Exercise "Pencil"

To familiarize participants with the rules of this game, you will need paper and a pencil. The host explains to the players that the pencil can be controlled from a distance by giving it one of four possible commands: "Up!", "Down!", "Right!" or "Left!" On command, the pencil moves in the indicated direction, leaving a line on the paper. Another command follows, and the pencil, without taking off from the paper, moves again. Thus, a broken line is drawn on the sheet. All pencil "strokes" must be equal in length.
At the preliminary stage of the game, the participants give their commands in turn, and the leader "helps" the pencil to carry out its duties. Then, making sure that all participants have learned the principle of the game, the facilitator invites them to draw imaginary figures on an imaginary sheet, which everyone should represent in front of them. Drawing begins with the simplest figure, a sample of which the presenter demonstrates to the players, for example, from a square. Commands are given in a circle.
The facilitator must explain to the players that they have no right to agree on where to start and in which direction to lead the broken line. Everyone should closely monitor the teams and, when it comes their turn, act according to the situation. If during the drawing the participant could not follow the line or it seemed to him that one of his comrades made a mistake, he stops the game with the command "Stop!" At this command, everything that is already drawn on the imaginary sheets is automatically erased. The person who stopped the game starts it over and makes the first move. After the figure is drawn, the presenter suggests the next, more complex one.
As a rule, the game is very lively. The presence of a common goal and the responsibility of each for its achievement lead to a significant mobilization of the visual imagination.

Exercise "True or False?"
(atmosphere of openness, group cohesion)

Training
Group members sit in a circle; everyone should have paper and pencil ready.
1. Invite the participants to write three sentences that are personally relevant to them. Of these three phrases, two must be true and one must not.
2. One by one, each participant reads out his phrases, everyone else tries to understand what is true and what is not. Moreover, all opinions must be substantiated. Advise the authors of the phrases not to rush with their comments and carefully listen to the guesses of different players. After all, this is a great opportunity to understand how a person is perceived from the outside.

Exercise "Labyrinth" (feeling of trust)

The group is divided into pairs. In each pair, one of the participants with the help of verbal instructions-commands "leads" his partner into an imaginary labyrinth, the scheme of which in the form of a broken line with right angles he holds in front of him, but does not show his "follower". There are three commands in total.
The first, denoting the entrance to the labyrinth, is "Straight ahead!" Further, depending on the shape of the labyrinth, follow the commands "To the right!" or "To the left!", after which the person walking along the imaginary maze must turn respectively to the right or to the left.
Having passed the maze, the "follower" must turn 180 degrees and mentally leave it, aloud reporting all his movements (using the same three commands). At this time, the "winding up" according to his scheme controls the path of the partner. If the "follower" has coped with the task successfully, then he is offered a maze with a lot of turns and so on. Then the partners switch roles.
In some cases, it is better to work with the "Labyrinth" not in pairs, but as a whole group. In this case, part of the participants sitting in the circle (even) will lead into the maze, and the rest will be taken out of the maze. Then each of both the "leading" and the "leading" gets only a part of the common path.
During the discussion of the results, the coach should pay special attention to how each athlete, as a "follower", coped with his task. Participants, who have a predominant visual orientation in space, usually use an imaginary man who, obediently following commands, walks through the maze. For those with a predominant motor type, this is not enough. In order to determine where it is "to the left" and where is "to the right", each time they have to imagine themselves in the place of the "little man", mentally climb into the labyrinth and make imaginary turns there. Imagining various movements, people with a motor type of orientation do not so much see these movements as they feel them with their bodies, feel themselves performing them.

Exercise "Wishes" (creating a group atmosphere)

All participants sit in a circle. Everyone in a circle expresses a wish to the sitting players. It is possible for one of the players, if desired. The trainer expresses his wish at the end of the circle.

Exercise "I want to give you" (development of the psychological climate)

The facilitator begins the exercise, addressing the participant sitting to his right, with the phrase "I want to give you ..." and says what he wants to give this person.

Exercise "Mirror" (development of the psychological climate)

Participants are divided into pairs, facing each other. One of the players makes slow movements with his hands, head, and the whole body. The task of the other is to exactly copy all the movements of the partner, to be his "mirror image". In each pair, the participants independently select the required complexity of movements and their pace.
During the game, the participants working for the "reflection" quickly learn to feel the partner's body and grasp the logic of his movements. From time to time it is becoming easier to follow the "original" and copy its movements, and more and more often situations arise not only of anticipation, but also of anticipation of its movements. Having mastered the skills of motor imitation, participants can try their hand at a more complex game: the task is the same, but the roles of "reflection" and "original", follower and leader are not defined. Flexibly adjusting to each other, the players tend to move in unison.
This exercise is a very good means of developing psychological contact. By observing the course of its implementation, the trainer can identify a "natural" leader in each pair. Difficulties in achieving motor consent are often associated with the presence of tense relationships between partners.

Exercise "Truth or Fiction" (ability to listen and understand)

Play enhances group cohesion and creates an atmosphere of openness.
Group members sit in a circle; everyone should have paper and pencil ready. Invite the participants to write three sentences that are personally relevant to them. Of these three phrases, two must be true and one must not.
One by one, each participant reads out his phrases, everyone else tries to understand what is true and what is not. Moreover, all opinions must be substantiated.
Advise the authors of the phrases not to rush with their comments and listen carefully to the guesses: and from different players. After all, this is a great opportunity to understand how a person is perceived from the outside.

Exercise "Reservoir" (understanding the interlocutor)

Purpose of the game - improving non-reflective listening.
In a conversation with a teacher, parents, older sister or brother, boyfriend or girlfriend, any person in a state of excitement or resentment towards you, play the role of an "empty form", a "reservoir" into which your interlocutor "pours", "lays" your words, thoughts, feelings, emotions. Try to reach the inner state of the "reservoir": you are a form, you do not react to external influences, but only accept them into your inner space. Drop your personal assessments - as if you are not in reality, there is only an empty form!
It's difficult. But play it two or three times and you should be able to do it easily. Then, when you are sure that you have formed an internal state of the "reservoir", enter into a conversation with the most conflicted person and try to be impartial and non-tendentious towards your interlocutor. Use the skills you acquired in the previous exercise.

Based on the hypothesis and taking into account the results of the ascertaining experiment, we determined the following goal of the formative experiment: the implementation in practice of a system of classes for the development of conflict-free behavior in children.

• - organizing and conducting interactive games aimed at forming cohesion and cooperation among older preschoolers, teaching effective ways of communication, forming a claim for social recognition and removing conflicts in children;
• - playing out conflict situations and modeling the way out of them; -use of psycho-gymnastic studies aimed at the formation of motives of positive behavior.

Formative work was carried out with children of the older group in the amount of 20 people. Formative work was carried out with children in subgroups (10 people each) and individually. The time of the event is the second half of the day. Individual work was carried out as needed with those children who required additional influence, or could not work constructively in a group with other children.

At the beginning of the formative experiment, we conducted interactive games with children in order to form constructive behavior and prevent conflict behavior in older preschoolers.

During the games, we solved the following tasks: to provide the child with the possibility of visual perception of the unattractiveness of the norms of behavior of negative characters in literary works, fairy tales, cartoons; to exercise children in the application of valuable ethical norms of relationships; teach children to use socially acceptable ways to resolve conflicts; teach to show a peaceful desire to interact with an opponent; teach to take into account the feelings of another person in a conflict situation.

In the course of our games, children had the opportunity to gain new experiences, gain social experience and communicate with each other in a completely different way than during ordinary life in kindergarten. After each game, children were asked to analyze and discuss their experiences. At first, the experimenter himself offered the children games and actively participated in them, then the children themselves expressed a desire to play certain games they liked the most.

When organizing interactive games, we paid attention to the organization of time, since children need time to clarify their personal situation and find a way to overcome difficulties. Play time was distributed in such a way that the children had the opportunity to speak and listen to other children.

The complex of interactive games included the following blocks:

• 1. Block of interactive games for cohesion, cooperation.
• 2. Block of interactive games for teaching effective ways of communication.
• 3. Block of interactive games reflecting the claim to social recognition.
• 4. Block of interactive games aimed at removing conflicts.

Let's consider in more detail and analyze the games for each block.

First block.

The tasks were the following: to develop relationships based on equality or a willingness to constructively solve problems related to the status of a child in a group, to help children feel unity with others; develop openness, the ability to express interest in each other and their attitude towards others; show children what mutual recognition and respect means; develop communication skills and the ability to resolve conflicts without violence; to teach to be patient, to consider the interests of others.

This block included the following games: "Kind Animal", "Train Engine", "Dragon Bites Its Tail", "Bug", "Hugs", "Applause in a Circle".

The interactive game "Kind Animal" was conducted with the aim of: fostering the rallying of the children's team, teaching children to understand the feelings of others, providing support and empathy.

During the game, the experimenter, together with the children, stood up in a circle and invited everyone to join hands and imagine: We are one big kind animal. Then the children were asked to listen to how it breathes and breathe together. On inhalation, the children took a step forward, on exhalation, two steps back. The experimenter noted that not only does the animal breathe like this, its big kind heart also beats evenly and clearly. We all take the breath and heartbeat of this animal to ourselves.

It should be noted that all children willingly took part in this game, they listened attentively to the experimenter, tried to breathe all together. This game contributed to the cohesion of the group, the children began to realize that they are one whole. The game caused a positive emotional attitude. We especially note that children who were characterized by a high level of manifestation of conflict (Artem Sh, Vlad B.) were very attentive in this game, held hands tightly and listened to the rhythm of the general breathing.

The game "Little Engine" was conducted with the aim of creating a positive emotional background in the group, the development of voluntary control in children, the ability to obey the rules of others. During the game, children lined up one after another, holding their shoulders. The "locomotive" drove the wagons, overcoming various obstacles.

In order for the game to have the desired effect, the experimenter explained to the children that the "Engine" is not simple, but magical, it can go in different directions, and the carriages can change places. As a result, each of the children took his place, and the game went on with a good emotional boost. The children tried to actively overcome all obstacles and not to disengage the trailers, that is, they firmly held each other by the shoulders.

A similar situation arose during the game “The dragon bites its tail”. In this game, the children also needed to line up in a chain, but the situation was facilitated by the fact that the children could run back and forth, that is, the leadership position changed. The experimenter tried to encourage shy and passive children to be in the lead. This was supposed to help unite the group. It should be noted that this game aroused great interest in all children and was carried out on an emotional boost.

The game "Bug" was conducted with the aim of revealing group relations. In this game, a tactile technique was used, when the driver had to guess who touched his hand. This game aroused great interest and emotional response among the children.

In the course of the games, in the course of observing the behavior and actions of children, we identified five main spontaneous roles that children took on. We had two leaders (Katya M. and Masha T.), they strove to take leading roles, to occupy the main positions, not to yield to their peers. Sometimes, in the process of playing, these children came into conflict with their peers, who tried to push them out of the leading positions. We tried to avoid such situations, constructing the game in such a way as not to emphasize the superiority of individual children over others.

Some of the children can be called comrades of the leaders, they tried to be closer to the leaders, in the games they followed their lead, not trying to oppress them, but in every possible way trying to be with them in the same “boat”. We also have a group of so-called non-aligned oppositionists. In the game, they tried to do everything in opposition to the leaders, sometimes openly provoking conflicts with them. We carried out individual work with this group of children, explaining to them the reasons for their conflicting behavior, trying to show them the irrationality of the conflict.

We also identified one child (Artem Sh.) Whose behavior can be defined as a submissive conformist. Thus, the games we conducted at the beginning of the formative experiment gave us additional diagnostic information about the members of the children's collective.

In the Hug game, we taught children the physical expression of their positive feelings, thereby promoting the development of group cohesion. We played the game in the morning, when the children gathered in a group to "warm up" it. The experimenter showed a desire to see in front of him a single close-knit group uniting all children, regardless of their level of sociability. During the game, the experimenter asked the children to sit in one big circle and gave them instructions: “Children, how many of you still remember what he did with his soft toys in order to express his attitude towards them? That's right, you took them in your arms. I want you all to be good to each other and be friends with each other. Of course, sometimes you can argue with each other, but when people are friendly, it is easier for them to endure resentments or disagreements. I want you to express your friendship with the rest of the children by hugging them. Perhaps there will be a day when one of you does not want to be hugged. Then let us know what you want, for now you can just watch, but not participate in the game. Then everyone else will not touch this child. "

The experimenter began the game with a light little hug, then the children hugged each other, each time increasing the hug. After the game, we talked with the children. For example, Masha T .: “I liked the game, it was very fun and everyone hugged like friends”, Katya M .: “It's good to hug other children, it immediately becomes pleasant and good.” However, not all children accept such a game, for example, Artem Sh. Said that he didn’t really like being hugged by other children, he also said that no one hugs him at home, it is believed that the boy does not need it. Many children noted that at home they are rarely taken in their arms and hugged, children remember that when they were very young, this happened much more often.

At the end of this block of games, we played a round of applause game. During the game, children were asked to imagine how an artist feels after a concert or performance, standing in front of the audience and listening to thunderous applause. The experimenter took turns approaching the children, looking each in the eyes and applauding, then the children took turns applauding each other. The experimenter drew attention to the fact that applause is felt not only by the ears, but also by the whole body and soul.

The second block of games was aimed at teaching children effective ways of communication. This block included the games "Ask for a toy", "Good friend", "I like you."

The game "Ask for a Toy" was aimed at developing communication skills. During the game, children were divided into pairs, one child took a toy in his hands, and another child asked to give it back. We drew the attention of the children to the fact that they need to choose words, ask, so that the toy is given away. The child with whom the toy had to try to keep it with him. It should be noted that the children tried not to give the toy away, no matter how they asked, that is, they did not immediately understand and accept the task. After the experimenter's explanations, the game went more productively. Children tried to use as many kind words as possible, to praise their opponent so that he would give the toy. During the game, the participants changed roles, that is, each child had the opportunity to be in the role of asking and giving.

The game "Good friend" was aimed at developing the skills of establishing friendly relationships between children. The game used paper, pencils and markers. The experimenter asked the children to think about their good friend, either a real person, or one can imagine him. Then the following questions were discussed: “What do you think of this person? What do you love to do together? What does your friend look like? What do you like most about him? What are you doing to make your friendship stronger? " The experimenter suggested drawing the answers to these questions on paper.

After the children had drawn their answers, a discussion was held with the children: How does a person find a friend? Why are they so important in life good friends? Do you have a friend in the group?

We received interesting answers from children, for example, Katya M .: "A friend is in the yard where the children walk or in the kindergarten where they go." Masha T .: “A person should have a friend, without a friend he will be very bored and he will always play alone”. Artem Sh .: “I have no friends in my group, I have a friend in the yard, he is big and he has a lot of cars, he takes them out into the street and we play there”.

The third block of games reflecting the claim to social recognition performed the following tasks: to instill in the child new forms of behavior; teach yourself to make the right decisions and take responsibility for yourself; give the opportunity to feel independent and self-confident.

As games we used: "Birthday", "Associations", "Desert Island", "Scary Tales", "Fanta", etc.

In the game "King" we formed adequate self-esteem in children, instilled new forms of behavior. During the game, the experimenter found out which of the children dreamed of becoming a king? What are the benefits of becoming king? What kind of trouble can this bring? How is a good king different from an evil one?

After ascertaining the opinion of the children, the experimenter invited them to play a game in which everyone can visit the king for 5 minutes. With the help of a counting room, the first participant was chosen as the king, the rest of the children became his servants and had to do everything that the king ordered. Every child could play the role of a king. After the game, the children discussed how they felt when they were kings. For example, Katya M .: “When I was a king, I could wish whatever I wanted, it’s very nice, albeit for fun”, Denis V .: “Being a king is good, you can make any wishes and do nothing yourself.” It turned out that for most children it is not difficult to give orders to other children, the so-called group leaders generally coped with this role very easily. No one liked being a servant, the children noted that it was very unpleasant to follow other people's orders. It turned out that most children consider any king to be evil, because they had to follow his orders, children believe that a good king should give gifts, not orders, so not a single child in the role of a king was recognized as good. We noticed that the children, less popular in the group, played the role of the king with the greatest zeal, they tried to come up with complex orders, and these children performed the role of servants obediently and meekly. We tried to correct the behavior of such children during the game so that they had the opportunity to express their opinion.

The next block of games was aimed at removing conflicts. The tasks of this block of games were the following: reorientation of children's behavior with the help of role-playing games; formation of adequate norms of behavior; relieving stress in children; moral education; regulation of behavior in a team and expansion of the child's behavioral repertoire; training in acceptable ways of expressing anger; working out the skills of response in conflict situations.

In the game "Reconciliation" we taught children the non-violent way to resolve a conflict situation. Filya and Piggy took part in this game. The children acted out a quarrel between these characters, with expressions of resentment and anger. Then the children offered options for reconciling the heroes. After the game, the children discussed their feelings. It turned out that it is difficult for children to forgive another person. When you are offended, unpleasant feelings arise, you want to cry. It also turned out to be difficult for children to answer the question: Do you think forgiveness is a sign of strength or weakness? Children cannot clearly answer this question, for example, Artem Sh .: “If you forgive, then he will offend you again”.

To teach children to solve small problems through negotiation, accept joint solutions, to give up the quick solution to the problem in our favor, we played the game "Sweet problem".

Each child was given one liver, and each pair of children was given one napkin. Children had to choose a partner, put cookies on a napkin. There was a condition in the game: only one child can eat cookies, whose partner will voluntarily refuse the cookies and give them away. We observed that the game was difficult for the children and they behaved differently, for example, Katya M. immediately ate the cookies, having received the consent of her partner, Masha T. did not want to give her cookies and even cried, Denis V. broke the cookies in half and shared it.

The experimenter adjusted the game: now I will give each pair one more cookie. Discuss what you will do with the cookies this time. " The experimenter observed that in this case the children acted differently. Those kids who split the first cookie in half repeated this strategy of fairness. Most of the children who gave the cookies to their partner in the first part of the game, and did not receive a piece, now expected the partner to give the cookies to them. Denis V. was ready to give his partner a second cookie.

The game "Peace rug" aroused great interest among children. For the game, we took a piece of a thin blanket, felt-tip pens, glue, sparkles, beads, colored buttons. The experimenter explained to the children that we are going to make the rug of the world. If a dispute arises, opponents will be able to sit on this rug and talk, find ways to peacefully resolve the conflict. The experimenter wrote the names of all the children on the rug, and the children decorated it. The decoration process itself had great importance, because thanks to him, children symbolically made the "rug of the world" a part of their lives. Every time a dispute arose, the children used this mat without the help of the experimenter. This was very important, since solving the problem independently is the main goal of this strategy.

When playing up conflict situations, children were divided into pairs or triplets, depending on the number of participants in the conflict.

When playing around, the experimenter simulated conflict situations, and then analyzed the conflict with the children. We note that work on developing the skills of conflict-free behavior took place constantly, for example, if there was a quarrel or fight in the group, the experimenter invited the children to analyze this situation in a circle, inviting their favorite literary heroes known to children, for example, Dunno and Donut. In front of the children, the guests played out a quarrel similar to the one that occurred in the group, and then asked the children to reconcile them. Children suggested different ways exit from the conflict. Sometimes we divided the heroes and children into two groups, one of which spoke on behalf of Dunno, and the other on behalf of Donut. Children were given the opportunity to choose for themselves whose position they would like to take and whose interests to defend. As a result of such work, children acquired the ability to take the position of another person, recognize his feelings and experiences, and learned how to behave in difficult life situations. General discussion of the problem helped to rally the group and establish a favorable psychological climate.

We also played out other situations that most often cause conflicts in the children's group, for example, how to react if a friend does not give you the toy you need, what to do if you are teased, what to do if you were pushed and fell.

In addition, we organized a theater in the group and asked the children to act out certain situations, for example, "How Malvina had a falling out with Buratino." Before the dramatization, the children discussed why the heroes of the fairy tale behaved in one way or another. We tried to make sure that the children put themselves in the place of fairy-tale characters and answer the questions: “What did Buratino feel when Malvina put him in the closet? What did Malvina feel when she had to punish Buratino? " These conversations helped the children realize how important it is to be in the shoes of a rival or abuser, in order to understand why he did exactly that and not otherwise. It should be noted that all children took an active part in dramatizations and discussions, expressed their opinions.

Then we conducted sketches with the children aimed at forming the motives of positive behavior. The studies were carried out with children in subgroups (10 people each).

We used sketches: "The clown laughs and teases the elephant", "Silence", "That's what he is", "Shadow", "Timid child", "Captain", "Correct decision", "Two little jealous people", "It will be fair "," The deer has a big house "," Cuckoo "," Screw "," The sun and a cloud "," Water got into the ears "," Sandbox "," Very thin child ". We also used the games "Who came?", "Blots", "Guess what is hidden?", "Guess who we are", "Ship", "Three characters", "Shop of mirrors", "Angry monkey", " Who is behind whom "," Sly ".

In sketches, children were taught methods of constructive behavior, they received skills of positive behavior, the children formed motives of positive behavior. It should be noted that all the children actively and interestedly participated in the sketches, tried to prove themselves, emotionally reacted to the situations proposed in the sketches. We note that not a single child who took part in the experiment refused to complete the tasks.

In order to test the degree of mastering by children of the rules of behavior in conflict situations, we conducted a study "Quarrel". The experimenter told the children the situation: Guys, today during a walk there was a quarrel between two girls. Now I ask Masha and Angelina to act out for us the situation that arose during the walk. “Masha and Angelina were playing ball. The ball rolled into a puddle. Masha wanted to get the ball, but could not stay on her feet and fell into a puddle. Angelina began to laugh, and Masha began to cry. " After dramatization, the children discussed why Masha began to cry. Artem Sh .: “She felt hurt that they were laughing at her, she fell down and became wet and dirty”.

The children argued whether Angelina had done the right thing, for example, Nastya T: “She did a bad thing, she began to laugh, it’s not beautiful, Masha just fell.” Denis V .: “Laughing at others is bad, you had to help Masha, not laugh.” Then the children looked for options for reconciling the girls, for example, Artem Sh .: "Angelina must apologize for laughing."

At the end of the conversation, the experimenter made an important generalization: “If you are the culprit of the quarrel, then be the first to admit your guilt. The magic words will help you with this: "Sorry", "Let me help you", "Let's play together." Smile more often and you won't have to quarrel! "

This concludes our formative work. Its effectiveness can be judged after a control cut.

However, already in the course of formative work, positive changes were observed in the behavior of children of senior preschool in terms of reducing conflicts:

• - there was a positive dynamics in the development of children's ability to resolve conflict situations on a constructive basis;
• - children with a high level of conflict behavior began to manifest skills of constructive behavior, that is, children began to use constructive methods of resolving conflict situations.
• - there were positive changes in the relations of children with each other, namely, the children became more united and friendly.

Abstract of a group lesson for high school students

Purpose: development of communication skills; social competence.

Tasks:

- familiarization with the basic phenomena of interpersonal perception;

- familiarization with communication barriers;

- development of cooperation skills;

- working out the skills of conflict-free behavior;

- team building;

- development of goodwill, empathy, tolerance, ethical standards of behavior.

Equipment: cards with the image of a person's face, cards with the designation of the role, a ball, a memo "Recipe for happiness".

Organization of space: work in a circle.

1. Greetings

Purpose: creating a friendly atmosphere, mood for work.

Schoolchildren pass the ball in a circle with the words: "Hello (name), you are today ..."

2. Updating knowledge

Purpose: to activate the life experience of children, to show the importance of the material being studied.

Leading. Today we'll talk about how people communicate with each other. Let's discuss what influences our perception of other people, what are the mechanisms of interpersonal perception.

The class is divided into two groups (day / night). Working with cards.

Exercise "Perceptual effects"

Each group is given a photograph of the same unknown person (can be cut from the magazine) with a short explanation. One group is told that these are photographs of the perpetrator, the other that it is a teacher. Children sit separately and do not see each other's photos.

Assignment: to determine the personal qualities of this person, based on their own perception and explanation of the photograph.

Explanation to the 1st group: Ivanov Vasily Sergeevich. Over the past four years, he has killed several people (from the newspaper "Crime News", 2004, No. 7).

Explanation to the 2nd group: Petrov Eduard Ivanovich. Doctor of Chemical Sciences, Professor. Received the State Prize for his contribution to science (from the newspaper "Argumenty i Fakty", 2003, No. 5).

Students discuss in groups and then give their opinions in a larger circle. And here the children see that they had photographs of the same person, but they gave different characteristics. For example, a professor is a focused, deeply thinking, altruistic person, as he tries to do his best for people, for science, his eyes are attentive. The man who killed people is cruel, secretive, tense, eyebrows pulled together, frowned, a look from under the brows.

Leading. So, now we saw the same person, but the description was different. Why?

(Students conclude that their opinion was influenced by different attitudes towards a person, different explanation.)

3. Updating knowledge

Purpose: providing theoretical information on the topic of the lesson.

AND) Leading. In order to interact with another person, you need to have some idea of \u200b\u200bhim. While communicating, people form an impression of a partner based on their experience, standards, internal attitudes, conscious or unconscious interpretation of non-verbal (non-verbal) signals. On the basis of the opinion formed under the influence of external and internal factors (which can be very far from reality) relations between people are built. The first impression about a person is always very important for establishing contact with him. We know from experience that first impressions can both facilitate and hinder contact with the interlocutor; moreover, it often determines all our future relations with this person. A person's appearance really carries a lot of information: we can learn about the social and material situation, the level of education, the state of health, and sometimes about the presence of bad habits. Manners help to clarify the social status, the degree of education, and sometimes the profession. Gait, gestures allow you to look even deeper - to understand temperament, character, that is, to complete a psychological portrait.

Communication between people is interfered with:

- barriers;

- errors of perception.

Let's take a closer look.

Perceptual errors

Attraction errors

If we like a person (outwardly!), Then we tend to consider him smarter, better, interesting, etc.

Superiority mistakes

If a person is superior to us in some important parameter for us, then we tend to evaluate him more positively than we could if he was equal to us. If we are dealing with a person whom we are superior in some way, then we tend to underestimate him.

Error in relation to us

If a person treats us well, we tend to endow him with good qualities.

Installation

This is our conscious or unconscious belief in something, the perception of the world from a certain angle of view.

Of course, we have not listed all the mistakes of perception, but the most common ones.

Role Play "Communication Barriers"

B) Leading.The game that we will now play will help to understand what barriers to understanding exist between people.

Five people are selected - active players, the rest are observers. These five people form a small circle, their heads are put on "hats" (from a strip of paper) with the designation of the role. Participants do not know what their role is, but they see what roles other participants have. The rest of the students (observers) see all the roles of the players. It is forbidden to speak or suggest aloud.

The task: active players need to communicate, discuss a given situation so that other players understand what role they have got, let them understand what is written on their cap. Accordingly, everyone should understand what is written on his hat.

Roles:

- treat me as a leader;

- ignore me;

- argue with me;

- listen to me carefully;

- agree with me.

Discussed situation: “Imagine that you are employees of the same company. You have been working together for several years, making friends with families, celebrating some holidays together. Once on New Year you jokingly bought a lottery ticket with general money, company money. After a while, you will find out that the ticket has been won. You are offered either a car or money. You need to decide which winnings to take. "

After completing the assignment - general discussion.

Questions to players:

- Who guessed what role he got, what helped to understand?

- How did you help each other?

- What was easy, what was hard?

- Do you have such a position in everyday communication?

- What was pleasant, what was unpleasant?

- What helped (or prevented) the agreement, to solve the problem?

Observers are invited to express their views.

In a joint discussion, "communication barriers" are defined:

- demonstration of the difference in positions;

- misunderstanding of the interests of the interlocutor;

- conflictogenic character traits;

- lack of communication;

- lack of a sense of humor;

- inability to listen;

- value judgments.

IN) Leading. We discussed what perception is, how understanding is built between people, what interferes with communication, what barriers may arise in the process of communication. Now we will outline the conditions for conflict-free communication.

The class is again divided into two groups (moon / sun) so that students are assigned to new groups.

An exercise
"Conditions for conflict-free communication"

Assignment: discuss the conditions for conflict-free communication. A general list is created.

For example:

- emotion management;

- the ability to constructively express negative feelings;

- non-judgmental discussion;

- the ability to have to yourself, etc.

Students. Know the mistakes of perception, take into account communication barriers, develop communication skills.

4. Anchoring

Purpose: to consolidate what has been learned.

Work in groups.

Exercise "Agree"

Assignment: playing a fictional situation, it is necessary to agree, using all the knowledge gained on the topic of the lesson.

Situation: the general group is offered a choice of a trip to Moscow or St. Petersburg. Both groups should agree on where they will all go together. The decision made should suit everyone.

Discussion:

- What strategies did you choose?

- What barriers were encountered?

- What happened, didn't work?

5. Results

Purpose: reflection of the lesson.

The recipe for happiness

Take a cup of patience, pour a full heart of love into it, add two handfuls of generosity, sprinkle with kindness, splash a little humor and add as much faith as possible. Mix it all well. Spread it on a piece of your life and offer it to everyone you meet on your way.

6. Farewell

Purpose: to consolidate a good mood.

Schoolchildren stand in a circle, smile at each other and applaud.

Currently, new goals and objectives have been set for education - the formation of the personality of a citizen of a democratic legal society. All qualities of a citizen (activity, tolerance, the ability to self-determination, etc.) are associated with the functioning of certain psychological mechanisms of the individual as a subject of his own life and social life.

The turning points in the life of the younger generation (in this case, the crisis of adolescence and the transition to the stage of adolescence) are often accompanied by conflicts and conflict situations, which does not always depend on the high level of conflict potential of the child. Therefore, he just needs to be socially competent in order to more successfully realize himself in later life and work.

The program is designed for students in grades 5-7.

Training goal: providing the training participants with the opportunity to gain experience in constructive resolution of conflict situations.

Course objectives:

1. Training in methods of finding a solution in conflict situations;

2. To acquaint with the ways of solving conflict situations;

3. Help the participants to correct their behavior in the direction of reducing its conflict (remove conflict in the personal and emotional sphere);

4. Building a classy team.

Number of students in the group - 10-15 people.

The training is designed for 3 lessons 1h 30min

Methods and forms of work: simulation games, group discussion, practical exercises, work in pairs and mini-groups, mini-lectures, presentations.

Expected effects from participation in the training:

Understanding what can cause the conflict;

Ability to choose a method of behavior in a conflict situation;

Formation of skills for managing emotions in a situation of communication with an interlocutor;

Mastering the techniques of constructive solutions in interpersonal conflicts.

The training program "A world without conflicts".

Lesson topic

“Conflicts in our lives "

Acquaintance with the concepts and assimilation of the essence of the concepts of "dispute", "conflict", "conflict situation", "incident", development of the skills of moral self-knowledge, introspection.

Self-test “Assessment of your own behavior in a conflict situation”.

Conflict management.

Acquaintance with the rules and styles of conflict resolution. K. Thomas's test “Styles of conflict resolution”.

Self-control in communication.

Consideration of methods of constructive behavior in conflict, methods of conflict management. Self-test "Level of personality conflict"

Lesson number 1

Topic: "Conflicts in our life"

Introduction: Dear guys, you all know that communication accompanies us everywhere and always, and it is impossible to imagine how a person can do without this unique gift. It should be noted, only that communication is not always pleasant: conflicts, quarrels - often spoil our mood, and the problem of their occurrence is their inability and ignorance of the rules of effective communication. The topic of this training is "A world without conflicts", in the classroom you will learn everything about conflicts and ways of their positive resolution.

The game "Snowball".

The duration of the exercise is 10-15 minutes.

Purpose of the game: positive greeting and rallying of game participants.

Leading: the participants in a circle call their names as follows: the 1st participant calls his name and comes up with a word characterizing him on the first letter of his name (for example, Lena is affectionate); The 2nd participant says the name and characteristics of the first and names his own - the name and characteristics; The 3rd names the names and characteristics of the 1st and 2nd and names his own, etc.

2. Acceptance of the training rules:

Learn to listen to each other.

This means looking at the speaker and not interrupting. When someone finishes speaking, the next taker may briefly repeat what the previous taker has said before proceeding with his thoughts. To draw attention to the speaker, a hand ball can be used, which passes from hand to hand during the discussion. When someone speaks, everyone else remains silent.

Speak to the point

Sometimes students deviate from the topic being discussed. Instead of tugging at the participant, the discussion leader in this case may say: "I do not quite understand how this relates to our topic. Could you explain what I mean?"

Show respect

Openness in statements will appear only when students learn that it is possible to disagree with someone's opinion, but it is unacceptable to express assessments in relation to other people only on the basis of their thoughts.

Law "zero-zero" (on punctuality)

All participants must meet before the set time.

Confidentiality

What happens in the class remains between the participants.

Stop rule

If the discussion of some personal experience of the participants becomes unpleasant or unsafe, the person whose experience is discussed can close the topic by saying "stop".

Everyone speaks for himself, on his own behalf

It is worth saying not "Everyone thinks that ...", but "I think that ...", etc.

3.Mini-lecture.

Introduction of theoretical concepts:

Leading: Before you the following concepts: dispute, conflict, conflict situation, incident. Try to define these words yourself, what they mean.

After the participants of the training have expressed their opinion, the facilitator presents the theoretical definitions on a slide.

DISPUTE - A verbal contest, a discussion of something between two or more persons, in which each of the parties defends its opinion, its innocence.

CONFLICT is a clash of oppositely directed, incompatible opinions associated with acute negative emotional experiences.

CONFLICT SITUATION - conflicting positions of the parties on any occasion.

INCIDENT - accident, incident (usually unpleasant), misunderstanding, collision.

The children are invited to correlate the test results with the self-assessment of their level of conflict, to think about what causes most often conflicts between people.

TEST "Assessment of your own behavior in a conflict situation"

Guys! Try to sincerely answer the question: "How do you usually behave in a conflict situation or argument?" If you have a particular behavior, put the appropriate number of points after each number of the answer characterizing a certain style of behavior.

If you behave like this

FREQUENTLY - give 3 points;

CASE TO CASE - 2 points;

RARE - 1 point.

QUESTION: "How do you usually behave in an argument or conflict situation?"

ANSWERS:

1. I threaten or fight.

2. I try to accept the opponent's point of view, I reckon with it as my own.

3. I am looking for compromises.

4. I admit that I am wrong, even if I cannot believe it completely.

5. I avoid the opponent.

6. I wish you to achieve your goals by all means.

7. I am trying to find out what I agree with and with what - categorically not.

8. I compromise.

9. I give up.

10. Changing the subject ...

11. I persistently repeat one thought until I achieve my goal.

12. I am trying to find the source of the conflict, to understand how it all began.

13. I will give in a little and thus push the other side to make concessions.

14. I offer the world.

15. Trying to turn everything into a joke.

Processing test results.Count the number of points numbered 1, 6, 11 - this is the type of behavior "A". When we count the points for all indicators, you will know the characteristic different types behavior in a conflict situation and define your style.

Type "A" - the sum of points numbered 1, 6.11.

Type "B" - the sum of points numbered 2, 7.12.

Type "B" - the sum of points numbered 3, 8.13.

Type "D" - the sum of points numbered 4,9,14.

Type "D" - the sum of points numbered 5,10, 15.

If you scored the most points under the letters: "A" is "a tough type of conflict and dispute resolution." You stand your ground to the last, defending your position. You strive to win by all means. This is the type of person who is always right. "B" is a "democratic" style. You are of the opinion that you can always agree. During a dispute, you try to offer an alternative, look for solutions that would satisfy both parties. "B" - "compromise" style. Right from the start, you agree to a compromise. "G" - "soft" style. You "destroy" your opponent with kindness. You readily take the opponent's point of view, abandoning yours. "D" - "outgoing" style. Your credo is to leave on time. You try not to aggravate the situation, not to bring the conflict to an open clash.

Host: Now that you know your results, I propose to analyze the test results yourself, correlate them with the self-assessment of your behavior.

Reflexive activity.

The guys in a circle express their opinions, answering the questions, what new have you learned about the conflict? What have you learned?

Lesson 2.

The topic is "Conflict Management".

1. Procedure "Greetings for today".

Let's start our work by expressing wishes to each other for today. It should be short, preferably one word. You throw the ball to the one to whom you are addressing the wish and at the same time say it. The one to whom the ball was thrown, in turn, throws it to the next, expressing his wishes for today. We will make sure that everyone has the ball and will try not to miss anyone.

Introduction:Dear guys, we continue to work on self-development, today in the lesson we will look at ways to manage conflicts, why do you need to know about this? (we listen to the opinion of the guys).

2. Conversation.

Questions:

What are the similarities and differences between the concepts of DISPUTE and CONFLICT?

What is a CONFLICT SITUATION?

Have you ever got into a conflict situation?

What people do you most often conflict with? Why?

What is the most common cause of conflict for you?

Can the conflict be resolved without compromising the rights and dignity of all people involved in the conflict?

Have you witnessed such a successful resolution of the conflict?

3.Mini-lecture.

There are rules of conduct for conflicting people, the implementation of which helps not to provoke conflicts:

1. Remember that straightness is good, but not always. Criticize, but don't gloat. In everything you need to know when to stop. You also need to be able to tell the truth! Be independent, but not arrogant. Don't turn persistence into pushy.

2. Be fair and tolerant of people. Do not overestimate your own abilities and capabilities, or diminish the abilities and capabilities of others.

3. Do not take initiative where it is not needed.

4. Realize yourself in creativity, not conflict.

5. Show restraint, master the skills of self-regulation. Respect for people, knowledge of the rules of dispute, discussion, communication rules help to prevent unnecessary conflicts.

Special rules for preventing conflicts:

Don't talk to an agitated, agitated person right away;

Before talking about the unpleasant, try to create a benevolent atmosphere, note the merits of the person, his good deeds;

Try to look at the problem through the eyes of your opponent, try to "take his place";

Do not hide your good attitude towards people, more often express approval of your comrades, do not skimp on praise;

Know how to force yourself to be silent when you are offended in a petty quarrel, be above petty squabbles!

Reflexive activityhelp teens remember when following these rules really helped them avoid conflict.

4. Practice Exercise: Typewriter

Purpose of the exercise: warm-up, development of skills of cohesive actions. The participants are guessed a word or phrase. The letters that make up the text are distributed among the members of the group. Then the phrase should be said as quickly as possible, with everyone calling their own letter, and in the intervals between words, everyone claps their hands.

If ... I would become ...

The exercise takes place in a circle: one participant sets a condition in which a certain conflict situation is stipulated. For example: "If I was cheated in the store ...". The next one sitting next to him continues (finishes) the sentence. For example: "... I would demand a complaint book."

The host notes that both conflict situations and the ways out of them can be repeated.

5. Test K. Thomas "Styles of conflict resolution".

Everyone is given a test form, the guys do it on their own. At this time, light, calm music can sound.

Instructions: For each of the thirty questions, choose one option (A or B) that best suits the as you usually do or do (circle, tick).

Rather than discussing where we differ, I try to draw attention to what we both agree on.

I am trying to settle the matter in the interests of the other and my own.

I am trying to find a compromise solution.

Sometimes I sacrifice my own interests for the interests of another person.

When settling a controversial situation, I always try to find support from another.

I try to do my best to avoid unnecessary tension.

I try to avoid getting myself into trouble.

I'm trying to get my way.

I try to postpone the solution of the controversial issue in order to finally resolve it over time.

I consider it possible to concede in something in order to achieve something else.

I usually strive hard to get my way.

The first thing I do is try to clearly define what all the interests and issues involved are.

I'm taking steps to get my way.

I am determined to achieve my goal.

I am trying to find a compromise solution.

The first step is to try to clearly define what the interests and issues involved are.

I try to calm the other down and mostly preserve our relationship.

Oftentimes, I avoid taking positions that might cause controversy.

I give the opportunity to the other in something to remain with his opinion, if he also meets me halfway.

I suggest the middle position.

I insist that it be done my way.

I tell the other my point of view and ask about his views.

I am trying to show others the logic and advantage of my views.

I try to calm the other down and mostly preserve our relationship.

I try to do whatever is necessary to avoid tension.

I try to convince the other of the advantage of my positions.

I usually try to get my way.

I try to do my best to avoid unnecessary tension.

I give the other person the opportunity to remain unconvinced about something, if he also meets me halfway.

First, I try to clearly define what each of the interests and issues at stake are.

I try to postpone the solution of the controversial issue in order to finally resolve it over time.

I am trying to immediately overcome our differences.

I try to find the best combination of benefits and losses for both of us.

I always tend to direct discussion of the problem.

I am trying to find a position that is halfway between my position and that of the other person.

I defend my desires.

As a rule, I am concerned with satisfying the desires of each of us.

Sometimes I provide an opportunity for others to take responsibility for resolving a controversial issue.

If the position of the other seems to him very important, I will try to meet his wishes.

I try to convince the other to come to a compromise.

I am trying to show others the logic and advantages of my views.

When negotiating, I try to be attentive to the wishes of the other.

I suggest the middle position.

I almost always strive to satisfy the interests of each of us.

I often avoid taking positions that can cause controversy.

If this makes the other happy, I will give him the opportunity to insist on his own.

I usually strive hard to get my way.

When settling a situation, I usually try to find support from another.

I suggest the middle position.

I think that it is not always worth worrying about any disagreements that arise.

I try not to hurt the feelings of the other.

I always take such a position on a controversial issue so that together with another interested person we can achieve success.

The task : Now read in a row all the statements that you have noted, try to determine, using the material from the lesson on styles of conflict resolution, which style of conflict resolution is typical for you.

The task : Check your findings against the test key.

For each of the styles (column), the number of matches of the answer options with the attached key is calculated; if they match, 1 point is awarded.

Question number

Rivalry

Cooperation

Compromise

Avoidance

Adaptation

Interpretation :

The number of points scored by an individual on each scale gives an idea of \u200b\u200bthe severity of his tendency to manifest appropriate forms of behavior in conflict situations: styles of rivalry, cooperation, compromise, avoidance, adaptation.

The points corresponding to each of the five styles should be ranked. The dominant style is the one for which the the largest number points, followed by a frequently used style, etc. to the last - the least characteristic.

6. Role Play "Conflict Reduction"

The purpose of the exercise: to practice the skills and abilities to smooth out conflicts. The presenter talks about the importance of such skills as the ability to quickly and effectively smooth out conflicts; announces that now empirically it is worth trying to find out the main methods of conflict resolution.

Participants are divided into threes. For 5 minutes, each trio comes up with a scenario in which two participants represent the conflicting parties (for example, quarreling spouses), and the third plays a peacemaker, an arbiter.

The moderator brings up the following questions for discussion:

What methods of conflict mitigation have been demonstrated?

What interesting findings did the participants use during the game, in your opinion?

How should those participants behave who failed to smooth out the conflict?

7. The result of the lesson is reflection.

Lesson 3.

Topic: "Self-control in communication."

1. Exercise - Welcome: Last meeting

Purpose of the exercise: improving communication culture, stimulating the activity of participants.

2. Self-testing "Level of personality conflict"

Instructions: Guys! When answering a question, select one answer option,

under a specific letter, write a letter after the question number.

1) Is it characteristic of you to strive for domination, that is, to subordinate others to your will?

a) no

b) when how

c) yes

2) Are there people in your team who are afraid of you, and possibly hate you?

a) yes

b) I find it difficult to answer

c) no

3) Who are you more?

a) pacifist

b) principled

c) enterprising

4) How often do you have to make critical judgments?

a) often

b) periodically

c) rarely

5) What would be most characteristic for you if you were the head of a new team for you?

a) would develop a program for the development of the team for the year ahead and would convince the team members of its prospects;

b) learn who is who and establish contact with leaders;

c) would often consult with people.

6) In case of failure, what state is most typical for you?

a) pessimism

b) bad mood

c) resentment towards yourself

7) Is it typical for you to strive to defend and observe the traditions of your team?

a) yes

b) most likely yes

c) no

8) Do you consider yourself one of the people to whom it is better to tell the bitter truth in the face than to remain silent?

a) yes

b) most likely yes

c) no

9) Of the three personality traits you struggle with, most often you try to get rid of yourself.

a) irritability

b) touchiness

c) intolerance of criticism of others

10) Who are you more?

a) independent

b) leader

c) generator of ideas

11) What kind of person do your friends consider you to be?

a) extravagant

b) an optimist

c) persistent

12) What do you most often have to struggle with?

a) with injustice

b) with bureaucracy

c) with selfishness

13) What is the most characteristic for you?

a) underestimate my abilities

b) assess my abilities objectively

c) overestimate my abilities

14) What brings you into collision and conflict with people.

a) excessive initiative

b) excessive criticality

c) excessive straightforwardness

Processing test results... All answers to each question have their own score. Replace the letters of your choice with points and calculate the total amount of points you earned.

AND

A certain amount of points characterizes the level of personality conflict:

14 - 17 points -

Very low

18 - 20 points -

21-23 points -

Below the average

24 - 26 points -

Closer to average

27 - 29 points -

30 - 32 points -

Closer to average

33 - 35 points -

Above the average

36 - 38 points -

39 - 42 points -

Very tall

2. Discussion of test results.

3. Exercise for group cohesion "Unity"

Participants sit in a circle. Everyone clenches his hand into a fist, and at the command of the leader everyone throws out their fingers. The group should strive to ensure that all participants, independently of each other, choose the same number. Participants are prohibited from talking. The game continues until the group reaches its goal.

Introductory word: Today in the lesson we will look at ways of constructive behavior in conflict, methods of managing conflicts, but first I suggest you take a test to find out the level of conflict of your personality.

Practical Exercise "Learning to Resolve Conflicts"

The task: the children are invited to describe on separate pieces of paper the conflicts that happened to them. You should not sign the sheets. These situations will be considered collectively in order to find jointly the optimal solution to each analyzed conflict.

Mini-lecture.

Ways and rules of conflict resolution.

Conflict resolution is the process of finding a mutually acceptable solution to a problem that is of common importance for the parties to the conflict, and on this basis the harmonization of their relations.

Ways to resolve the conflict (humor, “psychological stroking”, compromise, analysis of the situation, “arbitration” court, ultimatum, suppression of a partner and breaking the connection).

Conflict resolution rules.

a) analysis of the conflict situation;

b) conflict resolution.

Reflective activity.

Practical Exercise - Dispute.

“Conflict Resolution Styles "

1. You have to take an exam, and suddenly the teacher asks five students to defend the essay, and not learn tickets. Four themes were chosen immediately. There is only one topic left and you want to take it. What will you do if your friend is interested in it; just a classmate, etc.?

Mini-lecture.

Constructive conflict resolution is the source of human personality development; it contributes to the enrichment of the inner world of a person and his social experience. Recommendations for constructive conflict resolution: control of emotions.

Game "Cultural conversation"

Host: Two people (from different groups) sit down opposite each other. In writing on paper, within two minutes, each should state the topic and purpose of the conversation. For example, I want to know what movie my interlocutor saw last time and what his opinion was about this movie.

(The presenter asks to build her conversation in such a way that you can listen carefully to your partner, help him open the topic, and at the same time solve their tasks that they have set for themselves. The dialogue time is 4 minutes.)

In conclusion, reflective activity.

Aids for teaching aggressive children how to express anger in an acceptable form (toys and aids in the corner are aimed at allowing the child to throw out all their negative emotions). Punching bag (s) and boxing gloves, foam cushions, targets, anger mat. A glass, a jug or a pot for shouting, a panel for throwing a ball, "Rug of anger", a box of anger "Hide all the bad", a box "Try, tear" (a set of paper for tearing). Pear, whipping pillows, foam pillows. When a child fights, we must explain to him that hitting children is bad, it hurts and insults them, but it is very possible to beat a punching bag or a pillow. "Pillows with stubborn" - pillows with a dark pillowcase, are used when the child is stubborn, shows physical aggression, negativism (in this case, the teacher asks to help him cope with the "stubborn pillow" - thus relieving stress, the child expresses his negative emotions in an acceptable way , thereby getting rid of them). An example of the game "Stubborn Pillow". The teacher introduces the child to a fairy tale game: “The fairy magician gave us a pillow. But this pillow is not simple, but magical. Children are stubborn inside her. They make you capricious and stubborn. Let's get rid of the stubborn ones? " The child hits the pillow with all his might, and the teacher says: "Stronger, stronger, stronger!" (the stereotype and emotional clamp are removed). When the child's movements become slower, the game gradually stops (the time is determined individually - from a few seconds to 2-3 minutes). The teacher suggests listening to the "stubborn" in the pillow: "Have all the stubborn crawls out? What are they doing?" The child puts his ear to the pillow and listens. Some children say they are "stubborn whispering", others hear nothing. Targets, bags of cereal for throwing, which is one of the methods of expressing aggression. Tearing paper set. Box "Hide all the bad." Children throw all their "anger and resentment" into it (having clenched their fists and collected in them everything that has accumulated "bad"). "Rug of anger." Helps children get rid of sudden feelings of anger. It is an ordinary hallway rug with a rough surface or knitted from coarse threads, with small multi-colored bows on it. The child takes off his shoes, walks on such a rug and wipes his feet until he wants to smile. You can tell children that when they are angry, you need to stomp on the rug and the anger will pass. "A glass of anger" (a glass, a pitcher or a pot for screaming). If a child is angry or offended at someone, he can express his resentment in a glass (jug, pot) and it will be easier for him; It is a beautifully designed dark glass. If the child shows aggression, the teacher invites him to retreat to a corner of solitude and leave all the bad words and thoughts, all his anger, anger in this glass. After which the child has the opportunity to speak out, and the glass is then tightly closed or tied and hidden. If there is a lot of space for a corner, you can place a dart board with magnetic darts. Box "Hide all the bad" - the child pronounces all his grievances in the box, can draw his anger or resentment and also put it there, take the box with them outside and "throw away" all its contents there. A bag of emotions "Hide all the bad things." Children throw all their "anger and resentment" into it (having clenched their fists and collected in them everything that has accumulated "bad").

Manuals for teaching children the ability to control themselves in various situations, self-regulation techniques.

Audio, video recordings (the sound of the sea, sounds of the forest, music for rest, relaxation, colored balls, playing with sand, water, cereals, buttons, homemade toys for braiding, twisting, tying, a chair for thinking, magic plasticine, "Tactile bags" , "Bags of moods", "Boxes of good deeds", balls - "bolki, pebbles for shifting from one box (containers, to another; didactic game" Collect the beads ", massage balls -" hedgehogs "(massagers).

"Chair for reflection" serves so that sitting on it for no more than 5 minutes, the child can remember the rules of behavior forgotten by him. For example, we do not take away toys, but wait for another child to put it in place after playing, etc. The most important thing: a chair should not be a punishment for children.

Magic plasticine. Children roll, pinch, crumple plasticine, which also helps to calm down.

Balls - "boli" will help children to exercise in regulating breathing. Holding the balls in our palms, we breathe on them, we warm them with our warm breath;

Pebbles for transferring from one box (container to another.

Colored balls of yarn of different sizes. Their goal: to calm down the naughty children, to teach them one of the techniques of self-regulation. A naughty child is invited to wind up bright yarn in a ball. The size of the glomerulus can become larger each time. An adult reports that this ball is not simple, but magical. As soon as a boy or girl starts to wind it up, they immediately calm down.

Phonograms with sounds of living nature contribute to stress relief.

It is good to use containers with beans, peas, buckwheat, multi-colored corks.

Very good soothing lacing, ribbons, homemade toys for braiding, twisting, tying

The didactic game "Collect the beads" will help the child to relax, like colored balls of yarn.

Massage balls - "hedgehogs". It is necessary to teach children different ways of rolling balls in their palms, on the outside and inside of their hands. This game with the "hedgehog" helps the child to relieve muscle tension and calm down.

Mood pouches (or boxes). If a child is in a bad mood, he can “put” him in a “sad bag”, and from a “cheerful” bag he can “take” a good mood. And with the help of self-massage techniques - rubbing with the palm of the chest, the child improves his mood.

Tactile, sensory rugs.

Games for the development of fine motor skills (stringing, sorting out by shape, by color).

Emotional developmental games aimed at teaching children conflict-free communication.

The problem of children's communication, their ability to understand each other, to distinguish the mood of their comrade, to come to the rescue, etc., is very important.

Games and manuals aimed at the formation of communication and interaction skills, as well as at emotional development: "The ABC of Mood", "Friendship Mat", didactic games: "What is good? What is bad? "," My feelings "," Feelings and emotions "," Guess the emotion "," Emotions in fairy tales "," Find friends "," How friends do ", a box with little people," Pillow of reconciliation "," A box of reconciliation ”,“ Board, calendar, mood tree ”,“ Mirror of emotions ”,“ Theater of emotions ”, equipment for joint games and games of dramatization.

"The rug of peace, friendship. The very presence of a rug of peace" in the group encourages children to abandon fights, arguments and tears, replacing them by discussing the problem with each other. In the event of conflict situations, fights, quarrels or disputes, children should go to this "rug" (homemade, beautifully designed rug) and solve their conflict with the help of "Mirilka's Box" and a clamshell book with rhymes - mirilka.

"Box of reconciliation" - a box with holes on both sides, children put their hands in and shake them to each other. "The rug of friendship" and "Box for reconciliation" help quarreling children in a funny way to make peace with each other and after such a reconciliation, children quarrel much less often.

"Island of reconciliation" - in the event of conflict situations, fights, quarrels or disputes, children should go to this "island" (homemade, beautifully designed rug) and resolve their conflict according to the "peace".

The Emotional Flower and Mood Cube games teach children to recognize their emotional state and reflect it in facial expressions and gestures.

Booth "My mood". In the morning and during the day, the child can show his mood with the help of emotional pictures. This makes it easier for the caregiver to approach and support a sad, upset child.

Paired stickers can help children pair up if they have a problem.

"Mood board". Each child in the group, if desired, can draw on this board their mood, emotions, feelings, etc. In addition, children can look at illustrations depicting different emotions, reflect and choose the picture that corresponds to their current mood.

"Mood Mirror" - a mirror, to which is attached an album with a schematic image of faces expressing different moods, a child, looking in the mirror, tries to display this or that emotion on his face. In addition, if the child is in a bad mood, you can invite him to sit in front of a mirror, in a corner of solitude, look at himself carefully and smile - the mood will definitely improve.

Didactic games for the study of emotional states: "Feelings and emotions", "How friends act", "Guess the emotion", "Find friends", "Events and emotions", "My feelings", "Emotions in fairy tales."

Photo collages "Kaleidoscope of Emotions" using photographs where children or family members express their emotions in various situations, using decoration (poetry, newspaper clippings, etc.)

Mood masks are masks depicting different moods.

Mood cube "- various emotions are drawn on the sides of the cube, the child, examining it, chooses the side that depicts what he feels, and then chooses the one he would like to feel

"The Book of Kindness" is an album with only good fairy-tale cartoon characters, plot pictures depicting scenes of good deeds.