Creation of psychological comfort in kindergarten groups. Creation of psychological comfort of children in kindergarten. Presentation of results and their application in practice

Creature psychological Comfort in kindergarten

1. Problems of psychological health at the present stage.

The health of children is called as one of the fundamental values \u200b\u200bof education. Today it is argued that the main goal of the psychological service is to ensure the conditions of psychological health of children of preschool and school age.

Recently, teachers are increasingly facing a very distorted behavior of preschoolers. On the one hand, extraordinary stiffness, underdevelopment of speech. On the other hand, strong aggressiveness and some kind of wild, excavatory demonstration. Such a child cannot answer the simplest question, but at the same time it is not afraid to be curly in other people's adults, crawl under the table. In short, it behaves absolutely uncontrollable. Models of bad behavior attract like a magnet.

In the concept of pre-school education, solving problems related to the protection and improvement of children's health, the leading place is given. But it also says that "if concern about physical Health The child in one form or another is reflected in all documents regulating the work of the caregiver, the requirement of the "psychological well-being of the child" sounds like meaningless phrase.

The definition of health given by the World Health Organization sounds like this:

Health is a state of complete physical, mental and social well-being, and not just the absence of diseases or physical flaws "

Psychological health includes the ability to adequately react to external and internal stimuli; General mental comfort, adequate behavior, ability to manage its emotional states, overcome stress, this is mental activity, the need for self-development, in knowing themselves.

There are many children need psychocorrection, characterized by serious psychological disadvantage.

To ensure the child the conditions of healthy and full-fledged life, adult is needed. This is an axiom that does not require evidence today. It can be said that "the human actually in man" is always another person. Adults (normally!) Provide a child the presumption of humanity - the right and opportunity to stand on the human path of development.

However, on some children the shadow "damage" falls with birth. We are talking about "Children with Development Features". To "awake" a child, help him find the spirit of a full-fledged human life, a close one is necessary.

It is known to specialists widely used, but usually an extremely blurry definition - "significant adult". In the logic of our reasoning, there is a need to fill it with a specific psychological content. Significant adult is a native and / or close person who has a significant, defining influence on the conditions of development and the lifestyle of the child: parent, guardian, teacher, mentor ...

Therefore, the goal of practical psychological work with children in DOU is the mental health of the child, and its mental and personal development - a condition, means of achieving this health.

The term "psychological health" himself is ambiguous, he, first of all, as if connecting two sciences and two areas of practice - medical and psychological. This is based on the understanding that any somatic violation is one way or another associated with changes in mental condition.

WHO experts special attention to the fact that it was in childhood that mental health problems have a more direct connection with the surrounding environment than in other age periods.

The distinction of the terms "mental health" and "psychological health".

If the term "mental health" has a relationship primarily to individual mental processes and mechanisms, then the term "psychological health" - refers to the person in general.

If norm is the absence of pathology, symptoms that prevent human adaptation in society, then, to determine the norm of psychological health, the presence of certain personal characteristics is important. And if concern medical workers For the most part, the disposal of pathological factors is the direction of the actions of teachers, goes to the direction of assistance in acquiring the child useful properties that contribute to successful adaptation.

Since psychological health assumes the presence of a dynamic equilibrium between the child's personality and the environment, the key criterion becomes the adaptation of the child to society. We allocate a few levels of psychological health of the child in their practice, they are sufficiently conditional, but we need to organize practical work with children.

The first level includes children who do not need psychological assistance. They are steadily adapted to any environment, have a reserve for overcoming stressful situations and active creative relationships to reality. This ideal image of a child is rarely found in the practice of MDOU's work, expresses the perfect degree of psychological health.

To the second adaptive level, we attribute the majority of relatively "prosperous" children as a whole adapted to society, but in terms of the effectiveness of diagnostic studies of manifest individual signs of deadaption with increased anxiety. Such children do not have a sufficient stock of psychological health and need group classes of prophylactically developing orientation. This relative risk group, it is quite numerous and represents an average level of psychological health.

By the third low level of psychological health, children or not capable of harmonious interaction, or showing deep dependence on external influence factors, not by the mechanism of protection, the separation of oneself from the traumatic effects of the medium. Wednesday dependence: not they control the medium, and the environment controls them.

Selected levels allow us to differentiate psychological and pedagogical assistance to children. With the children of the first group, it is enough to carry out only developing work, providing the "zone" of the closest development.

Children of the second group needed, purposeful, psychoprophylactic assistance, using group work.

Children entering the third group are needed serious individual correctional assistance.

Under specific work to ensure psychological health, we mean holistic, systemically organized activities, in the course of which socio-psychological and pedagogical conditions are being created for the successful development of the inner world of the child.

In order to ensure the preservation and strengthening of the child's mental health, we must know its features. It is necessary to have a clear idea of \u200b\u200bthe level of its development, relevant and potential possibilities, needs. To do this, in the Dow systematically monitored psychological and pedagogical Child status and the dynamics of his mental development.

Secondly, it is necessary to build and modify the developing environment, so that it is as favorable for the mental development of each child, its internal worldview. We build an educational process according to flexible schemes, for timely adjustment, changes and transformations, depending on the psychological characteristics of those children who entered our educational institution.

Thirdly, it is necessary to help each specific child in solving those problems that he himself have in relationship with the environment surrounding it.

2. Creating psychological comfort in kindergarten in order to preserve and strengthen the psychological health and development of the child's personality.

In order for our children to have grown healthy full-fledged citizens, several conditions we, adults we can provide them. This is: proper nutrition, day mode, outdoor stay, motor activity, hardening procedures and psychological comfort.

Consider the last factor - this is the importance of psychological comfort for the health of the child.

Most psychologists believe that psychological health or unhealthy child is inextricably linked with a psychological atmosphere, or a family climate and climate in a kindergarten group, and depends on the nature of relationships with adults.

The psychological climate inside the group can be defined as a more or less stable emotional attitude for a particular group, which is a consequence of communication with the child.

The psychological climate in the group is not something unchanged, this time and forever. It is created by members of each group, and it depends on how it will be favorable or unfavorable.

The main condition for the normal psychosocial development of the child is a calm and benevolent environment, created by the constant presence of parents who carefully relate to the emotional needs of the child, talk to him, support discipline, carry out the necessary observation. Why is it so important to maintain emotional (mental, psychological) health of children?

Questions about psychological comfort and mental health should be addressed primarily to educators, since most of the time children are in kindergarten. But many may argue that there are objective reasons for which it is not possible to fully create psychological comfort in the group of kindergarten:

Multipleness of groups;

Uploader loading in the group;

An unfavorable family situation in the child;

Children with special educational needs.

Yes, the reality is as follows. But who will help our children, if not we ourselves?

It is known that only the group's threshold can be perplexed by the atmosphere of freezing or closedness, calm concentration or anxious voltage, sincere fun or sullave alert, which is present in the group.

The atmosphere in the kindergarten group is determined by:

1) relations between the educator and children;

2) relations between the children themselves;

3) relations between educators;

4) relations between educators and parents.

A good climate in the group arises when all her members feel freely, remain themselves, but at the same time the right of others themselves are also respected. The educator has a very significant impact on the quality of the group climate. In fact, precisely the educator (and not children, as we usually seem to) creates a certain climate in the group.

The first step to make an educator interested in creating a favorable atmosphere in the group is to create and analyze the group situation.

To create the conditions of the psychologically comfortable stay of the child in kindergarten:

Take every child as it is.

Remember: There are no bad preschoolers.

In professional activities, rely on the voluntary assistance of children, include them in organizational moments for the care of the room and the site.

Be a custody and participant of children's games and fun.

In a predic suffering of a child, situations to focus on its age and individual characteristics: to be always with them, and not do something instead.

Attract parents to the educational process and contact them for support in cases of non-standard situations.

Remember: the child is not unable to us. This we must help to help more independently responsible.

The imposition of its rules and demands against the will of children is violence, even if your intentions are fragrant.

Prohibitions and strict requirements should not be too much. This leads to passivity and low self-esteem in pupils.

Quiet, a shy child also needs your professional assistance, like aggressive.

Very good for the development of children, such forms of relations are affected, in which the tutor, with the help of various arguments, is convinced by a child in the advantages of this or that act. At the same time, the choice is left behind the child. This type of relationship implies an individual approach to the peculiarities and current states of children. It is in such unobtrusive care that children need most of all and thank adult in sincere affection for him.

Thus, the emotional well-being of the child is achieved by creating an atmosphere characterized by mutual trust and respect, open and benevolent communication. The main emphasis is placed on overcoming negative emotional manifestations in children (fear, crying, hysterics, etc.) and the resolution of conflict situations.

Psychological Comfort involves the establishment of trustful personal contact with each child, maintaining confidence in him, education of independence, initiative in the process of communication. This contributes to the unification of children, lays the traditions of interpersonal relationships in the children's team.

A large role in this educational system is given to the family. Family is the first institute in which the foundation of a future person is laid. Parents and pedagogical team Dow must make a child single, informed and demanding requirements. So, parents should be reported to comply with the house of the day of the day, close to the kindergarten regime.

Create a child emotional and psychological comfort means to provide the following conditions that contribute to the implementation of its individual development program:

Give the child the opportunity to be yourself;

Adjust manifestation negative emotions and negative behavioral motives, without disturbing the characteristics of the personal structure using methods for this,

Affordable and interesting for the child himself;

Provide the opportunity to meet the urgent needs of the child in love, respect, game, motor activity;

Teach a child to understand and take your own feelings and emotions and other people;

To acquaint with ways to communicate with adults and peers for constructive communication in the "Child - Child" systems, "Child is an adult".

To kid preschool age Psychologically comfortable, if he is healthy, not burdened with internal psychological problems, maybe himself, if it is surrounding pleasant adults and children who take it, what it is, if the child is busy fascinating.

3. Pedagogical communication styles as a favorable factor in psychological comfort in the group.

Educational and emotional functions depend on the relationship of educators to the child. 4 style of relationships are distinguished: from the rejection to love, from the lack of control to its presence.

Democratic style.

It is characterized by a wide contact with pupils, manifestation of respect for them, the educator seeks to establish emotional contact with the child, does not suppress rigor and punishment; Positive estimates are dominated in communication with children. Such a teacher has a need for feedback from children in how they are perceived by certain forms of joint activities; Able to recognize the mistakes made. In its work, such a teacher stimulates mental activity and motivation to achieve in cognitive activity. In groups of educators, for communication of which democratic trends are characterized, optimal conditions are created for the formation of children's relationships, a positive emotional climate of the group.

Cold relationships. Give orders and are waiting that they will be accurately fulfilled. Closed for permanent communication with children; establish strict requirements and rules, do not allow their discussions; Allow children only to be independent of them. The child "inside", the educator suppresses the child, controls his whole life. Moreover, teachers resort to authoritarian techniques from the most good motives: they are convinced that breaking children and finishing the maximum results here and now, rather, you can achieve the desired goals.

Liberal style

Independentity, irresponsibility, inconsistency in decisions and actions, indecision in difficult situations are characteristic. Such a teacher "forgets" about its previous requirements and after a certain time it is capable of presenting completely opposite. She is inclined to let the case on samonek, overestimate the possibilities of children.

Indifferent style

Do not install any restrictions for children; indifferent to them.

Closed to communicate; Because of the burden, its own problems remains for the education of children; Show indifference to the life of a child.

In life, each of the named styles of pedagogical communication in the "pure" form is rare. In practice, it is often found that the teacher manifests the so-called "mixed" style of interaction with children. Mixed style is characterized by the predominance of two of any styles: an authoritarian and democratic or democratic and liberal. Rarely combine with each other the features of authoritarian and liberal styles.

Conclusion.

It is very important to remember and realize that the attitude of adults to the child affects not only the formation of a person, but also on the psychological health of children.

The child should grow and be brought up in conditions of continuous compliance with the principle of pedagogical ecology. The relations of parents and teachers to the preschooler should be built on the adoption of a child, on pedagogical optimism and confidence, on empathy, respect for his personality.

Knowledge not only about the laws of the formation of the child's personality, but also about the mental features of children with a weakened psyche will allow teachers not only to organize the educational process correctly, but also help to correct some painful features of psyche, change the wrong installations and forms of behavior, and will also give the opportunity to give parents qualified Answers to their questions are interested in.

Currently, scientists in the field of pedagogy and psychology, practice teachers speak and write about the humanization of education, about the need, about the individual approach to children in the process of learning and education, about attention to each child, about creating in kindergarten.

What is "Psychological Comfort"? In the dictionary of the Ozhegov, the word "Comfort" is determined by household amenities, a dictionary of psychiatric terms. V.M. Blaikher, I.V. Crook determines "Comfort" (eng. Comfort), as a complex as possible for the subject of the conditions of the external and internal environment as possible for the subject, including psychological factors. That is, psychological comfort for the child in kindergarten is determined by the convenience of the developing space and a positive emotional background, the lack of tension of the psychic and physiological functions of the body ,.

The total atmosphere and the mood of the group are determined, despite the individual features of children, adults. Criteria can be distinguished to ensure the creation of psychological comfort in kindergarten groups.

Calm emotional furnishings in the family

The emotional stability and lack of psychological stress in the child in the family has a great influence on the creation of psychological comfort in kindergarten groups. Confidence in love, respect and understanding of loved ones, sets up a child to open, friendly relations with teachers and peers in kindergarten. The task of the teacher is to study the psychological situation in the family through the survey, monitoring; and taking into account the individual characteristics of each family.

Schedule

For a preschooler, it is important that the roster of life is stable. A child who is used to a certain order is more balanced. He presents itself a sequence of classes, the change of activities during the day and is configured in advance to them. The situation of quiet life, the lack of a rush, the reasonable balance of adult plans is the necessary conditions for the normal life and development of children. During the day, neither the teacher nor children should feel the tension from the fact that they do not have time and somewhere in a hurry. The main components of the FGT mode are the food, a dream and a walk for at least 2 hours, the remaining moments may vary by age and software tasks.

For a small child, food is an important occupation. Never, in no way, adults are not allowed to force children to force them to force them. Children have the right to their own tastes and eating preferences, the identification of which, involves working with the family to determine the individual characteristics of each child. The child should have the right not to eat that they do not like or do not want at the moment. The only condition is an agreement with parents about the possibility of excluding some dishes. Many adults remember well, as their childhood overshadowed the need to eat hated foam or chicken chicken. After all, becoming adults, people retain and allow themselves to have many preferences in food, and no one will blame them for it.

When placing sleep, children need caress, attention and care. Awakening should occur in a relaxed atmosphere, without a rush. Mandatory is to find an educator or assistant teacher in a group during sleep.

Walk is the main condition for the health of children. Conducting in the room by reducing the time of the walk is categorically not permissible. The walk should be carried out in accordance with the requirements of FGT and the preservation of all parts and the activity of the teacher.

Children must have free access to clean drinking water and toilet at any time.

Ensuring the comfort of the subject-developing environment

Ensuring the comfort of the subject and developmental environment is estimated through:

• matching age and actual characteristics of the group;
• accessibility of toys;
• not annoying color interior solution;
• the presence of plants with aroma, contributing to the removal of voltage (cinnamon, vanilla, mint) and so on.

Style of behavior of the teacher

Stay in a group of 20 - 25 peers for a whole day is a large load on the child's nervous system. How to ensure the creation of psychological comfort in kindergarten groups?

First of all, the educator himself must be calm and benevolent. It is necessary to smooth manner of behavior with children. Teacher must track its psychological state, to prevent aggressive outbreaks and apathetic fatigue. Inadmissibility of psychological pressure on children and rudeness with them. No successes in the development of children in kindergarten will bring benefits if they are "involved" at fear of adults, the suppression of the identity of the child. As the poet Boris Slutsky wrote:

Nothing will teach me
What pointed, Taldychit, beats ...

Try to talk not loud and not too fast. Gesticulate - gently and not too impulsively. Follow the level of noise in the group: too loud voices of children, sharp intonations create a negative background for any activity. Soft, quiet, calm music, on the contrary, soothes. Do not hurry to evaluate anything: actions, work, the statements of children - "Keep a pause."

You can highlight a few simple general rules that will help establish good relationships with children and earn their trust and appreciation (memo 1), ensure the creation of psychological comfort in kindergarten groups.

Huge influence on emotional condition The child, the formation of his personality provides the ability of the teacher to create situations of success to every child. This contributes to the inclusion of a child on holidays, performances. Even the most insignificant role gives confidence to the child in its own significance, increases self-esteem. Child confidence in adults and personal stability is violated if the child "remains overboard" group public speaking. This is the most important condition for confidence in adults in kindergarten and the feeling of common psychological comfort.

Good traditions

A prerequisite for spiritual well-being is the confidence of the child in the fact that the educator refers to it justly and goodly, as well as all the rest that he is considered as the same valuable and necessary member of the group, as well as other children.

In everyday life, there are constantly situations when someone makes more comments, someone more often praise, etc. This can create the feeling in children that the tutor relates to them unequally. To bring to each child, that it is appreciated on a par with everyone, it is desirable to introduce some traditions to the group and strictly adhere to solid principles in their own behavior.

Wonderful tradition to celebrate the birthdays of children. It is necessary to prepare a single scenario, which will be equally reproduced by honoring each birthday room (traditional dance game - for example, "Caparaway"; To learn with the children of the magnitude songs for the boy and for the girl).

You can enter another custom - "circle of good memories." This is a mental return by the past day in order to celebrate everything positive than every child distinguished itself. In the afternoon, for example, before a walk, the teacher invites all children to sit around him to talk about good. Then you need to briefly tell something good about every child. This does not have to be any incredible feats or unthinkable virtues. Suffice it to say that Katya today quickly dressed, Petya immediately fell asleep, etc. The most important thing is that every child will hear something positive about themselves, and the rest will understand that everyone has any advantages. Gradually, this creates an atmosphere of mutual respect in the group and develops self-esteem for each child. This tradition can already be introduced with the second younger and middle (3 g. - 4 g. 6 months.)

At the older age, children have a big cognitive activity, often we simply do not have time to answer all the children's questions, scaring from children. Very good tradition of "questionnaire": a chair on which the question mark passes, the child sits on this chair, showing that the question arose, the task educator Be sure to pay attention to the child at the "interviewal place".

Children love to do their business for a common table. Together with the children you can move tables and invite several children to flew, draw. Many children immediately join them. Everyone will sculpt, draw, build something with his own, as he wants. But everyone will have a pleasant feeling of quiet work next to others. In addition, children can borrow each other and the educator of the ideas or ways to implement them. These moments of calm and conflict communication also allow the creation of psychological comfort in kindergarten groups.

No need to forget about working with parents, only together with joint efforts you can create a favorable psychological climate for a child. Examples may be diaries of success, good deed boxes, daisies success on the cabinet at the end of the day, etc.

The atmosphere of psychological comfort for the child is created by the psychological space of a safe environment, which is both educational, and psychotherapeutic, and psychocorrection, because Barriers disappear in this atmosphere, psychological protection are removed, and energy is not spent on anxiety or struggle, but on training activities, for creativity. The creation of psychological comfort contributes:

• work with natural materials - clay, sand, water, paints, cereals; Artherapy (treatment with art, creativity) - fascinates children, distracts from unpleasant emotions;
• music therapy - regular music. Pouresum, game of children's music. A positive effect on the development of creativity, the music of Mozart (and Pushkin's poems - the Golden Section) is provided to the stabilization of the emotional background.
• providing a child as possible at its age independence and freedom.

The emotional state of the teacher directly affects the creation of psychological comfort in kindergarten groups, the psychological comfort of each child (memo 2).

Memo 1. Rules of good relationship with children

• more often use in your speech stuffing handles, names;
• put with children and children;
• appreciate the minute when you together can experience the joy of something seen or heard;
• strive for children to receive a variety of interesting impressions;
• make sure that they have never been bored and they were busy;
• do not forcate children to participate in any lessons;
• maintain order and justice, follow the equalization of all the rules adopted in the Group;
• encourage the desire and attempts of children something to do, do not assess the results of their efforts;
• keep the inner conviction that every child is smart and good in its own way;
• stip in children faith in their strength, abilities and best mental quality;
• do not seek all the children to absorb material in one pace;
• find personal contact with each child and individual style Communication.
• create a positive tradition of the group's life.

Memo 2. Memo teacher

• Respect children! Protect them with love and truth.
• Do no harm! Search in children is good.
• Note and notes the slightest success of the child. From constant failures, children are angry.
• Do not attribute the success of yourself, and guilt the pupil.
• I was wrong - apologize, but scraping less often. Be generous, able to forgive.
• At the lesson, create a situation of success.
• Do not shout, do not insult the child under any circumstances.
• Hawk in the presence of the team, but for goodbye alone.
• Only approaching a child to himself can influence the development of his spiritual world.
• Do not look in the face of parents to reproduce your own helplessness in communicating with children.
• Rate the act, not a person.
• Give the child to feel that you sympathize with him, believe in him, a good opinion about him, despite his oversight.

Educational and educational tasks of the Days of Psychology in Dow

The main goal of such activities is to create a positive microclimate in DOU. It can be carried out in different forms of the week of psychology in kindergarten. The script is compiled individually, given the characteristics of the team, the orientation of the institution, material equipment and other factors.

You can highlight the following tasks of the Days of Psychology:

• popularization of psychological service in the Dow, clarification of the significance, maintenance of its work in kindergarten;
• cohesion of pedagogical composition, strengthening the collective;
• psychological assistance to parents in strengthening mutual understanding between adults and babies;
• formation of psychological comfort of children during their stay in Dow, adaptation in the team, the development of creative potential.

Preparatory work

Where to get started? The thematic week of psychology in kindergarten should be designated in advance in terms of the activities of the educational institution and the documentation of the psychological service. The task of the specialist is to develop events. In order to accomplish such a task, it is necessary to diagnose the pedagogical team and pupils to determine the level of psychological comfort, identify topical topics of work, problematic issues. Based on the data obtained, it is necessary to schedule the subject of events, identify the goals and objectives of the work.

Then you will need to prepare work with teachers, parents, children. A few days before the event, you should take care of the dissemination of information about the implementation of such activities, invite guests to clarify the availability of the necessary equipment and materials.

A week of psychology in kindergarten is a set of events that are combined with common topics. Therefore, it is important to correctly formulate the name of the thematic week, for example, the "Week of Rainbow Mood" or "In a kindergarten - with a smile", etc.

Then the planning of each day is being planned, are determined within the framework of the general topic. We offer such an approximate plan for a week of psychology in kindergarten:

1. "Day of good mood" (action "Rainbow mood").
2. "Friendship begins with a smile" (photo exhibition "best friend", action "Friendly postcard").
3. "Heat of family hearth" (exhibition of drawings " Friendly family", The relay competition" Together - we are strength ").
4. "Our friendly kindergarten" (mass event in the music hall "Let's get acquainted!").
5. "Day of communication" (psychological training "Morning and no longer touch", the action "Basket of smiles").

What is a "psychological action"?

The previous week of psychology in kindergarten, developed above, includes such events as "rainbow mood", "friendly postcard", "Basket of wishes". They are conducted in the format of the psychological action. What is it? This is a developing game in which both children and their parents and teachers take part. Such activities are aimed at the diagnosis of the internal state of the participants, the definition of the internal problems of the DOU team.

Read more about some specified activities:

1. The action "Rainbow mood." Week of psychology in kindergarten has the main task - to assess the level of comfort of stay in the Dow of all participants. This event is aimed at solving such tasks. The implementation form may be the most different. For example, you can put two large vases in the morning in the morning (one - pink, the other is gray), and nearby - a basket with flowers (can be made by children). Each who is included in the kindergarten is invited to put a flower into one of the VAZ. So, pink symbolizes a good mood, and gray is bad.
2. "Friendly postcard" is carried out in this way: manufactured big postcard And installed in the roof of the kindergarten. Everyone will leave their wishes on it to each other.
3. The action "Basket of Smiles" is aimed at summing up the results of the entire thematic week, its assessment. Participants are invited to write wishes, recommendations, reviews on the postcard and put it in the basket.

Week of psychology in kindergarten: plan of classes in the group

In addition to the above general grade events, internal thematic studies are carried out in each group according to the schedule. We offer the following plan of activities with pupils of different age groups DOU.

Organization of exhibitions

Conducting exhibitions of photographs, drawings or crafts requires great preparatory work. Indeed, both children and adults participate in such activities. And this means that the purpose of the specified work is to form a mutual understanding between the participants, and not a simple task execution. For example, when organizing a photo exhibition "Best friend", parents and an educator should be pre-conducting a conversation with a child about who is such a "best friend", whom the baby sees in this role and why. It will take time and on the creation, registration of work.

Work with parents

A week of psychology in kindergarten helps parents to realize the importance and need for joint activities with their child. In the process, adults learn to understand their role in the process of becoming a person, determining the character traits and the behavior of the baby. Therefore, most of the work of the Dow specialist is aimed at joint activity of the parent and child. Thus, collective entertainment, sports competitions, making crafts and design of exhibition works suggest the common efforts of adults and kids, where each participant is given a certain role.

Work with teachers and junior staff

Not only with pupils and their parents are held a week of psychology in kindergarten. Teachers also organized thematic activities. The purpose of such work is to solve problem situations, increasing the level of self-realization of each specialist, identifying abilities. During the thematic week, you can spend psychological trainings, games, seminars for teachers and junior staff to Dow.

We told how to spend a week of psychology in kindergarten. But it is important to take into account not only the overall recommendations, but also to understand the relevance of a particular problem in a particular DOU, to take into account the individual characteristics of a group of participants, equipping the institution and many other factors.

Workshop for teachers on the topic:

"Creating psychological comfort in kindergarten groups"

Tasks:

To introduce educators with the components of the psychological comfort and emotional well-being of children in the group.

Contribute to the effective use of educational and educational actions aimed at personal-oriented interaction with the child.

Information part.

1. The problem of psychological health

Practical part.

1. Diagnostic tools for educators on the assessment of the psychological climate in the group and emotional well-being of the child

Discussion, summing up.

Information part.

1. The problem of psychological health.

It's no secret that many children have neurotic deviations. There are many reasons for this, this can be attributed to the unfavorable family situation, the individual characteristics of the child. Such children are complex for parents, for teachers. But on the other hand, sometimes quite psychologically healthy children adults turn into neurotes.

Why is it important to maintain the mental and psychological health of children? This question can be answered by determining the consequences of psychological discomfort for the child

The emergence of fears, anxiety, increased aggression;

Transition of psychological experiences into somatic disorders; ... ..

Manifestation of psychological injuries obtained in childhoodIn a more mature age period in the form of psychological protection - the position of avoidance (closedness, suicidal inclinations), the manifestation of aggressive behavioral reactions (shoots from home, vandalism, violence)

Consequently, psychological comfort is necessary and not only for the development of the child and assimilate their knowledge. The physical condition of children depends on this. Adaptation to specific conditions, to a specific educational and social environment.

Since we operate with two concepts must be said that mental and psychological health - things are different as claiming science.

Psiche health - stable and adequate functioning of the human psyche, the main mental functions of a person - thinking, memory and others. The combination of installations, qualities and functional abilities that allow the individual to adapt to the environment. I like the definition of "mental health", this Senekoy (Roman philosopher, poet, politician who lived in the first century of our era - approx.) "A mentally healthy person should be as much as possible to many people; If it is impossible - then at least a little; If it is impossible - then at least their neighbor; And even if it is impossible - then at least myself! ".

P skin health - This is not only spiritual, but also personal health. Psychological health is determined as a state when spiritual health is combined with personal, the person has everything light and cool and at the same time he is in a state of personal growth and readiness for such growth.

The term "psychological health" was introduced into on-sorny lexicon I.V. Dubrovina, which is engaged in the spectrum of issues of the organization of psychological service in the education system. This term is pushing the insecurity of the physical and mental in man. According to I.V. Dubrovina, the basis of psycho-logical health is a full psychic development at all stages, i.e. Psychological health should be considered from the point of view of the spiritual wealth of the individual, the Orien Treatment into absolute values \u200b\u200b(good, beauty, IS-Tina). Thus, if a person has no ethical base, it is impossible to talk about his psychological health.

The criminal is mentally healthy and he incremes anything, in the opposite case he is treated. It is clear that the moral and moral attacks of it are far from the ideal of the same ethical base, that is, it is psychologically healthy to call it in any case.

But I must say that the essence of the term has not yet been determined.

The generalized portrait of a psychologically healthy child is, first of all, creative, cheerful, cheerful, open baby, who knows himself and the world Not only mind, but also feelings. Such a child takes responsibility on himself, his life is filled with meaning.

Pedagogical indicators of mental health and well-being of preschoolers are as follows:

behavior, thoughts and feelings of a child, adequate to the surrounding conditions and events;

socially acceptable ways of self-help and self-expression;

positive emotional background, optimi-stick, ability to emotional empathy;

uniform and timely development of basic mental processes, sustainable cognitive activity;

friendly attitude towards others, full-fledged communication, whose character is corresponding to age norms.

Conditionally, the state of the psychological health of the child can be divided into three levels:

To a high level - creative - can be attributed to children with sustainable adaptation to the medium, the presence of a reserve for overcoming stressful situations and an active creativity to reality. Such children do not require psychological assistance.

To the average level - adaptive - we will take the children as a whole adapted to society, however, having some increased anxiety.

To the low level - dezadapive - we will take the children whose style of behavior is characterized, first of all, the desire to adapt to external circumstances to the detriment of their desires or opportunities, or, on the contrary, using an active offensive position, subordinate the environment to its needs. Children attributed to this level of psychological health require individual psychological assistance.

Questions about psychological comfort, psychological and mental health should be addressed primarily to teachers, because Most of the time, children are in kindergarten.

Creation of psychological comfort in kindergarten groups to preserve and strengthen the psychological health and child development.

What is comfort?

Comfort - Borrowed from English, where Comfort "Support, Strengthening" ("Etymological Dictionary", N. M. Shansky).
Comfort - Lifestyle, stay, environment, providing convenience, calm and comfort. ("Explanatory Dictionary of the Russian Language", S. I. Ozhegov).
Psychological Comfort - living conditions under which a person feels calmly, no need to defend themselves.

We can say that the child is comfortable in the group, if the child is emotionally well, when he comes to a kindergarten in a good mood and during the day it almost does not change; When his activities are successful or experienced by him as successful due to the attentive attitude of others; when there is no sentence of hazard from the environment; When there are friends with whom I want to play and who mutually show interest; When educators are well attributive to the child and in general.

Of course, this is the perfect portrait of an emotionally prosperous child. However, to help the child should be so such adults surrounding it.

Components of emotional comfort in a kindergarten group

Visual psychological comfort

Positive psychological climate (atmosphere) in the group.

Creating psychological security.

How is visual psychological comfort created?

Paintings;

landscapes, episodes of fairy tales

fitodizain elements

decoration of interior products of children's activity - Gallery of drawings, appliqués.

When designing, age features of children of preschool age are taken into account. Anyone is peculiar to certain psychological states in any person. Therefore, we in groups have created corners of privacy. This is a place for fantasies: loose, served, played in a quiet game, calmed down - you can go out and again in general vanity.

Teachers form in children the ability to determine the emotional state of their and other people. To do this, you can use such benefits:
- Alphabet of emotions;
- Mood screens that help notice deviations in emotional state and provide emotional comfort in the group of children.

All of them are different in style, design and content.

How is a positive psychological climate (atmosphere) in the group?

A competent person in communication, primarily establishes a certain atmosphere of communication, which helps the partner feel free and comfortable. The expression "We have good contact" means "We understand each other, we are interested in with each other, we trust each other" A certain atmosphere is present in communication not only 2-3 people, but also characterizes the overall environment in the permanent group of people (family class team Labor) A kindergarten group in this sense is no exception. People sensitive can immediately, only crossing the threshold to feel the atmosphere of freezing or closetness, calm concentration or anxious voltage, which is present in the group

In the group of kindergarten, the atmosphere is determined

relation between educators and children

relation between the children themselves

The educator has a very significant impact on the quality of the group climate.

We discussed the topic "The influence of the educator for the interpersonal relationships of children in the group" knowledge of the status position of the child in the group makes it possible to build his relationship with peers correctly. After a sociometric study, such information was received by educators of senior groups.

Effect of pedagogical communication styles on a psychological climate in a group.

Speaking about the relationship between educators and children, I want to remind the styles of pedagogical communication, among which the authoritarian, liberal, democratic is distinguished. From the definitions described in definitions, it is possible to conclude: the most optimal and effective is democratic, it is it that it serves as the formation of conscious discipline, creativity, cognitive activity. It is he who assumes the removal (if possible) All stress-forming factors of the educational process, the creation of such an atmosphere in the group in the class during other regime moments, which reveals children and in which they feel "like at home."

No success in knowledge will bring benefits if they are "involved" on fear of adults, suppress the child.

As the poet Boris Slutsky wrote:

Nothing will teach me
What pointed, Taldychit, beats ...

What contributes to creating a child of psychological security from the child?

The answer is completely unequivocal - the elimination of threats to psychological health.

This task can be solved with a close cooperation with the family.

Select the so-called general threat, i.e. She is in nature and external (comes to the child from the outside), and the inner (the child takes it, which is called, close to the heart and it affects it very much) is information.
The most malicious psychologists consider incorrect information, in other words, when adults deceive the child in his expectations. This can lead to a psychological breakdown (for example, to calm, say that the mother will come soon, and the child reaches the reverse effect constantly in a state of intense expectation).

Practical part.

1. Diagnostic tools for educators on the assessment of the psychological climate in the group and emotional well-being of the child.

The first step, which should make an educator Interested in creating psychological comfort in the group is to analyze the group situation. This requires a certain diagnostic toolkit:

- Test for testing the psychological comfort of children's stay in the kindergarten group.

Color diagnostics "houses"

Test for testing the psychological comfort of children's stay in the kindergarten group."I'm in my kindergarten group."

In order for the teacher to understand how comfortably feel in the group of his pupils, you can offer children to draw a drawing on the topic "I am in my group of kindergarten."

The estimated drawings of children can be divided into three groups:
* The child draws only the building.
* The child draws a building with elements of a playground.
* The child depicts in the picture of himself in the room or on the street.

The first group of drawings is the most alarming. If there is nothing in the drawing, except for the building, it means that the baby perceives the kindergarten as something alienated, faceless. It means that life in kindergarten does not cause positive emotions in it and it is not identified with the events occurring there.
Most optimism is inspired by the situation when the child depicts in the figure itself. In this case, you can put in front of the surname of the baby Fat Cross: the events occurring in kindergarten are personally significant for him. But this analysis of the situation is not limited. You need to pay attention to other elements of the picture. Are children present in the picture? Educator? Game field? Toys?
Their presence allows the teacher to put another cross: the child reflected in his work a lot of diverse connections and relationships. Game field, for example, a very important element. If a child is depicting himself standing on the carpet, on the floor, on earth (children often depict their support in the form of a straight line), this is a good indicator. So, he `hard on his feet`, feels confident. Well, if the figure shows flowers, sunshine, birds - all this details testifying to the "world" in the shower.
You need to try to understand what the child expresses, drawing an educator. On the one hand, its appearance in the picture is a positive moment. So, the teacher for the child is a significant character, with the presence of which it should be considered. But it is important how the teacher is deployed to the child - back or face, how much space it takes on the picture, as its hands and mouth are depicted.
The emphasized discharge of the mouth, many lines around it may indicate that the child perceives the teacher as a carrier of verbal (verbal) aggression.
An important value has a color solution for the picture. The positive emotional setting is evidenced by the use of a warm tone (yellow, pink, orange) and calm cold (blue, blue, green).
Saturated purple color, which painted quite large patterns of drawing, may indicate a voltage that the child is experiencing, and the abundance of red - about the overaffect of emotional incentives.
The abuse of black color, oily, clarifying a hatching paper, similar to overclocking, will signal an increased anxiety of a child, about its emotional discomfort.
During testing drawing, the teacher should not comment on the actions of children and prompt them directly or indirectly, which elements can be added to the drawing.
It is also impossible to estimate the work of children in this case. It is better if the tutor will simply ask to give the kids to give him pictures for memory. Despite the fact that the Picturesque test `" I am in my group of kindergarten "is an informative and convenient express diagnostics, the ease of its estimation is apparent.
Perhaps some elements of the drawing will be incomprehensible for the teacher, and some will lead to false conclusions. The drawing, for example, can reflect only the situational anxiety and mental discomfort of a child associated with family conflicts, whose witness he could become in the morning, with poor well-being, with a forthcoming visit to the doctor, etc.
Therefore, in order to have a true picture of the psychological state of a child in a group, after two weeks, a test must be repeated.

Color diagnostics "houses" (E.Yu. Firsanova).

This diagnosis was developed with a support for the "Color Test of Relations" A.M. Eatkinda.

The purpose of the method is to determine the emotional state reflecting the attitude of the child to the preschool institution ....

This technique is carried out individually with each child. Children were offered in the game form to choose one of the eight houses of different colors. The following colors were used: Blue, Green, Red, Yellow, Purple, Brown, Gray, Black.

Instruction: "This is a girl Katya (boy Kolya). Katya (Kolya) goes to kindergarten. Choose kindergarten for Kati (if). "

After choosing a house with a child, a conversation was held:

Kate Like to go to kindergarten?
- What can Katya do in kindergarten?
- What do they like the best in kindergarten?
- What are the Kate do not like in kindergarten?

During the diagnosis, such indicators were recorded as:

1. The behavior of the child.
2. Emotional state.
3. Speech support: Speech support is missing; Small speech activity; Normal speech activity; Excessive speech activity.
4. Color selection: choice dark flowers (black, brown, gray) talks about the predominance of negative emotions associated with visiting the kindergarten: a sense of anxiety, fear, protest reactions, and so on.; The choice of red and purple flowers is talking about irritability and aggression; Selection of green I. blue flowers Speaks about the presence of anxiety and anxiety; Choosing yellow, red colors - about the predominance of positive emotions.

Emotional well-being of the teacher as a condition for the positive emotional state of children. Reception of emotional tension from teachers.

Everyone knows that children have an intuitive ability to capture the emotional state of adults. Children are very easily infected with negative emotions, so the teacher needs to organize a psychological shower, which will help him remove excessive emotional tension.

The exercise. "Mood"
A few minutes ago, you have ended a unpleasant conversation with your mother, constantly disturbing the discipline. In a conversation with her, you talked about the upbringing, unexpectedly for you a parent showed a complete rejection of your pedagogical recommendations, arguing this shortage of time, employment at work and the fact that "to educate should be in the garden." In response, you could not stop. Your installations on a calm and constructive construction of the conversation were destroyed.

How to remove an unpleasant precipitate after such a conversation?

Take color pencils or chalk and blank paper. Relaxed, with left hand Draw an abstract plot - - lines, color spots, shapes. It is important to fully immerse yourself in your experiences, choose a color and spend the lines as you want more, in full compliance with your mood. Try to imagine that you carry a sad mood on paper, as if materialize it. Finished the drawing? And now turn over the paper and on the other side of the sheet write 5-7 words reflecting your mood. Do not think for a long time, it is necessary that words arose without special control on your part.

After that, once again, look at your drawing, as if to re-living your condition, reread words and with pleasure, emotionally tear the sheet, throw away into the urn.

You noticed? Just 5 minutes, and your emotionally unpleasant condition has already disappeared, it passed into the drawing and was destroyed by you. Now go to the lesson! Did you have a good rest!

A complex of exercises that contribute to an increase in energy potential.

1. Standing, bringing the blades, smile, repeat: "I am very proud of myself, I gue to a lot."

2. By bouncing on the right, and then on the left leg, repeat: "I am good and energetic and things go excellent."

3. Passing the palm about the palm, repeat: "I accept good luck, I get richer every day"

4. Having stuck on the tiptoe, hands over the head to sick into the ring, repeat: "I am sigtish a sun laundry, I am worthy of the best"

5. Putting on the forehead to the left palm, and then right, repeat: "I solve any tasks, with me always love and good luck."

6. Hands on the bemps, making tilts to the body forward, repeat: "The situation is subject to me. The world is beautiful and I am beautiful. "

7. Hands on the waist, making tilts to the right and left, repeat: "Peace and smile are always a shore, and everyone will help me and I will help."

8. Squeezing the fists, making rotations with their hands: "I have no obstacle on the way, everything turns out as necessary."

In his relationship with children, try to remember that

Your child should not. You must help the child become more independent and responsible.

In each particular adverse situation, it is necessary to understand what a child seeks and why he does it. To achieve compliance with social norms and rules taking into account its condition.

Prohibitions and strict requirements should not be too much. This leads to passivity and low self-esteem in pupils.

Quiet, shy child also needs your help.

Conversations about morality, not supported by the protection of children from mental and physical violence, - demagoga and dangerous practice.

Psychological speech settings.

The goal of speech settings is the creation in the group of positive emotional background, the atmosphere of benevolence and security. The main purpose of speech settings is the settings for a good mood. It is best to spend speech settings after the morning reception of children or after charging. The teacher with children get up in a circle and hold hands. The teacher, referring to the children, says that he is very happy to see everyone and today will bring them a lot of interesting things, etc. Words may be different, but the essence should remain the same: they should show children that they are glad to see, configure their friendly relations with adults and peers.

Relaxationremoves psycho-emotional tension of children, mental and physical fatigue and is carried out as follows. The children lay on the rugs on the back, the hands pull along the body, the legs straighten, slightly spread. The teacher includes music and pronounces text that contributes to a deeper and active relaxation of children. The text gives various positive installations: "You are good, calm, warm, nice. When you set, you will be healthy, merry, full of strength, etc. ". At the initial stage, tactile contact (touch, stroking, flexion and extension, strokes and legs in the knee joints is needed for children with increased muscle tone; repeat 4-6 times).

At the end of the relaxation, children slowly sit down, then stand and perform 3-4 exercises with the observance of the rhythm of breathing. For example: Hands raise palms up - inhale, tip the body forward, lower hands - exhale. Relaxation duration - from 2 to 7 minutes.

W. children of the first and second junior Group Relaxation is an improvised sleep with any toy. A bunny, a bear or any other character comes to the guests, plays or speaks with children and offers them a little rest. Children lay on the rugs on the back, sounds lullaby. The teacher says to children that they should not get up while the music plays and sleeps a bear, and then they will dismiss him. The teacher comes alternately to the children, stroke a bear, a child and says, for example: "Mishka sleeps and Masha sleeps." After "sleep", a calm rise is performed and 2-3 breathing exercises: "Spend on the bear, and then it has become hot in a dream." Bear says goodbye and leaves. Relaxation duration - from 1 to 3 minutes.

Time for relaxation during the day is determined by the teacher. It can be carried out in front of breakfast, before occupation, in a break or after classes, after a day walk, before bedtime, before the evening walk, etc.

Exercises for self-regulation

purpose self-regulation - Remove physical and mental tension, promote the formation of self-regulation skill in children, the ability to realize and control their emotions and actions. Children in a games form are invited to exercise. Senior children can be said that you need to learn how to manage yourself. Children are arbitrary (standing, sitting) depending on the exercise. The teacher gives the name of the exercise, tells and shows how it is performed. Children perform. If the exercise is familiar and worked out, it is enough just to call it. Duration of execution - 1-2 minutes. In the day mode, this may be the time of classes (instead of physical attachment) or any other moment when you need to collect children, organize them for any kind of activity.

IN junior preschool age Exercises for self-regulation include work with hand brushes: compressing and squeezing fist, cotton, shaking, etc. On average and older age in such exercises, all muscle groups are involved.

Signs of fatigue in children 3-4 years old appear after 7-9 minutes of classes, in children 5-6 years old - after 10-12 minutes, 7 years - after 12-15 minutes. They can be expressed in different ways: yawn, scattered attention, distractions, irritability, advent of automatic, involuntary adverse moves (scratching, tapping, swinging on the chair, sucking the fingers, etc.), violation of posture and coordination of movements one of the effective methods of warning fatigue, improving the overall state of children, the change of their activities is considered short-term exercise, so-called fizminutki.

They remove the tension of the muscles caused by a fixed state, switch attention from one activity to another, giving the rest involved in nervous centers, restore the health of children.

Fisminists are held in the middle of the lesson within 1-3 minutes in the form of gaming actions. We like the children imitative exercises, accompanied by verses and, if possible, related to the theme and content of classes. But the main thing is that the movements were simple, affordable and interesting child, quite intense, affecting many muscle groups, but not excessive.

The Fizminutka complex usually consists of 2-3 exercises for hands and shoulder belt type of sipping - for straightening and relaxing the spine, breast expansion; for the body - slopes, turns; For legs - squats, cock and run in place.

Conclusion

"Sage lived, who knew everything. One person wanted to prove that the sage knows not all. Close in the palms of the butterfly, he asked: "Tell me, a sage, what a butterfly in my hands: Dead or Live?" And he thinks: "Says live - I will kill her, say dead - I will release." Sage, thinking, replied: "All in your hands." I did not attend this parable. In our hands the opportunity to create in the garden such an atmosphere in which children will feel "like at home."

Seminar for the heads and senior educators Dow.

Topic: "Creating conditions for the psychological comfort of the child. Continuity in the work of pre-school and school in preserving the physical and mental health of preschoolers in the framework of the state before "

Prepared:

Bogomol Natalia Nikolaevna, Head of MDOU number 10;

Savitskaya Lyudmila Vasilyevna, Methodist of the Urban Education Department;

Dorokhina Evgenia Valeryevna, Senior Educator MDOU No. 10;

Kozub Natalya Viktorovna, teacher-psychologist, MDOU number 10.

Purpose: intensify the activities of leadership and pedagogical personnel of preschool institutions in creating conditions for psychological comfort of students, raisingpedagogical competence Pedagogues In the region of continuity of pre-school and school.

Seminar Tasks:

ABOUTfind out the main activity of pedagogical workers of the city to create conditions for psychological comfort of preschoolers, the formation of a new look at the child as a subject of upbringing with his needs and experiences, as a partner in joint activities;

Pfamiliarize the participants of the seminar with the experience of the team to preserve the physical and psychological health of preschoolers, methods and techniques of interaction with the school directed to the creation of the psychological comfort of participants of the OVP;

FROMcontribute to increasing the pedagogical competence and professional self-assessment of the leading personnel of pre-school educational institutions in the light of the implementation of innovative approaches to the physical and psychological health of children, improving the knowledge system of those present about the components emotional Development and well-being of children in a group based on modern educational standards.

The problem of psychological health at the present stage

Today, the problem of the psychological health of the child, his emotional well-being, comfort, gets very acute. And this is due to changes in the socio-economic conditions of life and other factors. And the main factor is the shortage of culture of communication and mutual understanding of people, kindness and attentiveness to each other.

For the team of our kindergarten, we most important seem to task, among the state-owned educational standards that are directed to:

1) protection and strengthening of the physical and mental health of children, including their emotional well-being;

2) ensuring the continuity of the goals, objectives and content of the formation implemented in the framework of educational programs of various

levels;

3) the creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inconsistencies, the development of the abilities and the creative potential of each child as a subject of relations with themselves, other children, adults and peace.

Our pedagogical team aims all the forces to ensure the physical, psycho-emotional and moral comfort of children. One of the most important areas in the work of teachers is the creation for children of a comfortable psychological climate. It is very important, with which mood of the child will cross the threshold of kindergarten. I would like to see every child going to kindergarten, happy and not burdened with careless for its age.

Every adult, if he loving, understanding and did not exadected himself to play, can help the child grow happy, in harmony with surrounding people, both in the family and in kindergarten.

The child, being in kindergarten, is experiencing many stress factors:

Morning parting with parents;

A large number of children in the group;

Hardly regulated and saturated routine of the day (many classes and events, little free time for spontaneous interaction with peers);

The need to constantly obey the requirements and instructions of the educator;

Low level of self-regulation and communicative skills (by virtue of age and small life experience).

Therefore, today we will talk more about the psychological health of preschoolers.

Modern children have a large number of psychological problems. The pre-school educational institution is designed to provide a child with harmonious interaction with the world, the correct direction of its emotional development, awaken his good feelings, the desire for cooperation and positive self-affirmation.

What associations do you have when you hear the word "Comfort"? Looking at the screen Try to pick up your own associations.

K - Beauty

O - Organic

M - Mama

F - fantasy

Oh - Holidays

R - joy

T - warm

What is "Psychological Comfort"? In the dictionary of Ozhegov, the word "comfort" is determined by household amenities. Dictionary of psychiatric terms. V.M. Blaikher, I.V. Crook determines the "comfort" (eng. Comfort), as a complex of the conditions of the external and internal environment as more favorable for the subject, including the factors of psychological.

Psychological comfort for the child in kindergarten and school is determined by the convenience of developing space and a positive emotional background, the lack of tension of the psychic and physiological functions of the body.

By definition, D. B. Elconina, preschool and junior school age is one era of human development, referred to as "childhood". The problem of continuity can be successfully solved with the close cooperation of kindergarten and school. Won all, especially children. For them, you can find time, strength and means for creating psychological comfort.

Only carrying out an integrated approach, it is possible to solve problems to strengthen the physical and mental health of children.

In modern conditions, the status of a teacher, its educational functions, is changing the status of a teacher, its educational functions, respectively, the requirements for its professional-pedagogical competence are changed. Today, a creative teacher is in demand, able to mobilize their personal potential in modern system Education and development of the preschooler. In connection with the increase in quality requirements preschool education Changes and methodical work with frames.

Modern methodological work in the preschool institution is based on

1) the principle of a systemic approach is the perception of methodical work as a holistic and developing system;

2) the principle of optimality - accounting for the real possibilities of all participants in methodological activities;

3) principle of scientific relations - orientation of practical activities for the use of scientific knowledge;

4) the principle of a personal-oriented approach - the organization of advanced training, methodological support, taking into account the interests, needs and difficulties of teachers;

5) the principle of psychological comfort

I would like to highlight the principle of psychological comfort, which involves the removal of stress-forming factors, creating a benevolent atmosphere in the preschool institution, focused on implementing the ideas of humanization of pedagogy. Based on this principle, the Methodological Service in our kindergarten works not only to increase the professional competence of teachers in accordance with the requirements of the state before, but also contributes to the personal development of each teacher, the development of its emotional intelligence. After all, from what health, mood, with what emotions a teacher in a group is included, the success, health and mood of pupils depends.

P the route threshold of the group can experience the atmosphere of freezing or closedness, calm concentration or anxious stress, sincere fun or sullen caution.

The atmosphere in the kindergarten group is determined by:

Relationship between the educator and children;

Relations between the children themselves;

Relations between educators;

Relations between educators and parents.

A good emotional microclimate in the group occurs when all of her members feel freely, remain themselves, but the right of others themselves are also respected.

Everyone knows that children have an intuitive ability to capture the emotional state of adults. Children are very easily infected with negative emotions, so the teacher needstrack your psychological state to prevent aggressive outbreaks and apathetic fatigue,it is a psychological shower that will help him remove excessive emotional tension.

The most ancient method of exemption from a detrimental emotional voltage is the most natural way -traffic (Kinesthetic pumping of emotions). Therefore, we recommend our pedagors in the fresh air, massage. The next way isverbalization of emotions . The range of it is extensive from laughter before crying. Laughter, cry - natural ways of ventilation emotions. Therefore, on pedaloperatives, we often resort to the use of humor to remove excessive voltage, there are situations when the teacher simply needs to listen and give the opportunity to "cry in a vest".

A special place in getting rid of emotional tension occupies a real verbalization in the form of a scream. But, not everywhere and not with everyone you can afford to shove. And in karaoke?! This is the place where we can not limit ourselves!

Of course, we apply less active and quieter ways of emotion ventilation and at the same time no less efficient. Negative emotion we offer our caregivers to transfer to paper. They arewritea specific person is all that was not told in real conditions, not embarrassing themselves in stylistics and expressiveness. Task: Fully transfer your emotion to paper. Putting the point, of course, feel relief. There are options when there is no full splash on paper, in this case we suggest easy to break, squeeze, throw away a piece of paper. Emotions can not only write, but alsodraw . The breathing exercises are also very effective in the process of removing the emotional stress, we teach teachers in training and recommend using with any stressful situation, because They do not require additional equipment and time.

And now we want to offercomplex of exercises for increasing energy potential

Standing, bringing the blades, smile, wink by the right eye, then - left, repeat:

"I am very proud of me, I gue to a lot"

Putting on the forehead to the left palm, then right, repeat:

"I solve any tasks, with me always love and luck"

Rubbing palm about palm, repeat:

"I love luck, every day I get richer"

Running on tiptoe, hands over your head to sick in the ring, repeat:

"I am sigtish a sun ray, I am worthy of the best"

Squeezing fists, making rotations with hands:

"I have no barrier on the way, everything will work out - as it should!"

Hands on the waist, making tilts to the right and left, repeat:

"The situation of anyone is subject to me, the world is beautiful - and I am beautiful."

By bouncing on the right, then on the left leg, repeat:

"I am Bodra and energetic, and things go excellent"

Fasting hands in the castle, making a deep breath:"The universe I smiles", deep exhale: "And I get everything."

Search innovativeeffective forms of work that contribute to increased professional skillsthe organization of activities aimed at strengthening and maintaining psychophysical health pupils, led us to the organization of the Methodological Council in the framework of the project "Territory of Cooperation". The Council's work is based on the system of identifying opportunities and difficulties of teachers, determining their problem field.

As part of the activities of the Council, a flexible system of methodological and psychological assistance through theoretical, cognitive and practical lessons, such as: training "Development of communicative teachers' skills", the pedagogical hour "Setting the goal in our work and in life", the methodical hour "Requirements for the Quality of Pedagogues", creative workshop "develop with the help of art", workshop "Artherapy as a means of conservation Health of teachers, "psychological seminar" Establishing a positive relationship with parents ", consultation" Color therapy and aromatherapy in educational process ", Conference in the form of a round table on the topic" Emotional well-being of children as a condition for creating a social situation of development of early and preschool children ", aimed at Generalization of pedagogical experience in creating conditions contributing to emotional well-being, where teachers told about the forms of work in groups, presented didactic materialManufacturedwith their own hands together with children, hands of parents of children.

The value of the methodological council is that it provides feedback, a frank exchange of views, forms positive relations between employees. The rod of this form of work with personnel are collective discussions, reasoning, argumentation of conclusions, competitions of minds and talents. Organization of the Methodological Council, we solve such major goals as:

1. Film interest and motivation to self-education;

2. The performance of the level of activity and independence;

3. development skills analysis of their activities;

4. Development of the desire for cooperation.

Our meetings on the Council found a response from teachers and contributed to an increase in their professional skills, and therefore, to improve the quality of the educational process in the field of psychophysicalhealth Savings in Dow.

Attention to the psychological health of teachers, not only increases the quality of his professional activities, but also has an impact on the psychological health of children, our pupils. Healthy teacher -healthy children.

Modern children differ from previous generations more than ever. So, they do not have the tactics of suggestion, the feelings of guilt, to which they usually resort in early stages in the family and public institutions. They almost do not react to coercion, notation, punishment, prohibitions and other generally accepted methods of education of conscious discipline, which educate and parents enjoy. Modern children respond to their attitude towards them as reasonable personalities, respect for them and their problems that are no less complex for them than adult difficulties for their parents. They do not always behave correctly. Among them are difficult children. But each of them needs to provide a chance from adults those tips and recommendations that will encourage the best thing in these children. The best way to learn children is to communicate with them. The problem of communication of children is very important, their ability to understand each other, distinguish the mood of their comrade, come to the rescue.

Teachers of our institutionseek to create all the necessary conditionsso that children grow cheerful and active, independent and friendly, inquisitive, initiative and confident, open and empathizing. To do this, we consider it important:

the unconditional adoption of each child with adults to develop a vital sense of security and self-confidence, in their own;

positivity of the surroundings of the situation;

equality in relations between adults and children, tactful communication with the child;

providing children opportunities to move freely in the group space, in other premises of the kindergarten, communicating directly with peers;

close professional cooperation of the teacher psychologist, educators and other kindergarten specialists when planning and organizing interaction with preschoolers;

creating conditions for the disclosure of the personal individuality of pupils;

attentive attitude and sensitive reaction to emerging children's problems, anxiety and fears;

the implementation of professional activities under the motto "do not harm!".

For a better understanding of the emotional state of children in the morning and during the day, we use specific methods. For example:

In order to provide support to a sad, upset child, caregivers use"Mood Screens", In which children reflect their mood with emotional pictures. Thanks to them, the teacher, parents can track the emotional state of each child during the day, and children learn to realize their emotional state.

To create a positive emotional background in a group, the atmosphere of goodwill and protected teachers use in groups of certainrituals:

- rituals "entering the day." The ritual helps to customize the group to work together, from the first minutes to form an optimistic mood from all children participating. As a rule, these are greeting games, names with names.

- Ritual "Farewell" It is held with the aim of summing up, consolidating positive experiences received during the day or in the classroom, and the association of children. This is usually a general fun game or relaxation gymnastics that helps relieve tension, feel free.

Ritual"Morning joyful meetings", When it is customary to greet hands or greet each other, saying something pleasant;

- "Reading Day" - one day a week, when one of the children brings his favorite book and everyone read it together and discuss it;

- "Day of your favorite toys" - One day a week, when it is allowed to bring your favorite toy from home and tell about it to peers.

- « friday circle " The educator invites children to get together in a circle and talk. No one forced. During the conversation, the teacher and children are sitting on the floor, to whom as convenient. The educator discusses with children than was an interesting week, which was happy, learned. It was communication in the circle that became necessary element Lifestyle groups and contributes to the emergence of a family atmosphere.

- "Bowl of good deeds" - During the week, the teacher together with the children fills the casket good deeds (One kind thing is one heart) and at the end of the week everyone hands a medal, highlighting his good things and actions.

- « psychological speech settings. " Children and educators become in a circle, holding hands. When pronouncingspeech settings The voice of the teacher must fully comply with what he says, that is, the goodwill and the joy of the meeting should be transferred to the voice and mimic.

Examples of psychological speech settings:

Today I am glad to see you in kindergarten, in our group! This day we will spend all together. Let this day bring joy. Let's try to please each other.

Hello, my good! Today is overcast and damp. And in our group heat, light and fun. And we have fun from our smiles, because every smile is a small sun, which gets warm and good. Therefore, today we will smile to each other more often.

There are in our kindergarten and traditions in each group. Exampletraditions can serve:

- "Birthday Day" - congratulations Birthday nice words And give a pre-prepared gift for him.

- "Days open doors for parents"

- "Production of gifts kids and parents for the holidays"

The main activity of preschoolers is a game. We use the wall-and-doactic games to consolidate knowledge, but send them to emotional development, on the formation of communication and interaction skills. With the help of didactic benefits, children learn to live in harmony with them and the outside world.

Pedagogues understand that there is little to be in harmony with them, it is very important to be in harmony with nature.

Tight contact with nature is important for emotional well-being. Nothing soothes and does not please like nature. Therefore, the developing medium of the group we replenish the natural material. In a natural material game, the child learns the world with the help of the senses, perceives the variety of properties of natural objects: shape, magnitude, sounds, shades, spatial location. The development of sensations and perceptions creates the necessary prerequisites for the development of more complex cognitive processes (memory, imagination, thinking).

Speaking of methods and receptions used by educators in their daily work, it is necessary to say about working with children with certain difficulties. These are aggressive, hyperactive and disturbing children.

All children are different. But they all need our love, affection, care. And they are all worthy of this award: both Tikhoni, and Zadira, and Shaluns.

For children who often come into conflict, made"Reconciliation mats", Which help those who have quarreled children in a funny form to make each other. After such reconciliation, children quarrel at much less often.

To remove negative emotions, overcoming aggressive and hyperactive manifestations, educators offer children to draw their mood, a favorite thing, using pencils, paints, crayons, and the drawing process is accompanied by music - bright, emotionally rich, quiet.

Games with sand, water, croups improve the mood, regulate muscle tone, develop large and fine motor skills, coordination of movements. Hyperactive children such games with water and sand help painlessly and safely "reset" excess psychomotor arousal

For learning aggressive children Methods for expressing anger in an acceptable form chosen by the educators, the material helps to cope with negative emotions, remove the voltage, throw out the accumulated energy.

"Aggressive rug." You need to sink along the barbing rug and anger will pass.

"Cooks for scream","Creek bag". If a child is angry or offended by someone, he can express his grievance in a glass, shout in the bag and it will become easier for him.

"Beeing pillow, if a child is angry with someone, it will help to throw out a negative manifestation.

Methodological service and administration in the preschool institution sends the activities of the psychological service. It interacts closely with it in matters of creating conditions for mental health.

To determine whether children in the group are comfortable, as the emotionally perceive the group children, which atmosphere in the group, and who and in the Leaders and Outsiders group we use a specific diagnostic toolkit in kindergarten:test for testing the psychological comfort of children's stay in the kindergarten group. "I am in my group of kindergarten", the color diagnosis of "houses",test "Secret".

Diagnosis is carried out according to plan (diagnostic minimum), as well as at the request of teachers, parents. The results obtained are an assessment of the success of educational and educational actions, on their basis there are recommendations to educators Creating the conditions of the psychologically comfortable stay of the child in kindergarten, about what children, pedagogical assistance and support are especially necessary.

According to the results of diagnostics, correctional work is carried out in the following directions:

1) Correction of the emotional-volitional sphere: aggressive behavior, fears, increased anxiety, low self-control, uncertainty, low self-esteem;

2) Correction of the communicative sphere: disorders of relationships with peers, disruption of well-being in the family;

3) Correction of the cognitive sphere: a low level of development of cognitive processes (memory, attention, imagination, thinking, perception).

In the correctional and developing work with children, the sensory room created in the preschool institution, which you will learn a little later are helped.

Preventive workaims to preserve, strengthening and developing psychological health of children at all stages of preschool childhood. Psychological prevention involves responsibility for compliance with the psychological conditions in the kindergarten required for the full psychological development and the formation of a child's personality at every age stage. Psychological prevention also involves the timely identification of such characteristics of the child, which can lead to certain difficulties, deviations in intellectual and emotional development, in its behavior and relationships.

Under psychological education it is understood as the acquisition of teachers and parents to psychological knowledge. In society, psychological knowledge is not sufficiently common, psychological culture is not always expressed, which involves the interest in another person, respect for the peculiarities of his personality, the ability and desire to understand their own relationship, experiences, actions. In pedagogical groups, like families, conflicts are possible, based on the psychological deafness of adults, inability and unwillingness to listen to each other, to understand, forgive, yield, etc. Therefore, it is important for us to raise the level of psychological culture of those people who work with children. Psychological enlightenment In our institution is to acquaint teachers and parents with the basic laws and conditions of the favorable mental development of the child; clarify the results of diagnostic research; To form the need for psychological knowledge and the desire to use them in working with a child or in the interests of developing their own personality.

It is worth focusing on how educators use the space group to create psychological comfort.

The educators in groups created an objective development environment, conditionally divided into zones that have their own characteristics:

The zone of psychological unloading. This space organized in such a way that the child in it feels peace, comfort and safety. In such a zone, educators use upholstered furniture and toys, screen and tents, allowing you to retire, photo albums with group and family photos.

Training zone with social and acceptable ways of behavior . In this zone, placed pillows - "Beats", bags with a cereal to remove the tension, calm down. Here is the wall-printed doedactic games of the trainings, which are taught in society models of social behavior "What is good and what is bad", "find magic words", "a gift for all."

Training zone Self-regulation skills. Here are used: audio records for relaxation (for example, the noise of the sea, the sounds of the forest); "Kinetic plasticine and sand" (it can be swallowed, pinching, to mive, which also helps calm down); board games "The slide of chopsticks" (in front of the child is laid out a slide of chopsticks. It is proposed to pull out one wand in one stick, so that the rest of the verbal games "Wokecall", "Jacques" (the leading tip of the pencil slowly draws some famous figure in the air. Children are invited to guess her, but not shouting right there is the right answer, but overcoming your "I want to shout", wait for the team of the leading and answer to whisper)

Personal development zone. Its goal: improving self-esteem, self-confidence, removal of anxiety. In this zone, housed: "Throne", "Book of Records", a corner of birthdays, the stand "Our achievements", etc.

But, organizing a kindergarten environment, it is necessary to focus on creating not so much subject-developing, how much emotional-developing medium, i.e. Such which contributes to the versatile and full-fledged development of the emotional-sensual sphere of the child.

We highlight several components affecting the emotional atmosphere in a preschool institution:

1. Emotional-supporting component of the medium -

Establishing emotional contact with the child;

Involving it in what is happening around the event: "Smile to me, ...", "Come to me for a moment", "Show the toy what she does", etc.;

Creating a positive emotional attitude; The atmosphere of heat and security in the group;

The formation of a child's positive image of his "I";
- awakening in children of joint emotional experiences (joy, surprise, etc.) in rolling games, fun;
- Development of the ability to pay attention and respond to facial expressions and gestures of adults and children, speech intonation; to use these components to communicate;

Formation of desire and preparedness for joint activities;

Training etiquette: Contact each other by name, greet, say goodbye, show sympathy, sympathy;
- Promoting the optimization of child-parent relations, learn to maintain a good attitude towards mom, dad, close to people, etc.

2. The modest-customizing component of the medium -exterior atmosphere. Caring for every child to feel comfortable in the atmosphere of kindergarten, the educator thinks over the organization of the child's life: the availability of toys, not annoying the color interior solution, the convenience of furniture, music background.

3. Emotional-stabilizing component of the medium - moderators that determine the process of staying a child in a kindergarten group for a preschooler It is important that the routine of life is stable. A child who is used to a certain order is more balanced. At the same time, repeatability should be observed in shape: the presence of regime moments - food, sleep, walks, classes - but in content they should differ from each other by the intensity of the events that affect the emotional state of children.

4. Emotional-activating component of the medium - A variety of employment of children - games, classes, surprise moments.

These include:
Games with children on the accumulation of emotions;
games for emotional chatting of a child with peers and adults;
Games for overcoming negative emotions;
Removing emotional stress, relaxation;
Empathy development games in children and others.

5. Emotional-training component of the medium - carrying out psychodastic exercises with children.

By studying psychodastics, children learn various emotions, they study them. This is to overcome barriers to communicate, the development of a better understanding of itself and others, the removal of mental tension, creating opportunities for self-expression.

Thus, thanks to the right organization of an objective development environment, taking into account the emotional-developing component, children have the opportunity to remove aggressive state, psycho-emotional tension, fatigue, calm down, increase the mood.

The pedagogical team of our kindergarten understands that in order to achieve the goals we have, it is necessary to be like-minded people with the parents of our pupils.

Modern rhythm of life requires greater employment of parents at work. In this regard, not everyone has enough time to play with the child, go for a walk, take in a circle of additional education. We can say that some parents see their children "on the run". The consequence of this is their alienation from each other, emotional coldness In relations and as a result - the lack of a sense of community with his family.

There are a variety of forms of work with parents: collective, individual, vividly informational. Our pedagogical team is constantly looking for a creative, informal approach to the organization of interaction with parents to support psycho-emotional contact in families. To unconventional forms of working with parents that we use for this include:

Club young parent;

Evenings of questions and answers;

Thematic exhibitions of literature, booklets, memos, albums relating to the upbringing and training of children.

Exhibition photo newspapers on such topics: "work together", "together on vacation", "sports family", "My dad is the best", "My mother is better than all."

Participation in projects "How I chose a name",« Our family tradition "," Amazing Mom ".

The release of group newspapers with parents participation.

These forms of work helps us to establish links between children and parents, teachers and parents, parents and parents, and this contributes to the emotional well-being and comfort of children.

The work of the educator with families begins with the collection of data on parents of pupils and the compilation of the Social Passport of the Group. Families from the "Risk Group" are determined, namely incomplete families, families with children, deprived of parental care, families with a non-rigid mother or stepfather, single mother, unfavorable families. Each dedicated group is associated with the emergence or existence of already certain problems, so it should be in sight not only as an educator, but also a psychologist's teacher. Most effective methods We consider working with such families:

1) Review of visual agitation for parents:

"Children's Rights"

"We are brought up by kindness"

"Talk about morality"

2) Registration of the information folder with phones and addresses social services Cities Kirovsky for the protection of children's rights.

3) Individually, preventive conversations:

"Family relationships";

"The creative power of love";

"Personality and family";

"Speech communication at home."

4) Active attraction to participate in the life of a kindergarten - Holidays and entertainment, charitable shares, projects.

5) The use of social videos on parent meetings "Children see, children repeat", "There is no cruelty children in the world."

Carrying out suchan integrated approach in the form of close cooperation of teachers, parents and a teacher psychologist in solving problems to strengthen the physical and mental health of children, it is necessary to sayensuring the most comfortable transition of children from the upbringing, education and development model, which was offered in the preschool institution, to the educational, school model.

In the mechanism for the implementation of the continuity of the state before and the state, but in our opinion, the main thing is the continuity of the forms and methods of working with children when moving from kindergarten to school and the accounting of those achievements that they were able to achieve at the steps of pre-school education.

In our pre-school institution, the mechanism for the implementation of continuity looks like this:

at the beginning of the school year teachers preschool institution and schools are drawn up a single joint plan, the purpose of which is concretization of work on the three main directions:
work with children;
interaction of teachers;
cooperation with parents.

The system organized mutual education teachers in kindergarten and educators lessons at school. A positive result gives the Communication of the Future 1st Class Teacher with groups of preschoolers and their parents. The tradition was for teachers a visit, and then holding the last meeting in the group of graduates of a kindergarten, where the teacher-psychologist of the school participates. The educators of the kindergarten, in turn, do not forget about their pupils, constantly monitor their successes.

Psychological services of kindergartens and school work in close tandem. When issuing a pedagogue from the children's institution, a psychologist gives a complete psychological characteristic for each child and recommendations as a teacher-psychologist of the school and the future class teacher for further work. In turn, the teacher-psychologist of the school in September-October holds the first stage of monitoring first-graders for adaptation to school life. The second stage of monitoring is February, which gives the final result of a complex adaptation period. These indicators (and in quantitative and percentage ratio) give the ground to create a correction program. A psychologist's teacher based on monitoring data is an analytical report with conclusions and recommendations for class managers.

If the kindergarten provides emotional well-being of each child, the development of his positive self-adequation, the school improves the achievement of pre-school development throughout primary education; Provides special assistance to the development of qualifications formed in preschool childhood. That this happens, we introduce the following forms of cooperation of educators - teachers - parents: holding round tables, master classes, seminars, joint holding of pedagogical councils with parents. We consider the most valuable form of work - mutualization in which school teachers have the opportunity to see the methods and techniques of work with senior preschoolers and successfully apply them during the lessons at the stage of adaptation, modifying and complementing them. The result of such a form of interaction of pedagogues of kindergarten and school was a selection of health minutes for senior preschoolers and younger students.

For the purpose of the physical and emotional development of future first-graders, to maintain their confidence in themselves, ensuring emotional comfort when moving from kindergarten to school, we have a close communication of graduates of kindergarten and first-graders in the form of excursions, joint holidays, sports entertainment, creative exhibitions. The main proof of emotional comfort is children's smiles, and as you know, happy children are better learning, faster adapt to new conditions, and adults are much easier with them.

So our seminar comes to the end. What's new you today heard to bring to the work of your pre-school institution. Look at the screen. Tell us about it, relying on the proposed starts of phrases, which will help you express your attitude to what you saw:

1. It was interesting ...

2. It was hard ...

3. I performed tasks ...

4. Now I can ...

5. I felt that ...

6. I purchased ...

7. I learned ...

8. I got ...

9. I could ...

10. I will try ...

11. I was surprised ...

12. I wanted ...

13. And also - ...

Thanks for attention