Municipal state-financed organization social service system

social protection of the population of the Stary Oskol urban district "Social and rehabilitation center for minors"

CORRECTION AND DEVELOPMENT PROGRAM

FOR CHILDREN OF PRIMARY SCHOOL AGE

Teacher-psychologist "SRTSdN"

Tsyplyanskaya

Elena Alexandrovna

2013

At primary school age, a child has to overcome many difficulties in communication, and above all with peers. Here, in situations of formal equality (all classmates and peers), children are faced with different natural energy, with a different culture of speech and emotional communication of their peers, with different wills and an excellent sense of personality. These collisions acquire pronounced expressive forms, for example, aggressive reactions, tearfulness, motor disinhibition.

Junior child school age is in big emotional dependence from parents, educators, psychologist. The so-called emotional hunger - the need for positive emotions of a significant adult - largely determines the behavior of the child. In system interpersonal relationships a child with other people - with adults and peers - he develops and develops a complex range of feelings that characterize him as an already socialized person.

In addition, the positive qualities social development child is his disposition towards other people (adults and children), which is expressed in direct communication in inner feeling confidence in them and is manifested in the child's developing ability to empathize. The empathy of a “successful” child with an “unsuccessful” one creates a special atmosphere of solidarity between children: all participants in this situation become more attentive to each other, more friendly.

One of the most common and serious pedagogical problems in psychology is the problem of emotional instability, unbalanced students. lower grades. Parents and teachers do not know how to behave with schoolchildren who are overly stubborn, touchy, pugnacious or, for example, with children who are too painful for any remark, whiny, anxious.

According to I. V. Dubrovina, there are three most pronounced groups of so-called "difficult" children who have problems in the emotional sphere.

Aggressive kids. In the life of every child, there were cases when he showed aggression, therefore, referring the child to this group, it is worth paying attention first of all to the degree of manifestation of the aggressive reaction in the child, the duration of its action and the nature of the possible reasons, sometimes implicit, that caused the student's affective behavior. Emotionally disturbed children. Children belonging to this type react too violently to everything, if they express delight, then as a result of their expressive behavior they turn on the whole class; if they suffer, their cries and moans will be too loud and defiant. Too shy, vulnerable, touchy, timid, anxious children. They are embarrassed to loudly and clearly express their emotions, quietly experiencing their problems, afraid to draw attention to themselves.

Thus, when interacting with a child, an adult must constantly remember the peculiarities of his emotional sphere, contributing to the affective regulation of the child and the optimal ways of his socialization.

At the heart of the work with children under this program is psychological help, which provides the necessary feeling of psychological security for each child individually and for the group of children as a whole; suggests Special attention to the personal problems of the child, since the success of schooling depends on the emotional well-being of the child.

The main goals of the program:

Preservation and strengthening of physical and mental health, removal of emotional stress;

Developing in children the ability to build constructive relationships with others and treat themselves positively;

Smoothing out negative emotional background;

Development of cognitive mental processes.

Program objectives:

1) Providing the necessary psychological support;

2) Improving the emotional state;

3) Formation of adequate self-esteem;

4) Improving interpersonal relationships;

5) Consolidation of communication skills;

6) Development of thinking, imagination, memory, attention.

In working with children, health-saving technologies are used: game therapy, breathing and finger exercises, dynamic pauses, elements of psychotherapy, art therapy, and relaxation techniques.

All this stimulates the activity of children in cognitive, speech and other forms of activity.

Children's work, obtained as a result of productive activities in the classroom, is used in the design of the office, group, which is also of great educational importance.

Number of lessons - 10

The duration of the classes is 40 - 45 minutes.

Number of lessons per week - 2.

This curriculum is designed to work with children of primary school age.

Classes are held in an equipped classroom, where an atmosphere of relaxedness, psychological comfort is created and maintained, there is enough space to accommodate children, outdoor games, productive activities and creativity.

The psychotherapeutic effect of classes involves the education of children's trust in adults, the desire for contact with them; interest in the activities; and mitigation of psychological trauma; reduction of emotional tension, destructive forms of behavior, including negativism, aggressiveness, anxiety, disinhibition; psychological comfort and positive feelings.

The developing effect of classes involves the manifestation of interest in classes and the desire to continue these classes; development of the creative potential of children; the ability to express their feelings in words and be aware of them; development of mental processes in children.

The educational effect involves the preservation and strengthening of children's health; knowledge of oneself and the world around; the formation of moral principles, emotional and volitional qualities, social behavior.

This program of correctional and developmental activities with children was tested in the "Social and Rehabilitation Center for Minors" of the Stary Oskol urban district of the Belgorod region, with a group of children 8-10 years old. The number of children in the classroom is 8 - 9.

Lesson number 1. Introductory lesson.

Goals and objectives: To introduce children to the purpose of classes, to get an initial idea of ​​\u200b\u200beach child. Development of rules of conduct in the classroom. Relaxation, relieving muscle tension.

All members of the group sit in a circle, the facilitator reports what the group will do in the classroom, explains to the children the goals of joint work.

1. Acquaintance. Each member of the group is invited to choose a name for themselves, you can fictitious and make up short story about yourself (favorite color, what kind of plant or animal do you imagine yourself to be, etc.). The host introduces himself first.

Attention task. “Which names (animals, plants) met often, and which ones only once?”

1. Greetings. Children randomly walk around the hall, greet each other first with a glance, then (on a signal) they touch with their eyes, then with their right shoulder, then they touch with their elbows, then with their backs. Establishing feedback.
2. Development of rules of conduct in the classroom. All children sit in a circle and think over the rules of behavior in the group, first everyone writes down their own rules, and then all participants develop general rules of behavior in the group, which are printed on paper for the next lesson.
3. Meditation "Place of rest" (music for relaxation sounds). “Sit back, relax, close your eyes. Imagine that you are in a place where you are calm, good, comfortable. It can be a forest, a river, a sea or a waterfall. If you find it difficult to find this place, try to design it, draw it; come up with it... Imagine yourself there. Look at your beautiful clothes, shoes, you really like your hairstyle. You like yourself. You feel good and calm here, you feel protected. Remember this feeling. Now return to the here and now. Open your eyes, stretch. Take a deep breath, exhale."
4. Dance game. “I suggest you dance now. Get in a circle. Let's find out which of you has the best sense of rhythm." Music sounds, the psychologist quickly and clearly shows various dance movements, and the children must repeat them as accurately as possible. At the end of the game, the best are selected.
5. Parting. Anchoring positive emotions received in class. Each child, in turn, puts his hand on the knee of the person sitting next to him, calls him by name and says: “Thank you ... for sitting next to me in class today.”

Lesson number 2.

Goals and objectives: Stimulation of intragroup communication, development of memory, attention, logical thinking, development vocabulary children. Consolidation of positive emotional feelings.

1. Warm up. The game "Flies - does not fly." Activation of children for inclusion in joint activities.
2. The game "Unexpected Pictures" (music sounds). “Sit in one common circle. Take a sheet of paper each and sign your name with reverse side. Then start drawing some picture (2-3 minutes). On my command, stop drawing and pass the started drawing to your neighbor on the left. Take the sheet that your neighbor on the right gave you and continue to draw the picture you started. As soon as the music stops, the children change their drawings. At the end of the exercise, each child receives the picture that he began to draw. Analysis of the exercise: - Do you like the drawing you started to draw?

Do you enjoy painting other people's drawings?

Which drawing do you like the most?

Is the drawing different from what you usually draw? How?

1. Game "Finish the word" "Attention! In this game, we will finish words that will begin, for example, with a syllable ra, earth, go, pa.. I will throw a ball to each of youand say the first syllable of the word, you will have to catch the ball, and throwing it back to me, finish this word.

5) The game "Homeostat""Attention! Let's play the next game. This game will help us find out if we can work together. This is a difficult game. And we won't be able to do it right away. It takes a few lessons to get the hang of it. The game is as follows. The whole group gathers in a circle. At my command, everyone throws out their fingers. Our group should strive to ensure that all participants throw out the same number of fingers. The participants in the game are forbidden to negotiate, wink, etc., i.e., they must not try to coordinate their actions in any illegal way. In order to give each other the opportunity to assess the situation and take it into account in subsequent games, the participants, after throwing out their fingers, fix them for a while.

6) Meditation game “Smile” (music for relaxation sounds) “Sit comfortably and close your eyes. Take three deep breaths in and out...

As you exhale, you may feel your face relax more and more. Let your mouth, nose, ears, forehead, eyes relax with each exhalation ...

Now inhale deeply, deeply and hold your breath. Tilt your head back, exhale strongly, blowing the air as high as possible so that it reaches half a ceiling ...

Say it again.

Take a deep breath... Hold the air... Tilt your head back... Exhale strongly, blowing air up to the ceiling...

Now inhale again. And when you exhale now, try to smile. Feel how your lips stretch during a smile, and how the muscles of your cheeks tense ...

Do it again and try to smile wider. Imagine that you see in front of you in the picture a beautiful sun, whose mouth broke into a wide friendly smile.

When you smile again now, feel how the smile passes into your hands, reaches the palms. You may now notice a slight tingling in your palms. Breathe and smile... And feel how your hands and palms are filled with the smiling power of the sun.

When you smile again, feel how your smile goes down and down to your legs, to the very tips of your feet. Perhaps you will notice how your legs and feetwill begin to tremble slightly from this smiling solar power.

Feel the smile all over your body. Smiling, you feel good from head to toe, you feel joy with all the cells of your body.

Now take a deep breath again and hold your breath for a moment. Imagine that there is a large golden ball in your chest. This is the real sun inside you, inside your heart. When you exhale now, let that sun smile. Take in more air again, hold your breath and feel the sun inside you smile wide and friendly. And when you take a couple more breaths just as deeply and let the sun smile, you will be able to notice how calm, serene and joyful your soul has become. And you can later evoke this pleasant feeling in yourself, remembering the picture of the smiling sun.

Now stretch a little and straighten up. Open your eyes and be with us in this room again.

Lesson number 3.

Goals and objectives: development of interpersonal communication in a group, development of motor-auditory memory, attention. Help children feel positive and negative feelings, help reduce the impact of negative feelings.

1. The game "Remember your position." Children stand in a circle. At the command of the psychologist, everyone must take certain poses (optional). The host goes around the children and those children who have taken the same poses, offers to change them. Then cheerful music plays. Children move (1-1.5 min.) The music stops, the children must quickly scatter to their places and take the poses that they learned at the beginning of the game.
2. Greetings.
3. Reflection of the previous lesson
4. The game "Love and anger" (music sounds). “Sit down, please, in one common circle and close your eyes…. Imagine that you are now talking to someone with whom you are angry. Tell this person why you are angry with him. Maybe he didn't keep his promise or did something you didn't expect him to do. Talk to this person silently, so that no one can hear you. Say very clearly and exactly what you are angry about. If, for example, you are angry with your younger brother Fedka, then you can tell him: “Fedya, it drives me crazy when you draw all sorts of scribbles in my notebook.” If you are angry with your sister Sonya, you can tell her, for example, "I'm shaking all over with anger when you walk through my room and scatter all my things and toys along the way." If you are angry with your parents, tell them, too, as precisely as possible how they angered you: “Mom, it offends me very much that you are forcing me to take out the trash can again. Whereas Masha and Ira may not help you at all” (1-2 min)

Now tell the person you were talking to what you like about them. Be as specific as possible about this too. For example: “Fedya, I really like that when I come home from school, you rush to meet me and happily hug me” or “Mom, I really like it when you read fairy tales to me before going to bed.” (1-2 min).

Now who in the class makes you angry sometimes. Imagine that you approach this person and clearly and specifically tell him what exactly he pissed you off ... (1 min). Now mentally approach this child again and tell him what you like about him. (1 min)

Now you can open your eyes again and look around the circle. Take a close look at other children. And now we can discuss what each of you experienced in your imagination.

Exercise analysis:

How do you feel when you do not tell another that you are angry with him?

How do you feel when you tell him that you are angry?

Can you stand it if someone tells you that he is angry with you?

Are there people you never get angry with?

Are there people who never get angry with you?

Why is it so important to say exactly what you are angry about?

When does your anger pass faster, when do you hush it up, or when do you talk about it?

5) The game "Shadow" (the game is played to the music).Two children are selected from a group of children. The rest are spectators. One child is a “traveler”, the other is his “shadow”. The “traveler” walks across the field, and behind him, two or three steps behind, comes the second child, his “shadow”. The latter tries to exactly copy the movements of the "traveler".

It is advisable to stimulate the “traveler” to perform different movements: “pick a flower”, “crouch”, “jump on one leg”, “stop to look from under the arm”, etc. You can modify the game by breaking all the children into pairs - “ traveler" and his "shadow".

6) Game "Owl"

The children themselves choose the driver - the "owl", which sits in the "nest" (on a chair) and "sleeps". During the day, children move. Then the host commands: "Night!" The children freeze, and the owl opens its eyes and begins to catch. Which of the players moves or laughs becomes an owl.

7) The game "Homeostat"

1. Parting. All participants in the lesson stand in a circle, stretch their arms forward and connect them in the center of the circle. Then, on command, 3 times they swing and sharply break their hands.

Lesson number 4.

Goals and objectives: development of children's interaction skills with each other. Correction of anxiety and shyness, removal of stiffness, passivity, development of thinking, attention, imagination.

1. Greetings. The game "Waterfall" (held to the music)
2. "Drawing in 2 stages" (music sounds). “Pair up and sit on the floor. Put a piece of drawing paper between each other and take one felt-tip pen (each pair has a felt-tip pen of its own color). Put a dot in the center of the sheet with a felt-tip pen and, without lifting your hand, close your eyes. Now I'm giving you 2 minutes to travel your felt-tip pen over the entire surface of the sheet without lifting it from the paper. Draw in all directions until it seems to you that you have been in all corners of the drawing paper ... (2 min).

Now open your eyes and try to make a picture out of what is drawn on paper. You can also talk to each other if you like (10 minutes).

You have 1-2 minutes left to complete the drawing and decide what you want to name it. Have each pair show the drawing to the others.”

Exercise analysis:

Do you like drawing with your eyes closed?

How do you find mutual language with your partner when you had your eyes closed? Have you spoken to him?

How did you complete the painting in your couple?

How did you collaborate with your partner?

How satisfied are you with your drawing?

3) Exercise "4th extra"

4) Exercise "Comparison of concepts"

5) Exercise "Roar lion growl, knock train, knock."

“We are all lions, a big lion family. Let's have a competition to see who can growl the loudest. As soon as I say: "Roar, lion, roar," let the loudest growl be heard. “And who can growl even louder? Fine. Roar lions... Is that a lion's roar? This is the squeak of a kitten. A loud roar is needed." And after that, let everyone line up in the back of the head to each other, putting their hands on the shoulders of the person in front. You are a ship. Start slowly moving around the perimeter of the room with a chug and whistle. Having gone around the room once, stand at the end of the “composition”, and the place of the “locomotive” will be taken by the child standing behind you. It should move a little faster and make sounds louder. Continue the game until everyone has been in the role of "engine". At the end of the game, a “crash” can occur: everyone falls to the floor.

6) Relaxation game "Reach for the stars."

7) Farewell. All participants in the lesson stand in a circle, stretch their arms forward and connect them in the center of the circle. Then, on command, 3 times they swing and sharply break their hands.

Lesson number 5.

Goals and objectives: development of communication skills, development of thinking, imagination, memory, attention. Develop the ability to establish connections between objects and phenomena, think creatively, create new holistic images from disparate objects. Develop observation, inner freedom and looseness.

1) The game "Cows, dogs, cats" (conducted to the music)“Please stand up and spread out in a wide circle. I will approach each of you and whisper the name of some animal in your ear. Remember it well, because then you will have to become this animal. Don't tell anyone what I whispered to you. (In turn, the psychologist whispers in the children's ears: "You will be a cow", "You will be a dog", "You will be a cat.")

Now please close your eyes. In a moment, I will ask you to "speak" as your animal "speaks". Forget for a while human language. You need to keep your eyes closed and unite in groups with all those animals that "speak" just like you. You can walk around the room and, having heard your animal, move towards it. Then, holding hands, the two of you walk together and together make the sound of this animal in order to find other children "speaking" your language. Ready? Did everyone close their eyes? Remember that while walking around the room, the eyes should remain closed. Prick up your ears and listen to the sounds of the cow, dog and cat... Let's start!"

2) Reflection of the previous lesson.

3) Gymnastics for the development of mental activity "Brain Jim"

4) Exercise "Name each group of words with one word."

5) The game "Drawing up proposals." 3 words are proposed that are not related in meaning: for example, “lake, pencil, bear”. Task: make up as many sentences as possible that would include these three words (you can change the number and case of words, use other words).

6) Exercise "What would happen if ..."

- “If every person from birth acquires the ability to read the thoughts of another, how will life on earth change?” ...

- “If the force of gravity on Earth suddenly disappeared, that is, all objects and creatures would completely lose their weight, then ...”

- "If all people suddenly lost the power of speech, then ..."

1. Game "Shadow"

8) The game "Calm place for reflection" (music for relaxation sounds) Material: paper and colored pencils for each child.

« Can you tell me the questions that kids your age like to talk about most with their friends and siblings? Can you tell me the questions that your peers like to discuss with their moms the most? Can you tell me the questions you and your friends like to discuss with your dads the most?

Now I want you to think for a while and come up with a question that you really want to know the answer to. Does everyone have these questions? If you have already thought of this question, please raise your hand. I want to show you how you can answer, in whole or in part, your own question.

Sit comfortably and close your eyes... Take three deep breaths and exhale and find a point of inner peace within yourself - a place in your soul where it is quiet and calm...

If you listen carefully, you can hear the waves of the ocean gently rolling on the shore. Perhaps at first the sound of the ocean is heard somewhere far away, but gradually the sound of water rolling on the shore becomes louder and louder ... Then the wave rolls back ... Then it rushes ashore and retreats again ... The rhythm of the surf sounds even and soothingly. Let the waves wash away and carry away your worries and everything that bothers you. And just like the waves smooth the sand on the shore, they can make your mind calm and clear.

Imagine that you are sitting by the sea. The sand around you is completely dry and soft. Look around and you will find that you are all alone on the shore. The sun is setting and colors the sky in gold, red, pink and lilac tones. You feel the warmth of the evening sun with all your skin and, looking at the water, you see glare playing on the waves.

Take a deep breath of air and feel the salty smell of the sea. The sea air is fresh and slightly humid. You can hear the seagulls screaming as they let the wind blow them high into the sky. At times, they hover almost motionless, freezing in the oncoming air flow. You feel now completely calm and serene and take advantage of the calm and silence of the sea to ask yourself an important question. Find simple and clear words for your question. And while you quietly pronounce your question, look at the sea distance and be prepared for the sea to give you some answer.

Perhaps you will hear this answer through the sound of the surf ... Perhaps the sea will show you some picture, some image ... Perhaps you will feel some feeling in yourself that will help you find the right answer ... Maybe it may also be that the sea will simply prompt you with new words so that you can clearly and clearly formulate your question. (30 seconds.)

In any case, now you are familiar with this quiet and peaceful place in the depths of your soul. And you can come back here any time you want to think about something important. Now you can say goodbye to thisplace and slowly return here to this room. Stretch, straighten up, open your eyes and be here again, fresh, full of vigor.

Now take a piece of paper and draw a picture. You can draw the place by the sea where you were now, or the feeling that you experienced, or your question, or the answer you received. Draw what you see fit. (10 minutes). In conclusion, the children are given the opportunity to discuss their drawings in small groups.

9) Farewell. Consolidation of positive emotions received in the lesson. Each child, in turn, puts his hand on the knee of the person sitting next to him, calls him by name and says: “Thank you ... for sitting next to me in class today.”

Lesson number 6.

Goals and objectives: Teach children to be kind to themselves, respect and accept themselves. Help the child to feel the support of the group. Develop tactile sensations.

1) Exercise "Things that give joy" (performed to the music)

Now think about those things that have ever given you joy and good mood. Choose something that seems especially pleasant to you at that moment. Perhaps it will be raindrops on rose petals, perhaps the cozy warmth of your bed, perhaps a refreshing jump into the coolness of a river or lake on a hot day... Recall your feelings in moments of happiness. (1 minute.)

Now let the image of this event (or object), which gave you joy and good mood, gradually begin to fade until it completely melts. But do not forget the very feeling of joy, keep it.

Now stretch, straighten up and open your eyes.

Would any of you want to talk about which of the things that give joy, he chose this time?

The child is given the opportunity to describe his associations and then the whole group is invited to imagine the described object as clearly as possible with their eyes closed. As a result, the narrator will become closer and more understandable to the rest of the children, and the group as a whole will relax a little more.

2) Reflection of the past lesson.

3) Exercise “Finish the phrase” A table is placed in the center of the circle, on which papers lie, turned with the inscriptions down. Children take one sheet at a time, read the phrase and finish it.

1. To be honest, when I get to school…

1. To be honest, I miss...
2. To be honest, it's hard for me to forget...
3. Frankly, when I see a child...
4. To be honest, I don't know yet...
5. Frankly, I think the most important thing in life...
6. To be honest, I hate...
7. To be honest, I really want...
8. To be honest, I love...
9. To be honest, when I see all of you, I feel...

4) The game "To love yourself" (performed to the music)

Material: for each child one sheet of wrapping paper, crayons.

“Sit comfortably and close your eyes, take 3 deep breaths and exhale…

Imagine a mirror. Huge, huge mirror in a light red frame. Take a handkerchief and wipe the mirror as clean as possible, so that it is all shiny and shining ... Imagine that you are standing in front of this mirror. Can you see yourself? If yes, then give me a sign with your hand.

Look at your lips and the color of your eyes... Look at how you look when you shake your head a little... Look at your shoulders and chest. Watch how you lower and raise your shoulders. You can see your legs. Look how high you can jump... You're good at it! Now imagine that your reflection is smiling and lovingly looking at you...

Look at your hair! What color are they? Take a comb and comb your hair while looking in the mirror in front of you. Comb your hair as usual... Look into the smiling eyes of your reflection. Let your eyes sparkle and glow with joy as you look at them in the mirror. Get some air into your lungs and blow some little light sparks into your eyes... Try to see the golden glow around your eyes. Let your eyes look completely happy.

Now look at your face in the mirror. Say to yourself: “My face is smiling, I love to smile. It makes me feel better.” If your face is still serious, then turn your serious face into one huge and contented smile. Show your teeth to the mirror… You did great!

Now look at your whole body in the mirror and enlarge it. Let your shoulders become completely even and straight, try to feel how pleasant it is to stand proudly and like yourself. And looking at yourself from head to toe, repeat after me: “I love myself!”, “I love myself!”, “I love myself!” Do you feel how nice it is? You can repeat these words to yourself whenever you want to feel happy and content. Try to feel with your whole body how you say: “I love myself!”… In what part of the body do you feel it? Show your hand to this place where you feel your "I love myself."

Remember well how your body reflects your “I love myself!”. Now we will discuss this.

And now you can go back to our room again. Stretch a little, tense and relax your whole body and open your eyes ... "

At the end of this fantasy, the children say in chorus the confirmation phrase “I love myself!” The psychologist asks children where in their body they feel this love.

Then the children can draw their own image, they can work in pairs, with each child drawing the outline of their partner on a large sheet of wrapping paper. Then this contour is painted and turned into a smiling and happy portrait. Children can characterize certain parts of the body with positive adjectives. For example: “My beautiful brown eyes”, “My golden skillful hands”, etc.

Analysis of the exercise: - Why do some people love themselves?

Why do some people rarely have pleasant thoughts about themselves?

What can you do to feel good about yourself more often?

What makes you happy?

5) The game "Flower rain"

“You heard that today Alyosha experienced severe stress? We can all help him recover and become cheerful and cheerful again. Alyosha, please stand in the center and we will all stand around you. Put your hands down and close your eyes. And you all look at Alyosha and imagine how rain falls on him from hundreds and even thousands of invisible flowers. Let these flowers fall like big snowflakes or large, large drops of rain. You can choose any flowers: roses, daisies, forget-me-nots, violets, tulips, snapdragons, bluebells or others. Imagine all the beauty and richness of their colors, feel how these flowers smell. Perhaps Alyosha will also be able to feel all this: to see the beauty of the flowers, to feel the aroma exuded by them (30-60 seconds) It is necessary to monitor the expression on the child’s face and from time to time stimulate the process of the game with remarks like: “I think we can add more flowers. Let them fall slowly, slowly, so that Alyosha has time to rejoice. Ask individual guys what their flowers look like, what do they smell like?

It seems to me that you are doing everything very well, and Alyosha can fully enjoy your flowers. Alyosha, do you want more flowers? The exercise ends with a question to the child standing in the center: “Did the guys give you enough flowers? And now you can stop the flower rain, and Alyosha can get out of this flower snowdrift. You can all take your seats. Thank you."

6) Farewell. "Invisible inscription" At the end of the lesson, the facilitator passes and writes with his finger on the back of each child a letter that the child must guess.

Lesson number 7.

Goals and objectives:

1. Greetings.
2. Game "5 floors" (music sounds)

“Sit back and close your eyes. Take three deep breaths in and out...

Now imagine that you are standing in front of an elevator door. You press the button and call the elevator... The door opens and you enter it. Next to the buttons you find 5 tablets. On the first of them is written "Psychologist's office" (this is our office), on the second - "Wonderful calm place", on the third - "Pleasant clever man with whom you can have a good conversation." The fourth tablet says "Amazing adventure", the fifth - "Meeting a friend you haven't seen for a long time."

Choose the floor you want to go to the most and press the button. Watch how slowly the elevator door closes, and try to feel how the elevator slowly moves to the floor you have chosen. You have already arrived, and the door is slowly opening. Get out of the elevator and look around. Do what you want to do here. You have about a minute, but in your imagination much more time will pass in this minute. It will be enough for you to have time to do everything you need there. (1-2 minutes.)

Now it's time to go back. Say goodbye to this place and to everyone you met there. The elevator door was left open for you. Get in the cockpit and take another look at the place where you were. Now click on the button next to which it says "Classroom". Watch the door close and feel the elevator slowly descend. After the door opens, open your eyes, stretch, straighten up. And here you are again, cheerful and fresh. »

1. Reflection on a past lesson.
2. Story writing. “Sit down, everyone, please, in one circle. I want to offer you a new game in which everyone will participate. You will need to write your own story. I myself will begin the story and after a while I will stop my story. After that, anyone can pick up the thread and continue the story. When this child finishes his story, the story will continue with the next one, and so on until all the children have added to common history your piece. Do you understand how to play? So: Once upon a time there was a little girl and a little boy. The houses they lived in were so close to each other that they could play with each other every day. Over time, they became bosom friends. And then one day they decided to go far, far away, because they no longer wanted adults to command them from morning to evening. They took some food with them and put it in two small backpacks. When the adults were busy with their own affairs, they quietly ran away from home. The road they took led them after some time to a large and wild forest. “Strange,” they said, “that such a beautiful forest is so close to the city.” Curiosity awakened in the children, and they headed deep into the forest. At first the air was warm and the sun was breaking through the leaves of the trees. Sometimes they heard the lovely voices of songbirds. But the forest was getting darker, the air was getting colder, and different rustles began to be heard from everywhere. Then the children wanted to get out of there. But when they turned back, they found no sign of the road by which they had come. Instead, they saw only rocks and dense vegetation. As soon as they took a step forward along the road, she immediately disappeared behind them, because she was bewitched. They walked all the time on and on, making their way through thick bushes and trees, climbing over large stones and boulders. Suddenly they heard a strange noise ahead. They didn't see what it was, but they could hear footsteps approaching. The children stopped, grabbed each other, clasped their hands. Suddenly they saw ... (no one has the right to stop the narrator before he shuts up himself. Leading questions: “Yeah, a dragon appeared here. What color was it? Was it a good-natured dragon or an evil and dangerous one? And what happened then?” In at the end of the story, the host gives the story a ritual conclusion: "But suddenly the little girl was very tired and lay down on the ground. She fell into a deep sleep. When she woke up, someone pushed her by the shoulder. "No, no," she thought through her sleep, - "leave me alone!" Then she opened her eyes and saw that it was her mother who wanted to wake her up. "It's time for you to get up and go to school." "Yes, mother. I had such an interesting dream. I dreamed that ..." ( The psychologist makes a brief summary of all the parts of the story told. "Yes, such a dream could not but excite you," said the mother. "That's for sure," the girl replied.

Analysis of the exercise: - Did you like our story?

What did you like the most? What would you tell differently if you told the whole story alone?

1. The game "Rhythmic Claps"
2. Game “Roar lion, roar; knock train, knock"

7) Relaxation game "Reach for the stars."

“Stand comfortably and close your eyes. Take three deep breaths in and out...

Imagine that above you is the night sky, strewn with stars. look at something special bright star, which you associate with your dream: the desire to have something or become someone ... (15 seconds.)

Now open your eyes and just stretch your hands up to the sky to reach your star. Try your best! And you will definitely be able to get your star with your hand. Take it off the sky and carefully put it in front of you in a beautiful spacious basket ... (When all the children have "stars in baskets", you can continue on.)

Put your hands down and close your eyes. Choose another sparkling star right above your head that reminds you of your other dream... (10 seconds.)

Now open your eyes, stretch both arms as high as you can and reach for the sky. Pick this star and put it in the basket with the first star...etc.”

1. Parting. Each child in turn is invited to show the movement that he wants to do at the end of the lesson, then this movement is performed by the whole group.

Lesson number 8.

Goals and objectives: Develop communication skills, the ability to reconcile after a quarrel.

1. Greetings.
2. The game "Rainbow" (music sounds).

“Of course, all of you have seen a rainbow more than once. Can any of you name all the colors of the rainbow? Remember a simple sentence with which you can easily name all the colors of the rainbow and their order, because the first letters of the words in this sentence are the same as the first letters of the names of the colors of the rainbow. Every Hunter Wants to Know Where the Pheasant Sits. It's very easy to remember: Everyone is Red, Hunter is Orange, Desires is Yellow... Which one of you can continue? Amazing! Can someone tell me how the air smells when we see a rainbow in the sky?

We see a rainbow after the sky has refreshed the earth with rain. First of all, the rain nails to the ground and washes away all the dust. The air is fresh and transparent, and the stripes of the rainbow show us, as it were, beauty in its purest form. Now we will use the colors of the rainbow so that our spirit becomes fresh and unclouded, free from everything unpleasant: from all worries, worries and joyless thoughts. Get up and start moving around the room.

First imagine that the whole room is filled with red air. Look at this radiant red air that surrounds us and breathe in its freshness. If you want, you can even touch this wonderful red glow or smell its wonderful scent... (15 seconds.)

Keep moving around the room and now imagine that the whole room is filled with orange air. You can inhale this color, touch it... Don't you think that the orange air smells like oranges? (15 seconds.)

Look, now the air around us has turned yellow! Enjoy the glowing yellow air. You seem to be basking in the sun! Breathe in this yellow glow, touch it... (15 sec.)

The color of the air around us has changed again... Now it emits green light. This is the color of the first spring leaves. It's like we're in spring! Feel its wonderful freshness and aroma (15 seconds.)

Miracles continue! The air suddenly played with all shades blue color. Touch the color of the bottomless morning sky! Enjoy the radiant blue! Spread your arms like wings and slowly soar in the blue space... (15 seconds.)

Look, the air around us is gradually thickening, and its color from blue gradually turns into blue. This is the color of the sea. You can't take your eyes off him! Blue air seems denser, you want to push it apart with your hands, like water. :. (15 seconds.)

And finally, the air in our room turned purple. Touch it with your hands and feel its depth. Breathe in the color of the evening cool... (15 seconds.)

And now imagine how you come out of the last color of the rainbow and see the light that now fills our room. Shake off the remains of all the flowers and feel how you feel. Now walk slowly and calmly to your seat.”.

1. Reflection of the previous lesson.
2. The game "Reconciliation" (music for relaxation sounds). What do you do when you notice that you offended someone? - Can you ask for forgiveness in such a situation? - How do you feel when someone offends you? Can you forgive him? What kind of person do you find it easiest to get along with? Who is hard for you to get along with? Now sit back and close your eyes. Take 3 deep breaths and exhales... Choose some important person for you with whom you recently quarreled and with whom you still continue to be angry or offended. Imagine this person as carefully as possible. Pay attention to the expression on his face, look at what mood he is in right now. When you think you can see the person clearly enough, invite them to sit next to you. You might want to start the conversation by talking about what you like about this person, why they are important to you… (30 sec) You can then tell this person that the fight between you was very hurtful to you. You can tell him how you felt then. If you want, you can ask him how he took this quarrel? And then in simple words you can tell him that you are very sorry that you offended him then and that it is very important for you to restore peace between you. Try to tell him all this yourself. Since all this is very serious for you, it is important that your interlocutor understands this. Just tell him, "I have a present for you." And as soon as you say these words, in your hands, to your surprise, a small bag will appear. You know that it contains a gift for your interlocutor and give him this bag with the words: "This is for you." He takes the gift with both hands. He smiles as he unpacks the present. Maybe this package contains something that this person really needs, or maybe your gift says that you want to make peace with him. For example, it could be a flower, a candle, a chocolate heart, or something similar. Let it be a surprise for you that your interlocutor will get out of the package. Now look into the face of your interlocutor. See if he says something to you in return, or maybe he reacts to your gift in some other way, shows his joy and surprise in some other way. But it's time to say goodbye to this man. Remember the feelings that arose in you when you told him about the reasons for the quarrel and that you did not really want to make peace with him. And now you can gradually come back to us. Stretch, tense and relax your muscles and open your eyes. Analysis of the exercise: - Was it difficult for you to forgive another? How did you feel about it?

Did you manage to see what was in the package?

How did the other react?

What happens when you get angry with someone for a long time?

Do you think forgiveness is a sign of strength or a sign of weakness?

Why is it important to forgive others? . You can play one situation in faces.

1. The game “And besides ...” “Sometimes everyone wants to complain or grumble about something. Sometimes it’s bad because it’s Monday, sometimes because it’s raining, sometimes because physical education has been canceled, and so on. Break into pairs and stand opposite each other. You can immediately begin to tell each other about unpleasant or offensive things and complain about life to the fullest. Say phrases to each other that always begin with the same words: “And besides ...” It might look like this: And besides, my favorite sweater is still in the wash. And besides, my friend was in a bad mood this morning. And besides, I didn't want to go to school today at all. And besides, I don’t want to write a dictation today at all.” It makes sense to continue this exercise for 2-3 minutes.
2. Relaxation "Dance of little dragons" (performed to the music)
3. Parting.

Lesson number 9.

Goals and objectives: Develop communication skills, patience, listening skills. Unification of all participants, correction of anxiety. Relaxation.

1. Greetings. Meditation game "Calm place for reflection"
2. Reflection on a past lesson.
3. Game "Show the animal"
4. Exercise "Impossible" Any of the participants names something incredible: a thing, a natural phenomenon, an unusual animal, tells a case. The winner is the one who comes up with 5 such stories in a row, and no one will ever tell him: “It happens!”
5. Game "Drawing in 2 stages"
6. The game "Tuh-tibi-spirit". “I will give you a special word now. This is a magic spell against a bad mood, against resentment and disappointment, in short against everything that spoils the mood. For this word to really work, you need to do the following. Start walking around the room without talking to anyone. As soon as you feel like talking, stop in front of one of the children, and angrily say the magic word “tuh-tibi-duh” three times. At this time, the other child should stand quietly and listen to you pronounce the magic word, he should not answer anything. But if he wants, he can answer you in the same way - say angrily and angrily three times: "Tuh-tibi-dukh." After that, continue to walk around the hall. From time to time, stop in front of someone and again angrily say this magic word. For it to work, it is important to speak it not into the void, but to a certain person standing in front of you.
7. Relaxation "Dance of little dragons"

8) Farewell. All participants in the lesson stand in a circle, stretch their arms forward and connect them in the center of the circle. Then, on command, 3 times they swing and sharply break their hands.

Lesson number 10.

Goals and objectives: Strengthen self-confidence. Develop communication skills; evoke a surge of vivacity, create a good mood.

1. Greetings. Reach for the Stars game
2. Reflection on a past lesson.
3. Summing up the work. Drawing on the topic: “What I remember most, liked, helped in the past classes.”

Discussion of drawings.

4) The game "4 elements".

The players sit in a circle. The host agrees with them that if he says the word "earth", everyone should put their hands down, if the word "water" - stretch their hands forward, the word "liftspirit" - raise your hands up, the word "fire" - rotate your hands in the wrist and elbow joints. Whoever makes a mistake is considered a loser.

1. Game "Gifts"
2. Meditation game "Smile" (music for relaxation sounds)
3. Parting. Performing a common song and swaying, standing in a circle shoulder to shoulder and holding hands.

List of used literature:

1. Vopel K. “How to teach children to cooperate? Psychological games and exercises: practical guide»; in 4 volumes - M., Genesis, 1998
2. Bityanova M.R., Azarova T.V., Afanas'eva E.I., Vasilyeva N.L. "The work of a psychologist in elementary school" - M.; "Perfection", 1998
3. Kryazheva N.L. "Development of the emotional world of children" - Yaroslavl; Development Academy, 2001
4. Rogov E.I. "Desk book practical psychologist", Volume 2 - M., "Vlados", 1998

Yulia Feofanova
Game scenario competitive program"Colorful game" for children of primary and secondary school age

Scenario of the game competitive program« colorful game» For children of primary and secondary school age

Description of work: This development is designed to organize an exciting, useful leisure children of senior preschool, primary and secondary school age during the summer in kindergarten, in yard clubs, in school camps, in holiday camps children. To carry it out, I propose to use a large number colorful plastic bottle caps and crayons

Target: organization of exciting, useful leisure children

Tasks:

Develop at children activity, the desire to achieve success, sociability;

Develop attention, dexterity and speed, the ability to act on a signal;

Develop imagination and creativity;

Give the opportunity to spend your free time well and usefully.

Equipment and props: phonograms of funny children's songs, 2 easels, 2 sets of colored crayons, 2 markers, 2 drawing paper, multicolored caps from plastic bottles (7 colors of 30 pieces, colorful flags, Balloons different color, 3 sets of color cards, soap bubbles.

Event progress.

The soundtrack of the song sounds "Pencil box".

Leading: Hello, dear friends! Today we have gathered for a holiday

And what will it be called? Let's tell everyone

Together: we are celebrating a holiday « colorful game» .

Leading: Guys, do you know many colors?

Let's remember the most important colors

Children read poetry.

Red radish grew in the garden,

Next to the tomatoes are red guys.

Red tulips stand on the window

Red banners outside the window are burning.

Orange

orange fox

All night the carrot dreams -

Looks like a fox tail:

Orange too.

The yellow sun looks down on the earth

A yellow sunflower follows the sun

Yellow pears hang on the branches,

Yellow leaves are flying from the trees.

We grow green onions

And green cucumbers

And outside the window is a green meadow

And whitewashed houses.

My doll has blue eyes

And the sky above us is still doves.

It's blue like a thousand eyes

We look at the sky, and the sky looks at us.

Violet

The purple violet is tired of living in the forest.

I'll pick it up and bring it to my mother on her birthday.

She will live with purple lilac

On the table in a beautiful vase near the window.

As you may have guessed, all of our competitive tasks will be devoted to paints. Paints in the usual sense are colored energy that makes the world bright, colorful, colorful and interesting. And today we will try to get the largest portion of this energy.

Leading: solve riddles

On a notebook sheet

And a piece of sugar

Both salt and chalk

What color happens? -…

Answer: White

He is the most dim of all,

Just believe it or not

You can see this color

And with closed eyes!

Answer: Black color

At raspberries and strawberries,

Tomatoes and lingonberries

The taste is, of course, very different,

Well, the color is similar...

Answer: Red

The frog jumps in the swamp

She is on the hunt all the time.

Farewell, stupid mosquito!

And the color of the frog...

Answer: Green

From shells, from diapers

A little chicken came out.

Oh how funny you are

Our little one…

Answer: Yellow

You and I draw the sea:

Here is a boat in the open,

Here - the star lies at the bottom,

Here - the fountain lets the whale ...

Waves and a whale's back

We will color...

Answer: Blue

Forget-me-not wonderful color -

Light, joyful, heavenly.

Guess we are with you

This color. He - …

Answer: Blue

Mom as a gift

Choose your roses!

Red, but not bright

Simply put -…

Answer: Pink

There is it in coffee, in lentils,

In teddy bear and cinnamon

Chocolate also has

You can't eat it without it.

Answer: Brown color

He is in asphalt and concrete,

In warm fluff on a crow,

In the wolf and his tail

And cats in the dark.

Answer: Grey colour

Leading: And now we are with you a little let's play and shout. And we will do it So: who has clothes green color, clap and shout together ... And now those guys who have red in their clothes .... etc. Great!

Leading: Well, let's check how attentive you are. I will read lines from colored poems. As soon as you hear your color, clap and shout louder.

The sky is rainy, gray quickly I will make blue.

The sun is burning in the sky, clear, so hot, so red!

Flowers of unusual beauty are good in the garden! We will be pleased with the foliage and green grass.

In winter, everything is covered with frost and cheeks become. red.

I'll go for a walk in the meadow, put on a cool dress.

I will weave a bright ribbon into my braid. green.

I bring a bouquet to my sister Alena and there is a flower in it. He. blue.

Leading: Well done boys! It was hard to outwit you.

Now we need to split into two teams, which I propose to call "Pencils" And "Paints". For victory in each competition teams will earn one badge each, which means you need to work hard to win.

Leading: I suggest you start with a small relay race.

Teams line up in columns one at a time.

Contest"Jolly Clown"

In front of each team, at a certain distance, there is an easel with an attached sheet of drawing paper.

On the leader's signal players each team should take turns running to the easel and drawing parts of a portrait of a cheerful clown.

The team that completes the task faster and more beautifully receives a badge wins.

Leading: Guys, which of you can correctly name all the colors of the rainbow without a special prompt? What tips do you know?

Every Hunter Wants to Know Where the Pheasant Sits

Contest"Draw a Rainbow"

In front of each team at a certain distance are buckets with colorful lids.

Exercise: Each team needs to lay out a rainbow of caps. Everyone is allowed player lay out two covers at a time.

The speed and correctness of laying out the rainbow is evaluated

A game"Find Your Color"

Rules: Presenter breaks playing on the number of groups, corresponding to the number of checkboxes. To each player a token in the color of their group is awarded. In the corners of the room, chairs are placed with flags of their color. After the leader's words "Go for a walk!" children disperse on the playground (room). On command "Find your color!" the children gather near the flag that matches the color of their tokens and name their color.

Leading: And now play with the audience(collective responses)

If you see - a river is drawn in the picture, Or a spruce and white hoarfrost, or a garden and clouds, Or a snowy plain, or a field and a hut, The picture must be called.

(Scenery)

If you see - in the picture a cup of coffee on the table, Or juice. in a large decanter, or a vase in crystal, Or a bronze vase, or a pear, or a cake, Or all items at once, know what it is.

(Still life)

If you see that someone is looking at the picture us: either a prince in an old raincoat, or a climber in a robe, a pilot or a ballerina, or Kolka is your neighbor, - The picture must be called.

(Portrait)

Contest"Mysterious Drawing"

Rules: Game participants (it is best to involve all guests at once) given the right to choose one color. That is - one spray can with bubbles of the same color and one sheet of paper. 5-7 minutes (after the command "started!") all participants must draw a picture by blowing soap bubbles near the paper. And so that everyone else (and first of all - the judge) were able to determine what was depicted in the picture.

Contest"Confusion"

Leading: Guys! We have mixed up all the letters in the words denoting colors, we urgently need to decipher this abra- cadabro:

tosavylay - light green

resevney - lilac

raonvyzhey - orange

dorboivy - burgundy

lime - raspberry

richness - brown

olefin - purple

Teams take turns pulling out leaflets with an encrypted color. They confer for a minute and give the correct answer.

For each correct answer, the team is awarded one badge.

Rules of the game Traffic light

Rules: With the help of a counter, the leader is selected, 2 lines are drawn at a distance of several meters from each other. Players stand behind one of the lines. The driver stands in the center between the lines and turns to back to players. Then he names any color and turns to players. Children look for this color on their clothes, if they find it, they show it to the leader, and calmly go to the other side. If there is no player of this color, he must run across to the other side, the task of the driver is to try to overpower him. The one who is taunted becomes the leader. If everyone passed, ran to the other side, the driver turns away and thinks of a new color. Before starting the game, you should agree on whether it is possible to look for colors on hairpins, beads, watches and other accessories

Contest« multicolored paints»

Teacher handing out balloons to children (yellow, green, orange, blue, purple, red, cyan). Explains the rules of the game. The child hears short phrase the name of an object whose color matches the color of the ball and throws it up (ball) up. The teacher invites the children to throw balloons behind the screen. But not all at once, but at the signal-waving a flag of a certain color.

Contest"Beautiful flower bed"

In front of each team, a circle with a diameter of about 1 meter is drawn on the asphalt. Everyone players commands are issued colored crayons. Within 1 minute, teams must "plant" as many colors as possible "flower bed".

The team that draws wins large quantity colors.

a game"Paints"

Rules: For the game "Paints" among participants choose one leading seller and one buyer-monk, the rest of the children become paints. Paint participants sit in a circle or in a gazebo, sometimes children line up. The seller is quiet (on the ear) tells everyone what color of paint corresponds to him. Children remember their color. The monk-buyer should not know the colors of paints.

Game progress:

A monk comes to a paint shop and asks seller:

I'm a monk in blue pants, I came for paint.

For what?

Monk names paint color (for example, blue). If there is no such paint, then the seller answers:

There is no such! Jump along the blue path, on one leg, you will find boots, wear them, but bring them back!

Monk assignments can be different: to jump on one leg, to pass like a duck, squat or somehow differently.

If the named paint is present in the store, then the seller is responsible monk:

There is one!

What is the price?

five rubles (The monk loudly claps the seller's hand five times).

Summarizing competitions.

Awarding participants and winners with sweet prizes.

Leading: Our holiday is coming to an end. But summer doesn't end. And let it be as bright, cheerful and colorful the way you drew it!

Dedicated to parents of future first-graders...

You often hear: "We study according to Vinogradova ...", "And in our class they teach according to Zankov." Unfortunately, most parents can only name the author curriculum, others will say “we were praised for it”, others, perhaps, will talk about specific pros and cons. But in general, the average parent hardly understands how all these programs differ. And no wonder. It is really difficult to get through the scientific style and terminology of pedagogical texts.

So let's get together and try to understand.

First, there is pedagogical system and a pedagogical program.

There are only three systems: Zankov system(developing), Elkonin-Davydov system(developing) and traditional(see Order of the Ministry of Education and Science of the Russian Federation of October 21, 2004 N 93).

There are much more programs. In addition to the officially recognized, there are many experimental systems, as well as copyright, intra-school, which we will not consider in this article.

Schematically it will look something like this:

All systems and programs approved by the Ministry of Education meet the main requirement: they allow the student to acquire the required minimum of knowledge. Authorship is manifested in the way the material is presented, additional information, organizations learning activities.

Each system and program has its own author, so to speak, an ideological inspirer. But this does not mean that all textbooks in all subjects were written by him alone. Of course, over compiling the teaching materials(Educational-methodical set) the whole team worked! Therefore, the names on the textbooks of your children, of course, will be different. But, despite the "collective creativity", all textbooks within the same program have the same:

• Purpose (i.e. the result that should be obtained, the qualities that graduates who have studied in a particular program should eventually have)
• Tasks (i.e. those steps by which the goal is achieved)
• Principles (i.e. features of the organization of training, presentation of material, choice of methods that distinguish one program from another).
• Content (in fact, the very educational material that the child will learn in the learning process. For example, the content of education in philology, mathematics, social science and natural science. In this part of the program, they differ in that some are limited to the state standard minimum, others include various additional knowledge, concepts, literature, as well as the order of filing educational material, which is inextricably linked with the principles.)

There are no bad or good programs. All programs considered in the article are approved by the Ministry of Education. And the developing system is no better and no worse than the traditional one. In fact, each system is designed for a certain mindset, or, in other words, a way of perceiving and mentally processing information. And these processes are individual for each child. Like metabolism, or let's say hair color. Therefore, in the description of each program, we have introduced the section “Features that will allow the child to successfully study in this program”, where we will describe the qualities that it is desirable for a child to have in order to show high results without overstraining.

Below we will sometimes give examples of schools teaching according to one or another program, but in fact, different classes of the same school can study according to different programs, especially where the choice of the program is made by the teachers themselves. And it's even good. Miscellaneous programs and systems require different initial knowledge and skills from children, and the personal qualities of the teacher largely determine whether he will be able to implement the program in full. Therefore, the teacher chooses a program that will allow him to work in the current situation with this particular team.

Zankov education system

In 1995 - 1996 L. V. Zankov's system is recognized as a parallel state system of primary education.

Target: the general development of students, which is understood as the development of the mind, will, schoolchildren and as a reliable basis for their assimilation of knowledge, skills and abilities.

Tasks: one of critical tasks- educating a junior student about himself as a value. Education should be focused not so much on the whole class as a whole, but on each individual student. At the same time, the goal is not to “pull up” weak students to the level of strong ones, but to reveal the individuality and optimally develop each student, regardless of whether he is considered “strong” or “weak” in the class.

Principles: student independence, creative comprehension of the material. The teacher does not give the schoolchildren the truth, but makes them "dig" for themselves. The scheme is the opposite of the traditional one: first examples are given, and students themselves must draw theoretical conclusions. The acquired material is also fixed by practical tasks. The new didactic principles of this system are the rapid mastering of the material, high level difficulties, the leading role of theoretical knowledge. Comprehension of concepts should occur in the understanding of systemic relationships.

Systematic work is being done on common development all students, both strong and weak. It is important for students to be aware of their learning process.

Features that will allow the child to successfully study under this program: the willingness to work at a high pace, the ability to reflect, independently search for and assimilate information, and the willingness to be creative in solving the problem.

• http://www.zankov.ru/article.asp?edition=5&heading=26&article=26 - the system is clearly and completely described, you can’t say better

Elkonin-Davydov education system

If Zankov teaches at a high speed, then Davydov follows the saying "go slower - you will continue."

The educational system of D. B. Elkonin-V.V. Davydov has already more than 40 years of history of existence: first in the form of developments and experiments, and in 1996 by the decision of the Collegium of the Ministry of Education of the Russian Federation education system Elkonin-Davydova was recognized as one of the three state systems, along with the traditional system and the system of developing education by L. V. Zankov.

Target: formation of a system of scientific concepts, educational independence and initiative. Developing in a child the ability to think unusually and deeply

Tasks:

1. to form in elementary school graduates the ability to reflect, which at primary school age reveals itself through:

• knowledge of one's ignorance, the ability to distinguish between the known and the unknown;
• the ability to indicate in an underdetermined situation what knowledge and skills are not enough for successful action;
• the ability to consider and evaluate one's own thoughts and actions "from the outside", not considering one's own point of view as the only possible one;
• the ability to critically, but not categorically evaluate the thoughts and actions of other people, referring to their reasons.

develop the ability for meaningful analysis and meaningful planning.

The formation of these abilities is detected if:

• students can identify a system of tasks of one class that have a single principle of their construction, but differ in external features of the conditions (meaningful analysis);
• students can mentally build a chain of actions, and then perform them smoothly and accurately.
• develop the student's creativity and imagination.

Principles:

1. The main principle of this system is to teach children to acquire knowledge, to search for it on their own, and not to memorize school truths.
2. The subject of assimilation are general methods of action - methods of solving a class of problems. They start learning subject. In the following, the general method of action is concretized in relation to particular cases. The program is arranged in such a way that in each subsequent section the already mastered method of action is concretized and developed.
3. Development general way begins with a subject-practical action.
4. Student work is built as a search and trial of means for solving a problem. Therefore, the student's judgment, which differs from the generally accepted one, is considered not as a mistake, but as a test of thought.

Features that will allow the child to successfully study in this program: the same that were described for the Zankov program. Exception: It is unlikely that you will have to work at a fast pace. Rather, thoroughness, attention to detail, the ability to generalize are useful.

School 2100 (School 2000, Peterson program)

The program is aimed primarily at the development and improvement of the traditional content of education.

Target: ensure the natural and effective integration of the child into society.

Tasks:

• create readiness for productive work
• to form a readiness for further education and, more broadly, for lifelong education in general.
• to cultivate a natural-scientific and general humanitarian outlook.
• provide a certain level general cultural development. An example is the formation (cultivation) of a schoolchild of the skills of adequate artistic perception at least literature
• to form certain personal properties that ensure its successful socio-psychological adaptation in society, successful social activity and successful social and personal development
• provide maximum opportunities for the formation of a student's attitude to creative activity and skills of creative activity
• to form knowledge, attitudes and basic skills of pedagogical activity.

Principles.

The principle of adaptability. The school seeks, on the one hand, to adapt as much as possible to students with their individual characteristics, on the other hand, to respond as flexibly as possible to sociocultural changes in the environment.

development principle. The main task of the school is the development of the student, and, first of all, the holistic development of his personality and the readiness of the personality for further development.

The principle of psychological comfort. This includes, firstly, the removal of all stress-forming factors educational process. Secondly, this principle involves the creation in the educational process of an uninhibited, stimulating creative activity schoolboy.

The principle of the image of the world. The student's idea of ​​the objective and social world should be unified and holistic. As a result of the teaching, he should develop a kind of scheme of the world order, the universe, in which specific, subject knowledge takes its specific place.

The principle of the integrity of the content of education. In other words, all "objects" are interconnected.

The principle of systematicity. Education should be systematic, consistent with the laws of personal and intellectual development child and teenager and enter into common system continuous education.

The principle of semantic attitude to the world. The image of the world for a child is not an abstract, cold knowledge about it. This is not knowledge for me, but this is my knowledge. This is not the world around me: this is the world of which I am a part and which I somehow experience and comprehend for myself.

The principle of the orienting function of knowledge. The task of general education is to help the student form an orientation base, which he can and should use in various types its cognitive and productive activity.

Features that will allow the child to successfully study under this program: Since the program, as conceived by the authors, has something in common with the Elkonin-Davydov system, all the qualities that were described above will come in handy. But since this is still a traditional program designed for the "average student", almost any child will be able to successfully learn from it.

"School of Russia" (Pleshakov)

This is the elementary school kit that we all learned from, with some modifications.

Target: education of schoolchildren as citizens of Russia. The Russian school should become a school of spiritual and moral development.

Tasks. The main purpose of elementary school, according to the authors, is educational. Hence the tasks:

• development in a child of human qualities that meet the ideas of true humanity: kindness, tolerance, responsibility, ability to empathize, readiness to help another
• Teaching children to read, write and count correct speech, instill certain labor and health-saving skills, teach the basics of safe life
• formation of natural motivation for learning

Principles: fundamentality, reliability, stability, openness to new things.

Problem-search approach. It provides for the creation of problem situations, making assumptions, searching for evidence, formulating conclusions, comparing results with a standard.

Features that will allow the child to successfully study in this program: No special qualities are required from the child. Of course, the more abilities developed in a child, the better. For example, the ability to self-esteem, willingness to work in problem situations is useful. But according to this program, even the most unprepared children for school study well.

"Harmony" edited by N. B. Istomina

This system correlates with the main ideas of developmental education and, in particular, with the Zankov system, in which Natalya Borisovna Istomina herself worked for a very long time.

Target: multilateral development of the child, comfortable learning, prepares the mental apparatus of the child for further learning. Overcoming the differences between traditional and developmental learning patterns.

Tasks: ensure that the child understands the issues being studied, create conditions for harmonious relations between the teacher and the student and children with each other, create situations for each student to succeed in cognitive activity.

Principles: organization of educational activities of students associated with the formulation of an educational task, with its solution, self-control and self-assessment; organization of productive communication, which is a necessary condition for the formation of educational activities; the formation of concepts that provide, at a level accessible to primary school age, awareness of cause-and-effect relationships, patterns and dependencies.

Features that will allow the child to successfully study under this program: the requirements for the features of the child's thought process follow from the connection with the Zankov system declared by the author. But like any traditional system, this program softens the requirements imposed on the student by the Zankov program.

"Primary school of the 21st century" (Vinogradova)

Target: organization of educational activities junior schoolchildren in such a way as to provide comfortable conditions for the development of the child in the process of mastering knowledge, skills and abilities.

Tasks:

• the formation of the main components of learning activity (if we discuss the position of a student, then this is the answer to the questions “why am I studying”, “what should I do to solve this learning task”, “how do I complete the learning task and how do I do it”, “ what are my successes and what am I not succeeding in?”
• organization of the educational process in such a way as to ensure a situation of success for each student and the opportunity to learn at an individual pace.

Principles: the main principle of education is that the primary school should be nature-friendly, that is, meet the needs of children of this age (in cognition, communication, various productive activities), take into account typological and individual characteristics their cognitive activity and level of socialization. A schoolchild is not just a “spectator”, “listener”, but a “researcher”.

Content: in accordance with the main principle (conformity to nature), the authors paid special attention to the implementation of the function of "soft" adaptation of children to new activities. A system for using role play in teaching, which makes it possible to develop various facets of role-playing behavior, and hence the imagination and creativity of the student. All textbooks provide additional educational content, giving everyone the opportunity to work in accordance with their abilities (for example, introducing interesting texts into the textbook from the very beginning of learning on the material of the full alphabet for well-read children).

Features that will allow the child to successfully study under this program: based on the principles, it can be assumed that under this program it will be comfortable for children who need soft adaptation to everything new for them, whether it be a team or type of activity. All courses have a long preparatory period.

The choice is ours. I hope you and I managed to figure out at least approximately “what kind of animal this is” - the program. And now we will be able to consciously approach the choice of school, class, teacher. We can roughly imagine what questions to ask in order to assess whether a given teacher in a given school will be able to fully implement the principles of the chosen program ... We will be able to properly prepare the child for the start of school, taking into account, if possible, the inclinations and nature of our little, but personalities.

Discussion

By the way, we are now studying at the school of the 21st century. Daughter loves it, it's all true. Was it difficult? No, the tasks are arranged in such a way that each child is given depending on the level of preparation.

game program consists of three blocks:

- "Flora and fauna";

- "Art";

- "Sport".

Questions, tasks, games are not only entertaining, but also educational. In a relaxed way, children learn interesting things from the field of flora and fauna, get acquainted with arts and sports, take an active part in games.

Creative work is relevant for students in grades 3-4.

Leading. I invite you to take part in the game program "About everything in the world." You have the opportunity to show off your erudition, as well as learn something that you do not know yet.

Block one. "Flora and fauna"

Let me remind you that the word "flora" means "plants" and "fauna" means animals. Let's start with a warm-up. Solve riddles on this topic.

Dressed in a warm coat

Dams are built on water

Under water, the house collects

He does not take off his coat in the house. (Beaver)

Famous around the area

Green beauty.

Sundress like a bell

By land and drag.

Cap - with edging

With a sharp top. (Spruce)

It looks like an umbrella

Only a hundred times less.

If there is a storm on the horizon,

He is only happy.

If it's raining and warm

He considers himself lucky! (Mushroom)

It grows on a long stem

With petals like horns

His head is large

Full of black seeds. (Sunflower)

Who are they? Where? Whose?

Black streams flow:

friendly little dots

They build their own house on a hillock.

Grows under a pine tree

A brand new forest house. (Ants)

The horns came out on the path.

You won't butt?

I touched them a little -

Horns hid again.

Round house...

Maybe a gnome lives in this house?

It's magical, this house -

He crawls along the path! (Snail)

Leading. Competition for connoisseurs of flora and fauna. Three people are invited. (For each player, a path of 5 steps is marked with chalk or chips.) Each correct answer moves the participant one step forward. Who will be the first to cross their path? Players will be asked questions in turn.

What plant is semolina obtained from? (oats, barley, wheat)

Finish the proverb: "Rye bread - white kalach ..." ( grandfather, uncle, neighbor).

What is the name of the part of a plant that absorbs water from the soil? (Stem, root, sheet)

What birds breed chicks in winter? ( Crossbills, cuckoos, jackdaws)

What bird doesn't fly? ( Ostrich, golden eagle, vulture)

What wood are matches made from? ( Aspen, maple, oak)

What wood is the piano made from? (Pine, spruce, willow)

What wood are skis usually made of? ( Birch, mountain ash, ash)

Favorite plant for cats? (Motherwort, oregano, valerian)

The strongest animal on earth? (Elephant, hippo, ant)

Which plant has the smallest flowers and fruits in the world? ( Duckweed, peas, shepherd's purse)

The world's largest flower? (Poppy, goose onion, corpse lily)

The tallest tree in the world? (Baobab, eucalyptus, liana)

The largest tree in the world in girth? (Chestnut, ash, cypress)

Leading. And now attention - a crossword puzzle! But the crossword is not simple, but with a problem! What is the trouble, I will tell later. Now let's solve it together.

1. Synonymous with labor. Understandable, right? (Job)

2. A boat with a motor rushes through the expanses of water. (boat)

3. An acrobat sat on the floor, stretched his legs in ... (twine).

4. Neighbor says to neighbor: "She's on her way to dinner." (Spoon)

5. The blacksmith forged this metal. (Iron)

6. In a gilded frame, the face of a saint in the temple. (Icon)

7. A lasso with a noose is thrown by a cowboy. (Lasso)

8. In the arena, the red-haired comedian caused a loud laugh to the point of colic. (Clown)

9. A canvas was stretched to show a movie. (Screen)

And now the promised twist! From the letters marked with asterisks, make a word - a synonym for the word "chicken". (Pestrushka.) Whoever does it first will receive a prize!

Leading. So, we learned that the chicken is also called pied. What is a mother hen called? (Hatched mother). Let's play a game called "The Kite and the Hen".

Game description. The game involves 10-12 players. One of the players is chosen as a "kite", the other - as a "brood hen", all the rest - "chickens". They stand behind the "hen", forming a column. Everyone holds on to each other, and the one standing in front - for the "brood hen".

"Kite" becomes three or four steps from the column. At the leader's signal, he tries to grab the "chicken" standing last. To do this, he needs to go around the column and attach himself behind. But this is not easy to do, since the "hen" all the time turns to face him and blocks the way, stretching out his arms to the side, and the whole column deviates in the opposite direction from him.

The game continues for several minutes. If during this time the "kite" manages to grab the "chicken", a new "kite" is chosen, and the game is repeated.

Block two. "Art"

Leading. Art is the artistic creation of people. Art includes literature, architecture, sculpture, painting, music, dance, theater, cinema, and so on. Without them, our life would be boring and monotonous. If, in principle, it is possible to live without cinema, although we can hardly imagine it, then without music or, for example, dancing, it is impossible to imagine any nation. Even the most backward tribes with a low level of culture are inextricably linked with these arts. We will also start this block of tasks with a warm-up.

♦ What does the word "cinema" mean? (Movie)

♦ All written and printed works of the people are called ... (literature).

♦ Construction art. (Architecture)

♦ What is Youth Theater? (Young Spectator Theatre)

♦ Everything that is molded from clay and wax, carved from stone, carved from wood, cast from bronze or plaster is called ... (sculpture).

♦ Art that shows us the beauty of sounds is called... (music).

♦ Drama, opera, ballet... (theater).

♦ Art in the arena. (Circus)

♦ Landscape, portrait, still life - genres ... (painting).

♦ "Swan Lake" by P. I. Tchaikovsky is ... (ballet).

Leading. Every art form has its symbols. A symbol is an identifying, distinguishing sign. Look at the poster. (See Attachment). Say what kind of art symbols are depicted on it. (A film frame is a symbol of cinema; a mask is a theater; a lyre is music; an easel is painting; a pen is literature.)

Let's focus on the theatrical art form. I will ask three groups of volunteers to prepare and act out funny school-themed stories in front of us.

Cards with text are distributed.

CARDS

The class includes four late students.

Teacher. Guys, why are you late?

1st student. My grandmother got sick and I went to the pharmacy.

2nd student. And on my watch there's still ten minutes before class starts...

3rd student. And on the way I remembered that I forgot to turn off the iron - I had to return.

4th student. (Silence.)

Teacher. Well, why are you silent?

4th student. And I don't know what to think. They've already said it all!

Dad(to the teacher). Why are you picking on my son?

teacher. find fault? But he doesn't know anything! Look, how much is two plus two?

Son. You see, dad, it's started again!

Physical education teacher. Tomorrow at the lesson we will ski.

1st student. I can't tomorrow, my throat hurts.

Teacher. Doctor's note!

2nd student. I can not either. I have a runny nose!

Teacher. Doctor's note!

3rd student. Ay my leg hurts! Teacher. Doctor's note!

4th student. Ivan Sergeyevich, my ski is broken!

Teacher. Doctor's note!

Leading. In the meantime, our artists are preparing dramatizations, let's do a physical education session.

The game "So and so" is played.

Game description. If the leader says “so” and performs any movement, then the children must repeat this movement after him. If the host says the word “that way” and performs any movement, then the players should not repeat it. The player who makes a mistake is out of the game. The winner is the one who never made a mistake.

Playing out scenes.

Block three. "Physical culture and sports"

Leading. Physical education and sports make a person strong, dexterous, hardy. Children who constantly exercise, lead a mobile lifestyle, and harden their bodies are always in a good mood and are less prone to colds. And we will start this block with a warm-up.

♦ Throw it into the river - it doesn't sink;

You hit the wall - you don't moan;

You will throw the ground -

It will fly up. (Ball)

♦ On a clear morning, dew glistens on the grass along the road.

On the road, legs ride and two wheels run.

The riddle has an answer: this is my ... (bike).

♦ On the squares of the board, the kings brought the shelves,

The regiments have neither cartridges nor bayonets for combat. (Chess)

♦ Wooden horses gallop through the snow, they don't fall into the snow. (Skis)

♦ Like the wind, fast cars rush down from the top:

In each - a small driver, the conqueror of the snowy mountains. (Sled)

♦ Rushing like a bullet, I'm forward,

Only the ice creaks

And the lights flicker.

Who is carrying me? (Skates)

♦ Hula hoop. (Hoop)

♦ Sports team. (Team)

♦ A coward doesn't play... (hockey).

♦ In a healthy body, a healthy ... (spirit).

Leading. Attention! Competition! List of sports. Whoever ends up last gets a prize! (Football, boxing, billiards, climbing, wrestling, cycling, fencing, hockey, tennis, horse racing, darts, gymnastics, volleyball, etc.).

Now let's move on to the practical part. The game "Airplanes" will reveal the most dexterous players.

Game description. Three teams of two people are formed. Each "crew" is given a paper airplane (in the origami technique). Task: blowing on the airplane, the players must overtake it across the field to the line and back. Whose "crew" will cope faster, he won.

Leading. The game "Football Player" will determine the real ace of football.

Game description. A "footballer" is chosen. He is blindfolded. A balloon is placed in front of the player. The host spins the player on the spot several times, and then gives him the commands: “step left”, “step right” or “turn left”, “turn right”, then “hit!”

The game is repeated several times. The winner is the one who managed to hit the "ball".

Leading. This completes the game program. Thanks to all!

The game program will be of interest to everyone involved in organizing leisure activities for children. It works well both indoors and outdoors. large area parka. Can be used at summer camp and birthday parties. It takes very little time to prepare. Music can be used as you wish. Do not overload the program additional tasks, it is calculated from 30 minutes to 1h20. (depending on venue). Good luck in your noble cause!

Download:

Preview:

municipal autonomous institution of additional education

center for aesthetic education of children "TYuZ"

Scenario

summer camp games

"In search of adventures"

st. Tbilisi, 2016

Program summary

During summer holidays especially acute is the problem of leisure for children and adolescents. Summer camp is a place where children can not only relax, but also spend their time usefully. Vivid impressions, new acquaintances, a change of scenery - this is what this game program is aimed at. It can be done both outdoors and indoors. A more interesting program is obtained using route sheets(or cards) in the form of a game by stations.

Target:

all-round development of the child through play activities.

tasks of the game program:

Formation in children of interest in the knowledge of the world around them;

Development of attention, memory in children;

Development of creative abilities in children.

Cohesion of the children's team, development of the ability to work in a team.

Age of game participants:students in grades 1-4

Location: school grounds, (in case of rain - in any room).

Decoration: stations are decorated in the style of "Pirates or

uninhabited island"

Musical arrangement:

Music from the movie "Pirates of the Caribbean";

Mysterious music from the movie "Children of Captain Grant";

Fast music for mobile competitions;

Background music splash water, sea.

Props: deep bowls of water, matches or sticks, 2 glasses, 2 tablespoons, an apple, a scarlet flower, pies, a pot, a thermometer, an arrow, a shiny shoe, a boot, 2 clotheslines or thick threads (twine) 10 m., 4 pencils or sticks 15-20 cm., 4 marsh bumps cut out of cardboard, letters on leaves for composing words, tokens.

Program progress

(Music from the movie "Pirates of the Caribbean" sounds)

Vedas: Hello guys! Do you love adventure? What is an adventure? A thunderstorm from a clear sky is an adventure? What about a vacation trip to grandma's, or reading an interesting book, or searching for a lost treasure? I suggest you all now go in search of adventure, and for this we need to create 2 teams now and launch our ATV.

ATV launch game

(with the help of gestures and sounds under the command of the presenter, we simulate the launch of the ATV)

Everyone put on their helmets.

We've set up the antennas.

All strapped in

(Children say: “Whack, whack” and clasp their fingers on their stomach)

and smiled at each other.

It's time for everyone to turn on the appliances

(Children point fingers at imaginary buttons and say: “Chick, chick”)

Gotta start the engines

(Children stomp their feet and buzz)

Let's fly, start our countdown!

(Everyone counts backwards in chorus: 5. 4,3.2,1, Start!)

It's easy for us to get everywhere on the magical ATV.

Close your eyes tight, we're flying high!

Landing will be soft

Here we see our island.

Get to the island-fairy tale

Nice friendly crew.

Vedas: Landing on a desert island. We need to explore the coast, and for this we urgently need to build a ship

(Teams build a boat or ship out of themselves. A more original one is evaluated. There must be a captain at the helm. The facilitator rewards this team with tokens)..

Vedas: Now the teams are assembled, everyone is ready. But how can you do something on an empty stomach?

Competition "Catch a fish"

(fast music while the contest is going on)

(Water is poured in 2 bowls, in which matches-fish swim. Children are divided into 2 teams. Each team has a glass and a tablespoon. The task of children in a certain time is to catch more fish with a spoon and lower the caught fish into a glass)

Leading: Well done, good fishermen out of you. Let's count how many fish each team caught.(children determine the winner of this competition. The host awards this team with tokens.)

(background music of the sea)

Leading: Look guys, I found a box on the seashore, let's see what's in it.

Competition "Whose things are these?"

(the facilitator takes out items from the box and asks the children to guess which fairy tale hero they belong. Teams answer in turn. For each correct answer, the respondent receives a token)

• Apple (dead princess)
• Pot (Winnie the Pooh)
• Flower (Scarlet flower)
• Nuts (squirrel from the tale of Tsar Saltan)
• Alphabet (Pinocchio)
• Thermometer (Dr. Aibolit)
• Pies (Little Red Riding Hood. Masha)
• Arrow (Ivan Tsarevich. Prince Gvidon)
• Shoe (Cinderella)
• Boot (boots runners Muka)
• Feather (Swan Geese)

Vedas: These things may help us along the way. And there is a swamp ahead, but there are bumps along which you can cross.

Competition: "Swamp"

(fast music)

(2 hummocks are given and the children cross over to the imaginary shore in a relay race, shifting the leaves at each step. They reach the finish line and run back with hummocks, pass them on to the next ones. And so on until the whole team passes. The winning team receives tokens).

Vedas: Do you believe in miracles? Who among you has ever seen a miracle?

If any of you have never seen a miracle - do not lose heart. Now I give it to you

I'll show you. After all, the main thing is that it happens nearby, and sometimes we pass by

we do not notice it. Attention! Now you will see wonder!

(The host takes out 2 clotheslines from his pocket (3-5 m.)

Well, how? Do you know what it is? This is only at first glance an ordinary rope. Actually, it's a miracle greatest discovery mankind, a grandiose invention. But why does a person need a rope, especially you, on an island or on a ship? I suggest that each team come up with and show a sketch of how it is possible to use the rope in a useful way and talk about it.

Competition: "Rope"

Vedas: Well done. Thanks to this invention, a cable and a rope appeared for sailors, twine for sellers, a parachute sling for paratroopers, a sash for tying, a belt for clothes and weapons, a rope ladder, a bridle for ....

(It is possible that the guys will continue: “Horses.”)

Ribbon for... hair, tie for... men, lace for... shoes,

threads for... embroidery, sewing, knitting; loop for ... clothes.

Captains competition.

Vedas: A lot depends on the captain. The next match is for the captains. The team is sick.

(fast music)

(a pencil or a stick is tied to the rope at both ends. The first one to wind the entire rope onto a pencil brings a token to his team).

Vedas: We sailed on the ship. But you can try to fly by plane.

Competition "Airplanes"

(Each team is given 4 sheets of A-4 paper and an airplane is folded out of it. They compete, whose plane will fly farthest).

Vedas: We've been through so much together, there's not much left. You need to find out what treasure you found. You need to make a word out of letters

Competition: "Treasure"

(background music of the sea)

Vedas: From leaflets with letters it is necessary to collect the word with the whole team(For example, FRIENDSHIP, HAPPINESS, CANDIES, COOKIES)

Leading: And now it's time for us to go home, but first let's count how many tokens were collected during our trip.

(Children count the tokens, the winner of the game is determined. The awarding ceremony is held to the music from the movie "Children of Captain Grant").

Vedas: Our fabulous journey is over. Until we meet again, friends!

REFERENCE

about the game program for the summer camp.

Subject : "In search of adventures"

Target: All-round development of the child through play activities

Conclusions (what worked/failed): the game went high emotional level. The assigned tasks have been completed. Due to bad natural conditions, the game program was held indoors.

Full name of the organizer Dremova N.G.

Signature