municipal budgetary preschool educational institution
Kindergarten "Firebird" Ust-Donetsk, Rostov region
Synopsis of outdoor sports entertainment for older children preschool age.
Topic:
"Magic Bag"
Prepared and conducted
instructor for physical education I.V. Stovbur
Target:
Creating a positive mood in children, creating conditions for the development of a child's moral and moral values through the use of mobile games.
Tasks:
1. Wellness:
Help to strengthen the musculoskeletal system;
Develop the mobility of the fingers.
2. Educational:
Improve ball handling technique.
to consolidate the knowledge of Russian folk tales, games.
exercise in walking on half-bent legs,
To fix the rules of safe movement on the sports ground.
3. Developing:
develop physical qualities: strength, speed, endurance, dexterity, flexibility;
develop coordination of movements based on the experience already accumulated by children.
4. Educational:
to cultivate a sense of empathy, mutual assistance, goodwill towards peers;
· bring up conscious attitude to your health, contribute to the formation of positive emotions.
Preliminary work: Reading Russian folk tales.
Equipment: A sports ground, hats for the heroes of the fairy tale "Turnip", toys - a goose, a gnome, a turnip, a wolf cap, a ball, a bag.
(Children enter the sports ground and line up).
Hello guys! I have a magic bag in my hands, do you want to know what is there?
Yes (children's answers)
The physical education instructor calls one of the children and he takes out one of the objects without looking from the bag. Tasks are performed depending on which item the child pulls out.
turnip: The fairy tale "Turnip" is being staged.
Goose: Walking in a circle with a goose step.
Ball: There is a ball game to choose from.
Wolf hat: The game is being played: "The wolf in the ditch"
Dwarf: physical education instructor reads a poem, and children show it with their hands .
Once upon a time there was a cheerful dwarf
With round ears (we show big ears with our hands).
He's under the sugar mountain
Slept under the gate (depict a sleeping gnome).
Suddenly out of nowhere
The giant appeared (we stand on our toes, spread our arms, depicting a giant).
He wanted to eat the mountain, He just choked (we show how the dwarf eats).
Well, what about a cheerful gnome?
So he sleeps in a deep sleep (we depict a sleeping gnome).
Physical education instructor: So our entertainment is over, next time I will bring a bag with other items and we will play again.
On the topic: methodological developments, presentations and notes
Synopsis on mathematical development in the senior group "Magic bags"
Purpose: to show the level of formation of mathematical representations in children of senior preschool age. Learning tasks: Ø Fix the numerical sequence within 10, ideas about the holiday ...
Magic bag game
With the help of this game in a fun way, children receive various tasks. Performing the tasks of the magic bag, children show their individual musical and rhythmic abilities and creativity....
Didactic game "Magic bag"
Synopsis of a didactic game for the development of speech for primary preschool age. It uses health-saving technologies....
Types of children's activities: game, communicative, cognitive-research, motor, perception of fiction and folklore.
Goals: to teach to listen carefully and observe, to form the ability of children to dialogical speech; learn to answer questions with a word and sentences consisting of 3-4 words; enrich and activate the vocabulary on the topic; cultivate a caring attitude towards animals.
He listens with interest to the teacher’s story about the hedgehog, answers simple questions, can, at the request of an adult, tell about what is shown in the picture, masters the basic movements when performing the motor exercise “The hedgehog stomped along the path ...”, takes part in the game “Magic bag”.
Materials and equipment: flannelgraph, hedgehog picture, hedgehog toy, bowl of milk.
Organizing time.
caregiver . Guys, do you want to visit the hedgehog? We will find out how a hedgehog lives.
Main part. Reading a poem.
Reading a poem, showing actions on a flannelgraph.
The teacher puts a picture on the flannelograph, which depicts a hedgehog, and sings:
Little hedgehog,
Four legs.
Carrying a leaf on the back
(Attach to hedgehog leaf),
The song is sung:
"Tuff, tuff, tuff, tuff -
I carry a leaf on my back
I am the strongest in the forest
I'm not afraid of the fox itself."
Little hedgehog,
Four legs.
On the back of the fungus carries
(Attach to hedgehog fungus),
The song is sung:
"Tuff, tuff, tuff, tuff -
I carry a fungus on my back
I am the strongest in the forest
I'm not afraid of the fox itself."
Little hedgehog,
Four legs.
He carries a fox on his back,
The song is sung:
"Tuff, tuff, tuff, tuff -
I carry a fox on my back
I am the strongest in the forest
Defeated the fox itself.
A story about a hedgehog.
Children listen to the teacher's story. (Accompanied by showing pictures.)
- A hedgehog lives under a tree in the forest. The hedgehog is prickly. He has a lot of needles. He curls up and sleeps. No head or legs are visible. When it is quiet around and the hedgehog has no one to be afraid of, he turns around, the head and legs appear, and the hedgehog goes to look for food. He eats grass, berries, mice. Once a hedgehog went into the garden where the children were playing. He was frightened of the guys, curled up in a ball. The children saw a hedgehog and shouted: “Mom, a hedgehog has come to us!” Mom took out milk in a bowl, put it in front of the hedgehog, the hedgehog carefully pulled out its head and began to drink milk from the bowl. What an interesting hedgehog!
Guys, who is in the picture? (Hedgehog.) What hedgehog? (Prickly. Small.) What does the hedgehog carry? (Leaf, fungus.) What does the hedgehog eat? (Grass, berries, mice, milk.) And who is the hedgehog afraid of? (Lisu.) What does a hedgehog do when it's scared? (He curls up into a ball.)
The teacher reads lines of poetry to the children, and the children imitate the movements.
Magic bag game.
Purpose: to exercise children in the ability to identify a toy by touch, to develop tactile sensations; help memorize the names of toys, learn to talk about the toy, building a sentence of 3-4 words.
The teacher shows the children small toys (hedgehog, fox, mouse, mushroom, leaf) and invites the children to feel each toy, run their palms over it. Then the teacher puts the toys in a bag and invites the children to take any toy from it and, without taking it out, name it, and then show it to everyone.
Reflection.
Children can take toys (dolls, hedgehog, bowl, leaf, fungus) and feed the hedgehog.
Lesson 4
A. Barto's poem "Elephant".
colorful gate
Types of children's activities: game, communicative, cognitive-research, visual, perception of fiction and folklore.
Goals: to introduce this work of art; improve the ability to listen to poetic works, provide children with the opportunity to finish words, phrases when the teacher reads a poem; learn to play with toys; to consolidate the ability to draw with a pencil, to learn to draw arcuate lines, to recognize their outlines, to consider their work; acquaint with the perception of classical music.
Targets for preschool education: shows emotional responsiveness to an age-appropriate literary and artistic work (A. Barto's poem "The Elephant"), examines illustrations with interest, can, at the request of an adult, tell about the depicted; accepts Active participation in productive activities (drawing gates), owns the basic movements when performing the exercise "Frost".
Musical accompaniment: musical piece "Elephant" (from Carnival of the Animals by C. Saint-Saens).
Materials and equipment: illustrations for a poem by A. Barto, a toy elephant; flannelgraph, figurines for flannelgraph (house, gate), sheets of paper, pencils for each child, easel.
Organizing time.
Sounds musical play "Elephant" by C. Saint-Saens.
Educator. You hear? We have a guest coming. Listen to the music and guess who it could be. Yes, it's an elephant coming to visit us from the zoo! Here he is waving his trunk at you. This is how the elephant says to you: "Hello!"
The psychologist shows the children a cloth bag containing a small ball and a cube.
There was a small ball hidden in this bag. You need to find it without looking into the pouch.
The children take turns looking for the ball by touch and tell how they distinguished it from the cube.
♫ Communicative game "Ball"
Psychologist says:
Our lesson ends. Let's say thank you to each other fun game. Goodbye!
ACTIVITY #5
"Walk in autumn forest»
Tasks:
Ø rally the group, develop empathy;
Ø develop auditory attention, arbitrariness, the ability to quickly respond to instructions;
Ø reduce excessive physical activity;
Ø teach to distinguish colors, correlate objects by color;
Ø develop spatial representations, the ability to display in speech using prepositions (on, under, in, for, etc.) the location of things;
Ø develop general motor skills;
Ø develop memory, speech and imagination;
Equipment:
Ø painting or photograph "Autumn Forest";
Ø toy hedgehog;
Ø toys (bibabo dolls): fox, wolf, bear;
Ø red, yellow and green maple leaves (for each child);
Ø red, yellow and green baskets;
Ø charcoal pencil, hedgehog sheet, wax clay, spaghetti pasta.
Lesson progress
♫ Greeting "Let's walk"
The psychologist shows the children a picture that depicts an autumn forest. Children examine the picture, name the season, explain by what signs they determined that autumn is depicted.
Psychologist says:
Let's imagine that we are going for a walk in the autumn forest.
Rhythmic game "Legs walked"
On a flat path They move at a normal pace.
On a flat path
Our feet are walking
Our feet are walking.
On the pebbles, on the pebbles They move in big steps.
Over the bumps, over the bumps Perform forward jumps
forward.
By small leaves They move in small steps.
In the hole - boom! They squat down.
Well, here we are in the forest. We should be met by a hedgehog... Where is he?
Children find a hidden toy and say where the hedgehog was.
Song "Hedgehog"
M. Kartushina
"Fufti-fufti-fufti-fu, I carry a sheet on my back."
Little hedgehog, four legs,
He walks through the forest, he sings a song:
“Fufti-fufti-fufti-fu, I carry a fungus on my back.”
Psychologist examines with children toy hedgehog, offers to touch it. Children touch the toy with the palm of their hand, pretend to prick themselves, pull their hand away, say that the hedgehog is prickly.
♫ Game massage "Hedgehog"
The psychologist invites children to learn B. Zakhoder's poem.
What are you, hedgehog, so prickly?
This is me just in case.
Do you know who my neighbors are?
Foxes, wolves and bears!
The psychologist explains how the hedgehog defends itself from "its neighbors", invites children to play.
Children, depicting hedgehogs, crawl on all fours in a group. When the psychologist shows a toy (a fox, a wolf or a bear), the children should group and sit still.
The game is repeated 2-3 times.
The psychologist draws attention to the hedgehogs in the album, which do not have needles, offers to draw. (I - with a charcoal pencil; II - unconventional technique: modeling the body of a hedgehog from plasticine, spaghetti is used for needles).
Didactic game"Spread the leaves"
The hedgehog collected maple leaves in the forest. He asks you to help him arrange the leaves correctly in the baskets.
The psychologist gives each child a set maple leaves, exposes three baskets - red, yellow and green. Children lay out the leaves in baskets of the corresponding color.
Communicative game "Hedgehog"
A child is chosen to represent the hedgehog. He sits up and wraps his arms around his knees. The psychologist and other children stand around him and sing a song.
We walked slowly through the forest.
Suddenly we saw a hedgehog.
Hedgehog, hedgehog - we are friends,
Let us pet you.
Everyone leans over and gently touches the hedgehog.
The game is repeated 2-3 times.
Everyone says goodbye until the next meeting.
ACTIVITY #6
"Walking in the Forest"
Tasks:
Ø strengthen emotional contact with children, encourage them to communicate;
Ø relieve excessive emotional and physical fatigue;
Ø to promote the establishment of a warm, trusting relationship between the child and the parent;
Ø reinforce the feeling of joy and Have a good mood;
Equipment:
Ø toys: a horse, “hooves” (“kinders” with sprinkled cereals inside), a bunny, a hedgehog, a bear, a basket with rattles;
Ø hare stencil, gouache, foam swabs, wax clay.
Lesson progress
♫ Greeting "Let's walk"
Psychologist with the words:“Look, guys, who is visiting us!” shows a soft toy horse and encourages children to show mothers where the horse has eyes, nose, tail, etc. Asks how the horse jumps and encourages children to pronounce the onomatopoeic words “tsok-tsok”. Then he reads a poem by A. Barto.
I love my horse
I will comb her hair smoothly,
I stroke the ponytail with a scallop
And I'll go on horseback to visit.
We will also go to visit you on our horse for a walk in the forest. Listen to how loudly the horse's hooves click.
The psychologist imitates the sound of hooves: he knocks with “hooves” (“kinders” with grits inside). Then he invites the children to sit on their mothers' laps. He distributes “hooves” to children, pays attention to their color, shows how to knock them.
♫ Game song "Horse"
The psychologist encourages children to sing along, to knock with “hooves”. The parent holds the child's hands and helps him reproduce rhythmic beats. You can imitate riding a horse by slightly tossing the child on your knees to the rhythm of the music.
Brought a horse Psychologist shows a toy
to the clearing we are in the woods, bunny, the guys greet him.
Look guys
who climbed on the stump?
On a hillock, on a stump
hare sits,
He warms his ears, moves them.
The psychologist asks to show the bunny's ears, tail, how the bunny jumps (children who cannot jump perform a "spring").
The psychologist draws attention to the bunny in the album, he does not see any ears or tail, he offers to sketch the bunny. (I - stencil; II - modeling: carrot)
♫ Mobile game "Bunny"
The game is played 2-3 times. The child and the parent stand in pairs opposite each other, the children perform movements, repeating after the parents.
little bunny,
Bunny coward!
Don't be afraid, bunny
Better play with us!
Psychologist says:
Bunny played with us
And he ran off into the woods.
♫ Game song "Horse"
ACTIVITY #7
"House on the Edge"
Tasks:
Ø Encourage children to actively communicate;
Ø learn to imitate the expressive imitative movements of an adult;
Ø develop imaginative thinking, fine motor skills, Attention;
Ø to promote the creation of a warm, tender relationship between parent and child.
Equipment:
Ø toys: bunny, bear, fox;
Ø table with a toy house;
Ø light gas handkerchiefs;
Ø basket with bells;
Ø gouache, foam swabs.
Lesson progress
To calm music, children with their parents enter the hall. The psychologist welcomes each child, affectionately calling him by name. Then parents and children stand in a circle.
♫ Greeting "Let's walk"
At the edge of the forest Psychologist gathers children near
there is a painted house. the table on which the house stands.
We'll knock on the window Children knock on the house, appears
who lives in it, let's see. bunny. Children and adults greet
him.
The psychologist remembers with the children what ears the bunny has, what a tail, how the bunny jumps. Then he offers to turn into funny bunnies and play with the bunny.
♫ Mobile game "Bunny"
Psychologist: The rabbits heard a noise and immediately galloped off to their mother!
The psychologist offers to see who else lives in the house. Children come up, knock, Mishka appears. Children and adults greet him.
Mishka is coming, coming, he is so shaggy!
Mishka is coming, Mishka is coming, Bear is fat-fifted.
E. Makshantseva
The psychologist distributes handkerchiefs to children and says:
Mishka, Mishka, don't shawls, it's better to dance with the children.
♫ Handkerchief music game
After the game, the psychologist asks the children to put their handkerchiefs in a basket.
Fox comes out of the house. The psychologist asks the guys who it is. Draws the attention of children to the fact that the fox is red, it has a fluffy tail, a long nose, etc.
Reports:
The beautiful Fox brought us a bell.
Shows the bell to the children, rings them, draws the attention of the children to the beautiful sound of the bell. Offers bells to children. After the children explore the instrument, he offers to play with the bells. During the game, parents help the children ring the bell and hide it in the palm of their hand in time.
♫ Jingle Bells Music Game
The game is played 2-3 times.
Psychologist: We played merrily in the forest, sang and danced! And now let's say goodbye to Bunny, Bear and Chanterelle, it's time for us to go home.
Children say goodbye to toys, waving to them.
The psychologist invites the children to give the fox beads (I - drawing beads with a finger, a foam rubber swab; II - an enchanted picture: a drawing (a treat for animals: drying, carrots, honey) is applied with white wax crayon or a candle, when painting the sheet with gouache, an image appears).
ACTIVITY #8
"Visiting Grandma Alena"
Tasks:
Ø promote the development of emotional communication skills, activate uncommunicative, shy children;
Ø form a positive emotional attitude towards joint (child - parent) activities;
Ø develop fine motor skills, attention;
Ø encourage in game situations to pronounce onomatopoeic words, adjusting to the voice of the teacher;
Ø encourage verbal communication;
Ø learn to distinguish body parts;
Equipment:
Ø toys: locomotive, cockerel, dog;
Ø plasticine or salty dough, gouache, cotton buds, a sheet with the image of a grandmother.
Lesson progress
Psychologist: Today, guys, Grandmother Alena invites us to visit.
Grandma Alena lives in the house,
Our kids are waiting for a visit!
Brings out a toy locomotive. He asks the children how the wheels of the locomotive knock (“choo-choo-choo”), how the driver gives a whistle (“oo-oo-oo”). Then he offers to hold hands with mothers, like a locomotive and a trailer.
Psychologist:
Kids steam locomotive
Brought directly to Grandma!
Grandmother (the psychologist puts on a scarf and glasses):
Hello kids,
Girls and boys!
Children greet their grandmother, she strokes each child on the head.
I - cheerful grandmother, baked you delicious pancakes.
Children sit on their mothers' laps.
finger game"Patty-Patty"
Palms, palms, Children bake pies.
They baked pancakes. Stretch your hands forward.
Put on the window
Left to cool.
The sparrows have flown Waving their hands like
wings.
The fritters were pecked. Tapping with index
fingers on the knees.
Clap-clap - flew, They raise their hands up.
Sat on the head! They put their hands on their heads.
I - the psychologist suggests making pancakes from plasticine (salt dough).
Lives in my yard Cockerel, Takes out the Cockerel from the house.
Golden comb. The cockerel "hello" with the children,
Gets up early in the morning touches every child.
He sings songs loudly. Children are stroking a cockerel.
Game song with movements "Petushki"
N. Vakhrushina
Roosters, cockerels, Children walk by clapping their hands on the sides
Golden combs.
Chorus:
It is important to walk like this
Legs raise
Look, look to the side Hands are pulled back, bending over
Looking, looking for grains. look around.
They beat with a beak, Nodding with folded hands
The grains pecked. boat, up and down.
The grains have been eaten They tap with a finger on the palm.
The song was sung -
"Ku-ka-re-ku!" They flap their arms like wings and utter onomatopoeic words.
Who guards my house, sits under the porch?
He barks at someone else's, does not let him into the house.
Parents help children solve the riddle. Grandma takes the dog out. Children greet her, stroke her, show where her ears and tail are.
Game song with movements "Bobik"
T. Popatenko
Bobik, Bobik, nice dog. Psychologist encourages children
Woof woof! pronounce onomatopoeic
White forehead, black nose. words.
Woof woof!
Bobik, Bobik, give me your paw. Children put forward the pen,
Woof woof! palm up.
Sit on the mat and don't bark! They threaten with a finger.
with the kids now Children and parents get up in a round dance.
Let's start the dance!
You, doggie, sit down,
And look at the kids!
♫ Chok da chok round dance
E. Makshantseva
Chok yes chok - children dance,
Chok yes chok, chok-chok-chok,
Chok yes chok - children dance,
Exposing the heel.
Chorus:
Our children are spinning
Everything is faster, everything is faster
Our children are spinning
More fun, more fun.
Clap and clap - children are dancing,
Clap-clap-clap, started dancing,
Clap and clap - children are dancing,
We have a lot of fun.
Our children are squatting
They squat together,
Our children are squatting
That's how much fun we have!
Chok yes chok - children dance, Children put their feet on the heels.
Chok yes chok, chok-chok-chok,
Chok yes chok - children dance,
Exposing the heel.
II - the psychologist offers to decorate and give grandmother a scarf (foam swab, fingers).
Grandmother: Oh yes, children, well done, pleased Grandma! Come visit me again. Goodbye!
♫ Rhythm game with singing "Locomotive"
ACTIVITY #9
"Merry Petrushka"
Tasks:
Ø develop the ability to coordinate their actions with the actions of other children, with the rules of the game, with the rhythm of the verse;
Ø consolidate children's knowledge of gender (girl - boy);
Ø fix spatial representations (“top”, “bottom”);
Ø develop general and fine motor skills;
Ø develop perception, speech and imagination;
Equipment:
Ø toy "Parsley";
Ø a toy train, with a long ribbon tied to it;
Ø clothespin of blue color(for each boy); pin yellow color(for each girl);
Ø hoop, with yellow and blue ribbons tied to it (carousel);
Ø soft toy or a doll (for each child);
Ø wax clay, gouache, foam swabs, parsley leaf.
Lesson progress
Psychologist greets children and parents
♫ Greeting "Everyone get on your feet"
Psychologist:
Guys, cheerful Petrushka is coming to visit us.
The "locomotive whistle" is heard and a steam locomotive drives into the group room, on which Petrushka rides.
"Petrushka" addresses children:
Hello children! I am a fun toy, and my name is...
Children in chorus say: "Parsley!"
That's right, you guessed it! Perhaps you were waiting for me? Well, then let's play and have fun! Who wants to ride on my steam locomotive?
Game song "Steam"
Children stand one after another, take one hand on a ribbon tied to a train.
Steam locomotive, steam locomotive, little shiny one,
He drove the wagons, as if real.
Who is on the train?
Teddy bears, fluffy bunnies,
Cats and monkeys!
Here we come to the country of games and entertainment! Get in a circle. Let's play with our arms and legs. Oh, where are your pens? Hiding?
♫ Communication game "Where are the pens?"
Hooray! Our kids have been found! Are you tired of my games? Then everything is on the carousel! Do you have tickets? Get: girls - yellow, boys - blue.
"Petrushka" distributes "tickets" to children. Girls get yellow clothespins and boys get blue clothespins. Children independently attach clothespins to clothes. “Petrushka” addresses each of the children with questions: “What color is your ticket? Why?"
"Parsley" invites children to approach those ribbons that match in color with their "tickets". Children choose ribbons for themselves and name their color.
♫ Communication game "Carousels"
For each verse, the children change hands and move in the other direction.
Guys, you rode the carousel so much fun, played that your toys also wanted to play.
II - the psychologist invites children to mold a plasticine rattle toy.
Target: development of tactile-spatial perception, memory, visual representations and expressive speech of students.
materials: various small items and toys in an opaque bag or cloth bag.
The number of items is at least 20 (assuming that there are at least 5-6 items per participant).
Required time: 20 minutes.
ProcedureThe host uses a package prepared in advance with a set of various small items and toys. The bag must be opaque so that children cannot see what items are in the bag. The exercise is performed in two versions.
A) Instructions to the participants: Today we will play a game with you called "Magic Bag". I have this bag in my hands, it contains various interesting things. Now each of you, without looking - you can close your eyes, you can hide the bag under the table - you can get one, any, thing out of the bag. And, also, without looking, only by touch you need to determine what kind of object you have in your hands. And then tell us about this object, still without looking at it, in as much detail as possible: not only name it, but also describe as many of its qualities and properties as possible - what it is made of, what shape, surface it has, whether it is cold or warm, etc. It will be possible to look at the object only after my permission, is everything clear to everyone?
The facilitator invites the first participant to put their hand into the bag without looking and choose any item. The child can feel the thing that he has chosen, after which he says aloud what he has in his hands - still without looking at the object. In the event that the object is immediately identified and named, the host must nevertheless ask to describe in detail the properties of the object that can be determined by feeling.
The facilitator helps to highlight the various qualities of the thing by asking the student clarifying questions. After the item is fully described, the facilitator allows you to look at it, show it to the others and asks one more question: “Now, when you saw the item, what else can you say about it?” If the child cannot add anything, the question should be addressed to the rest of the children. Thus, work is carried out with all members of the group, and each child must describe 3-4 subjects.
B) The facilitator uses the same set of items. This time, the participants are invited to take an object out of the bag and study it, to make a riddle for others - that is, to describe the object without naming it, so that other participants in the game can guess what the subject is.
Mandatory condition of the game: the functional purpose of the object should not be mentioned (for example, "they open the door" - therefore, "the key"). Only those properties that are determined by probing should be named. The same key can be described as follows: “An oblong object, cold, iron, at one end there is a ring, from it comes a round rod, which ends with two protrusions & in the form of steps, they are only on one side of the rod.”
The facilitator organizes the feedback of the working participant with the group: by asking leading questions, he helps him build his speech so that the description of the subject is complete and accurate, and the other participants can guess which subject is meant. Also, the facilitator should make sure that all participants in the lesson are actively working in this exercise. If a clear leader is determined in the group - the most intelligent student, you must ask him to give other children the opportunity to guess the riddle.
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Goal: increasing the child's self-confidence, anxiety, internal tension, reducing the feeling of fear of failure.
Necessary accessories: an opaque bag with a set of small items made of different materials: glass, wooden, plastic beads, buttons, pieces of fur, small toys, coins, keys, pebbles, etc.
P. Levin distinguishes six stages of development from birth to eighteen years, each of which implies its own tasks. At each stage, one of the structural ego-states Parent, Adult, Child develops intensively. At the first stage "existence" from birth to six months of intensive development Somatic Child. The task of this stage is to survive, to receive care, to satisfy basic needs, to receive strokes. The negative impact on the development of the personality at this age is exerted by the removal of parents, inadequate reactions to the needs of the child, lack of physical contact.
Second stage "action" lasts up to a year and a half, during which time the ego-state of the Little Professor intensively develops. The task of this period is to explore the world without limits. The child identifies with his actions. By limiting actions and cognitive interest parents, the child may receive a ban on achieving goals and a fear of novelty.
Third stage "thinking" lasts from one and a half to three years during which the Adult ego state develops. The child actively masters speech and causal thinking, psychologically separates from the parents through denial. Here you can trace a natural connection with the manifestations of the crisis of the age of three. The prohibition of parents on their own opinion of the child can interfere with normal development at this stage. It is important to let the child think for himself. Emotional literacy begins to develop.
fourth stage "identity and strength" occurs between the ages of three and six. Reality is comprehended through the development of fantasy. This is also the age of script consolidation. There is socialization and sexual identification. If the stage is not properly completed, superstition and a lack of separation between reality and fantasy arise.
Fifth stage "structure and skills" , passing up to twelve years, involves the development of new knowledge and skills, the internalization of norms and rules. The Parental ego-state is formed. At this stage of development, it is important for a child to develop his own rules, which may differ from those of the Parents.
Finally, the sixth stage "regeneration" unites all the psychological achievements of the child into a holistic personality, the formation of an adult type of sexuality takes place. Characteristic instability of behavior. In this integration process, unfavorably passed early stages can be partially compensated.
If the child could not successfully solve the tasks of the stage, then he moves on to the next one, with some "development arrest" . In adult life this is manifested by a complex of specific problems, based on the nature of which, one can draw a conclusion about the age of its occurrence.
In childhood, we are introduced to the characteristics of the six stages for the first time. Through experience we discover the meaning of these life phases. We make decisions that, for better or worse, become part of our life plan. We develop ego states that correspond to these stages, we create such traits of our character that become part of our total personality.
The first stage is a time to gather strength, build up energy to reach a critical mass that will eventually give birth to action. The need to explore the world and feed our senses through direct action continues throughout life. Like a toddler between six and eighteen months, when we first develop the Little Professor, we return to a phase of intense curiosity to develop our Action Ability. We just can't wait to see what the world is like. We want to get up and walk, smell, taste, touch, look, explore! We want a variety of stimulation, because the world seems new, we need to develop sensory awareness, through action rather than thinking. We want to follow our own impulses without hesitation. We are looking for a new foundation, going a different way. "You can be curious and intuitive" , "It's okay to be proactive" , "It's okay to explore and experiment" , “You can do things and get support at the same time” . "You can get attention or approval and keep doing what you really want to do" . This stage is the time for action; search time, even if we don't know exactly what we are looking for. In seeking knowledge of what we do not yet understand, we find our own way. We need to decide that it's okay for us to go out into the world, explore, feed our feelings, and continue to receive support. Like a child between 18 months and 3 years of age, when the Adult ego state first forms, in the third stage we need to establish a new sense of independence, individuality, and separation. We test reality and fight others while we develop each new level of thinking. "You can think for yourself" , "You don't have to be doubtful, you can be sure of what you need" , "You can think about your feelings and you can feel about your thoughts" . This is the time for that which is individual: a flower, a leaf or a branch unlike any other. Now, with all our might, we strive to say not only: "I am me" . We need to decide what to fight and test, find boundaries, speak "No" and separating is fine. Like throwing a rock into water to see how far the circles go, we test the consequences of our own behavior and apply force to see what happens. The development of a new identity brings with it issues of power and gender, strength and powerlessness, fantasy and reality, damage and healing, mental health and illness, being a man or a woman, and ways to control impulses. We need to understand that it's okay to have our own point of view, to be ourselves and test our strength.
Imagine that your child, while exploring the world, playing, fulfilling your instructions, made a mistake or made some kind of oversight. And this can happen to anyone. Now imagine that the child is beaten on the hands for this oversight, scolded, while calling "handless" , "clumsy" etc. Perhaps, after one or two such remarks, the child will stop showing initiative, will be careful in statements, actions, and actions. child to "break down" quite a few "affirmative" negative statements of an adult addressed to him. And then - uncertainty, timidity, shyness, lack of initiative ...
Watching pupils kindergarten, you can immediately see such children - they do not ask questions, they hesitate with answers, as if considering: "And what I get for this? I have to answer correctly or better not at all!” . Doubt for everyone specific case. For individual work with such a group of children, it was developed this technique "Magic Bag" .
Instruction:
An opaque bag filled with small toys is laid out in front of the child. And the instructions are given. “Now you will put your hand into the bag, feel for an object there, guess what it might be, and then take your hand out of the bag and compare your answer with the toy” . If the child finds it difficult to name the object immediately, leading questions are asked: “What object to the touch: hard - soft; glass - iron; round - square, etc. " . At the same time, the psychologist encourages the child with words (positive strokes and messages of encouragement).
I like to work with you!
You are doing so wonderfully!
You can work at your own pace!
You can do the exercise as many times as you need!
I'm glad you're starting to think for yourself (but)!
I love the way you take the initiative! Etc.
In the classroom, I support children in the implementation of developmental tasks, namely:
I continue to create an atmosphere of love, affection, security and protection.
I help the child to move from one activity to another.
I give simple and clear directions that the child can follow; support and praise for achievements.
Teach your child basic safety commands (for example, come, don't, go, sit down, get up).
I set reasonable boundaries of behavior and monitor their implementation.
I rejoice in the ability of children to think.
I encourage cause and effect thinking.
I give information for what to do something, how to do it, etc.
I allow children to express both positive and negative feelings.
Teaching how to express feelings other than by hitting someone or something.
I explain “why”, “how” and provide the child with other information.
I say what it's called.
I support the child's efforts to learn to do things in his own way.
I give a lot of encouragement when learning new things.
Encourage the child's ability to think logically and creatively.
Allowing the child to experience the harmless natural consequences of their actions.
This exercise is performed several times during the course of classes with anxious children. By changing the filling and variety of the bag, it is achieved desired result- children are not afraid to make a mistake when answering, ask leading questions, become confident in themselves and their abilities. And most importantly, they are happy to transfer the experience gained in this exercise to life!
