't anyone like the Ugly Duckling at the beginning of the story? What happened to him at the end of the fairy tale? Have you ever felt like an “ugly duckling”? How did you handle this situation? “It’s me now!” Children sit on the floor, the leader offers them paper and pencils. Children are invited to draw themselves, their self-portrait. At the request of the children, the drawings can be hung on the stand. "Fun exercise." The leader tells, the children show.” Each of you is the master of your own body! You are awakened cats, stretching out your front and back legs. Or are we ladybugs that have fallen on their backs? Will you be able to roll over without assistance? And now we are tigers sneaking in the bushes. Let's become a reed in the wind and take its flexibility. Now let’s take a deep breath and turn into balloons. A little more and we’ll fly. We stretch upward like giraffes. Let's jump like a kangaroo. to become as agile and strong. And now we are pendulums. Heavy bronze pendulums in an antique clock. Let's swing from side to side - and we'll have enough time for everything. Now let's launch the plane. We twist its propeller with all our might. Let's bend like an Indian's bow and become just as elastic. Which of our two legs will jump higher today - the left or the right? Break your own record, do one more squat than yesterday. You are a winner! The whole day will be ours! However, you don’t have to do exercises, but crawl around all day like an old sick turtle. 2. Reflection “Fairytale houses”.
LESSON No. 4
1. Greeting. The greeting ritual developed in the first lesson. “Which I am. Choose” Each participant is given a pencil and a sheet of paper, divided into two parts, in the upper right corner of the sheet there is “+”, in the upper left corner - “-” and the following instructions: write in the right column under the “+” sign “those character traits, interests and feelings that you like, and in the left column under the sign “—”, those that you don’t really like. After completing the task, those interested can read their list to the rest of the group. 2. Reading the fairy tale “Cinderella”. The children sit comfortably on the floor, and the leader reads them a fairy tale. Questions for conversation: How did Cinderella live in her stepmother’s house? What was she like? Why did the prince choose Cinderella? What do you want to become when you grow up? Drawing “Me in the future.” This exercise allows you to realize the possibility of overcoming isolation, gives the child a perspective for the future and confidence in their abilities. Children are comfortably placed around the room. They are given the following task: to draw themselves as they see themselves in the future. Questions for discussion: What will you look like? How will you feel? What will your relationship with your parents be like? Brother? Sister? With classmates? With friends? "Boasters." Children sit on the floor in a circle. The leader invites them to tell each other about their successes: “It’s okay that this will be a little like bragging. Life is so diverse that there will always be an area in which you can be successful. The more people achieve success, the better it is for each of us and the easier it is for each of us to achieve our own success.” Children are asked to think about some of their achievements. It doesn’t matter whether the achievement is big or small. The leader starts the game. He approaches one of the children and talks about his successes, conveying the joy of what he has achieved. The child, after listening, should say: “I’m happy for you.” This child then goes to the next one and tells him about his success. He, in turn, will say: “I’m happy for you.” And he will continue the game. Questions for analysis: Did you like this game? Was it easy for you to talk about your successes? Was it easy for you to rejoice with other children? "Designers". To play you need tubes of lipstick. Each child receives a tube and is allowed to approach any participant and “decorate” his face, arms, legs, but carefully. It is necessary to ensure that everyone is decorated, including the group leader. 3. Reflection. "Fairytale houses".
TOPIC 4
Goal: to develop a child’s sense of self-confidence and self-confidence, to actualize the potential of each child, his merits, to form and consolidate sanogenic states. Methods: reading fairy tales, socio-psychological games, conversation, drawing “How we deal with difficulties”, diagnostics of the level of self-esteem “Ladder”. Materials and equipment: texts of fairy tales, centers and petals of the “seven-flowered flower”, paper and pencils, blanket.
LESSON No. 5
1. Greeting. The greeting ritual developed in the first lesson. "Fishermen and Fishes" Two participants are fish. The rest stand in pairs facing each other in two lines, taking each other’s hands - this is a network. The fish wants to get out of the net, she knows that it is dangerous, but freedom awaits her ahead. She must crawl on her stomach under clasped hands, which at the same time diligently touch her back, lightly tap her, tickle her. Crawling out of the net, the fish waits for its friend, crawling behind it, they hold hands and | become a network. The process of changing roles is repeated. (Network movements should be moderately aggressive). 2. Reading the fairy tale “The Tale of the Little Hedgehog.” This tale highlights the problem of being an “outcast in a group.” The children sit comfortably on the floor, and the leader reads them a fairy tale. Questions for conversation: • Such Hedgehogs, Squirrels, Bear Cubs, etc. live among us, and we ourselves can find ourselves in their place. So, what will we do if: you come to a new class, you need to get to know the children; children in the yard are playing an interesting game, you would also like to play with them, join them. •What would you advise the Hedgehog so that they don’t laugh at him. "Flower - seven-flowered." Children sit on the floor in a circle, and each person is given the middle of a flower. One child sits in the center of the circle, the other children take turns saying something good about him, praising him, then picking up one of the petals (the petals can be the same color or multi-colored) and giving it to the person sitting in the circle. So, each child who is “praised” gets a flower with the number of petals equal to the number of group members. Each child should sit in the center of the circle. "Ship." To play you need a blanket - this is a ship, a beautiful sailboat. Children are sailors. One child is a captain. He should be in the center of the ship; at the moment of strong rocking, he should give the sailors the command “Drop anchor!” in a loud voice. or “Stop, car!”, or “Everyone up!” to save the ship and sailors. Then the sailors take hold of the edges of the blanket and begin to slowly rock the ship. On command: “Storm!” the pitching intensifies. As soon as the captain shouts commands in a loud voice, the ship calmly sinks to the floor, they shake the captain’s hand and praise him (the children change). 3. Reflection “Fairytale houses”.
LESSON No. 6
Diagnostics of self-esteem “Ladder”. 1. Greeting. The greeting ritual developed in the first lesson. "Mouse in a mousetrap." All children stand up in a circle and press their legs, hips, shoulders tightly against each other and hug each other by the waist - this is a mousetrap. 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. If the manager 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 and arms, and take pity on him.” 2. Reading Andersen’s fairy tale “Thumbelina”. The children sit comfortably, and the leader reads them a fairy tale. Questions for conversation: What is the strength of little Thumbelina? What can you do today? “Name your strengths.” Each child should talk for a few minutes about his strengths - what he loves, appreciates and accepts in himself, what gives him a sense of self-confidence. It is not necessary to talk only about positive character traits. It is important that the child speaks directly, without belittling his merits. This exercise develops the ability to think about yourself in a positive way and not be embarrassed to talk about yourself in the presence of others. "Fairy tale". The child is asked to come up with a fairy tale about a person whose name is the same as his, based on the meaning and sound of the name. For example: Marina is a sea fairy tale about a girl who lives in the sea. This exercise contributes not only to better self-awareness, but also to the development of the ability to talk about oneself without embarrassment, to appreciate one’s best sides, as well as to overcome fear of the group and establish a friendly environment in it. All children stand in a circle, stretch out their arms, palms forward. A “straw” is selected. She stands in the center of the circle with her eyes blindfolded or closed. At the leader’s command: “Don’t take your feet off the floor and fall back!”, the participants in the game take turns touching the shoulders of the “straw” and, carefully supporting it, pass it on to the next person. As a result, each person insures the other, and the “straw” smoothly sways in a circle. It is necessary to first select more confident children to play the role of “straw.” Mistrustful and timid children must first experience the role of support. 3. Reflection “Fairytale houses”.
LESSON No. 7
1. Greeting. The greeting ritual developed in the first lesson. "The Dragon". All children stand in a line, holding their shoulders. The first participant is the “head”, the last one is the “tail” of the dragon. The “head” should reach out to the “tail” and touch it. The dragon's "body" is inseparable. Once the "head" grabs the "tail", it becomes the "tail". The game continues until each participant plays two roles. 2. Reading Andersen’s fairy tale “Wild Swans”. The children sit on the floor, the leader reads them a fairy tale. Questions for conversation: • Why was Eliza able to disenchant her brothers? What difficulties did she have to overcome? • Every day presents us with new tasks that we need to cope with; on our way we encounter many different difficulties. The challenges we face | make us stronger, smarter, more self-confident. What ways do you know to overcome difficulties? Think about examples of how you or your friends overcame various life-changing obstacles. • If you find yourself in a difficult situation, who can help you? Who would you ask for help? • Let's think about what it means to “learn from mistakes”? Group drawing “How we deal with difficulties.” After the conversation, the leader invites the children to draw ways to overcome difficulties. Drawing together on this topic will help the child develop self-confidence and open up his inner world to his peers. “Finish the sentence.” Children sit in a circle. In a circle, at the command of the leader, the children take turns finishing each of the sentences: I want... I can... I can... I will achieve... Each child can be asked to explain this or that answer. This exercise helps to increase self-confidence and self-confidence. "Locomotive". Children stand in a circle. They take turns acting as a leader who demonstrates certain movements. The leader is like a locomotive that leads cars behind it, repeating all its movements. Children - “carriages” must repeat what the presenter depicts, and if he shows not just a set of movements, but some person or animal, guess who he is depicting. 3. Reflection. "Fairytale houses".
TOPIC 5
Goal: teaching children adequate ways and techniques of expressing negative emotions, techniques for constructively resolving conflicts in a dyad and group. Methods: reading fairy tales, socio-psychological games, conversation. Materials and equipment: fairy tale text, small pillows.
LESSON No. 8
1. Greeting. The greeting ritual developed in the first lesson. Listening to Shainsky’s song “It’s not easy to be kind.” “It’s not just words that speak.” The leader invites the children to say the same phrase in an angry and peaceful manner. For example: I don't want to play with you. This is unfair. You ruined my work. You draw with my felt-tip pen. Next, the children are asked to discuss which was easier to say: evil or peaceful. Children discuss the problem: why speaking kindly and being kind is difficult and requires special efforts. 2. Reading the fairy tale “The Hare with a Backpack.” This fairy tale highlights the problem of a child’s negative behavior (children’s pugnacity). Questions for conversation: What do you think happened to the hare at night? What would you say to such a hare if you met him? If someone offends you (hits you, calls you names), what will you do? "Pillow fights" Small pillows are required for the game. Children are divided into two teams. The players throw pillows at each other, uttering a victory cry, and hit each other with them. “We swear with vegetables.” The leader invites the children to argue, but not with bad words, but with vegetables: “You are a cucumber,” “And you are a radish,” “You are a carrot,” “And you are a pumpkin,” etc. “Playing out the situation.” Children are asked to role-play the following situations: • two boys quarreled - make peace between them; • you and your friend want to play with the same toy; • your friend is offended by you, apologize to him, try to make peace. 3. Reflection. "Fairytale houses".
TOPIC 6
Goal: development of communication skills in communicating with peers and adults. Methods: reading fairy tales, socio-psychological games, conversation. Materials and equipment: text of a fairy tale, cards with numbers, paper mittens, tape recorder, cassette with funny children's melodies.
LESSON No. 9
1. Greeting. The greeting ritual developed at the first; lesson. “The wind blows on...” With the words “The wind blows on...” the leader begins the game. For children to learn more about each other, questions could be as follows: “The wind blows on the one with blond hair” - all blond children gather in one group. “The wind blows on the one who has a sister”, “who loves animals”, “who has many friends”, etc. It is necessary to give children the opportunity to be leaders. 2. Reading the Russian folk tale “Winter quarters of animals.” Questions for conversation: Why did the animals win? With whom would you not be afraid of anything? How do you understand the words “One friend is better than a hundred servants”? "Mittens." The number of pairs of mittens cut out of paper is equal to the number of pairs of group members. Supervisor; lays out mittens with the same pattern, but not painted, around the room. The children disperse around the room. They find their pair, go to a corner and, using three pencils of different colors, try, as quickly as possible, to color the mittens exactly the same. It is necessary to observe how couples organize joint work, how they divide pencils, and how they do it! agree. At the end of the work, it is necessary to sum up: did you like working in pairs, what were the difficulties in organizing the work, what did not work out. "We're building numbers." Children move freely around the room to cheerful music. At the leader’s command (the music stops, the leader raises his hands with cards with numbers on them). In 1 minute, children must use their bodies to build the number shown on the card. If children complete the task quickly, then the time can be reduced. 3. Reflection. "Fairytale houses".
TOPIC 7
Goal: to summarize all the work done. Methods: holiday, conversation, socio-psychological game, diagnostics of self-esteem “Ladder”. Materials and equipment: diagnostic forms, drawing of a house with windows according to the number of participants, everything for tea drinking.
LESSON No. 10
Diagnostics of self-esteem, “Ladder” technique. 1. Greeting. The greeting ritual developed in the first lesson. 2. "Housewarming" Children are invited to draw their portraits and “place” them in a house, each in its own window, the drawing of which hangs on the stand. Then the children all paint the house together. After the drawing is ready, “fairytale houses” are hung next to it - a personal reflection of previous lessons. The stand looks like a whole fairy-tale city. "Suitcase for the road." The leader says that the moment of farewell has come and soon we will all leave, but not empty-handed, we will all pack our “suitcase” for the journey. Everyone is given a sheet of A4 paper on which a suitcase is drawn and colored pencils (children can color it if they wish). Then everyone passes their “suitcase” to their neighbor, who writes his good wishes into the “suitcase”. So the pieces of paper are passed around in a circle until everyone gets their “suitcase” back. 3. Sweet holiday. A tea party and a sweet table will be organized. The leader encourages children to freely communicate, exchange opinions about past lessons, and about some aspects of the lessons.
