Games to resolve conflicts in the camp. Games aimed at relieving conflict in preschool children

Adults encounter childhood conflicts quite early. In younger children, conflicts most often arise over toys, in middle-aged children - over roles, and in older children - over the rules of the game. Children's conflicts may arise over resources, discipline, communication difficulties, values and needs.

There are two types of conflict orientation: external and internal. External conflicts in preschoolers are associated with contradictions that arise during communication and joint activities. Emerging in the sphere of children's relationships, they, as a rule, do not master deeper interpersonal relationships. External conflicts are temporary, situational in nature and are usually resolved by the children themselves by independently accepting the norm of correctness and justice. Such conflicts are often useful, as they provide the child with the right to responsibility, to independently resolve problematic situations that have arisen, and act as a regulator of children’s full-fledged relationships.

Internal psychological conflict is mostly hidden from observation and arises in preschoolers in the context of their leading play activities. In contrast to the external, it is caused by objections related not to the organizational part of the activity, but to the activity itself, to contradictions between the demands of peers and the child’s objective capabilities in play, or contradictions in the motives of the child’s play and other children.

Internal contradictions cannot be overcome by children without the help of adults. In the course of these contradictions, the child’s inner emotional world and his positive emotional well-being are oppressed, the baby cannot satisfy his needs, personal relationships are distorted, and psychological isolation from peers arises. Internal conflicts are negative; they slow down the formation of full-fledged, harmonious relationships and the comprehensive formation of personality.

Causes of conflicts:

In children’s communication with each other, situations arise that require coordination of actions and the manifestation of a friendly attitude towards peers, the ability to abandon personal desires in order to achieve common goals. The preschooler is not yet aware of his inner world, his experiences, intentions, so it is difficult for him to imagine what another is feeling. He sees only the external behavior of the other and does not understand that each peer has his own inner world, interests and desires.

Popular and unpopular children clearly stand out in the group. Popular children are dexterous, skillful, smart, neat; Unpopular include those who are unkempt, quiet, whiny, harmful, aggressive, weak, and those who have poor command of play actions and speech. Peers are irritated by those children with whom it is difficult to agree, who break the rules, who do not know how to play, who are slow, and inept.

In children's groups, conflict situations are often provoked by difficult or conflict-ridden children (aggressives, complainers, know-it-alls, maximalists, etc.).

For 5-6 year old children, acceptance by their peers is important; their assessment, approval, and admiration are very important. Children feel the need to get an interesting role and prove themselves; they behave differently in situations of success and failure. All these aspects of children's relationships can provoke conflict between them.

Psychological problems as a source of conflicts

Disobedience, stubbornness, disorganized behavior, slowness, restlessness, laziness, deceit, weakness of will - often cause dissatisfaction among adults, causing emotional tension in relationships and mutual irritation. The main thing is to know the age characteristics of the child.

Features of communication with peers:

A wide variety and wide range of communicative actions (imposing one’s will, demands, orders, deception, argument);

Excessively bright emotional intensity of communication;

Non-standard and unregulated actions (unexpected actions and movements - taking bizarre poses, mimicking, inventing new words, fables and teases);

The predominance of proactive actions over reactive ones (for the child, his own statement or action is more important - inconsistency creates conflict).

Emotional distress associated with communication difficulties can lead to mental illness. In preschool age, a child’s character is actively developing and he needs constant behavior correction from an adult. It is necessary to teach the child socially acceptable norms of behavior and communication.

Basic approaches to conflict resolution in children's teams

Conflict resolution is:

Minimizing problems separating the parties through searching for compromise and reaching agreement;

Elimination, in whole or in part, of the causes that gave rise to the conflict;

Changing the goals of the parties to the conflict;

Reaching an agreement on a controversial issue between the participants.

In childhood, there are a great many conflict situations and most children's quarrels usually resolve themselves. Small skirmishes are natural phenomena of life, the first lessons of interaction with peers, with the outside world, a stage of learning by trial and error, which a child cannot do without. Adults should not get involved in children's quarrels unless absolutely necessary. They need to learn how to independently resolve controversial situations and end conflicts.

The task of adults is to teach children how to interact with other people, the ability to express their desires, listen to the desires of others, and negotiate. At the same time, the child must be an equal participant in this process, and not just blindly obey the demands of an adult or stronger partner (find a way out of the current situation, options for resolving the conflict).

We need to teach children to explain to each other what they want, and then invite them to think about a way out of the situation.

Two ways to resolve conflict:

Destructive - “I’ll leave and won’t play with him,” “I’ll play myself,” “I’ll call the teacher and she’ll force everyone to play,” “I’ll beat everyone and force them to play.”
Constructive - “I’ll suggest another game,” “I’ll ask the guys what’s better to play.”

In resolving children's conflicts, the teacher ensures that a “common language” is found, which is the result of achieving understanding.

The teacher’s activities in resolving children’s conflicts should be systematic and include the following sequential stages:

Determination and assessment of the essence of the conflict situation, its causes. A message about your dissatisfaction with the emergence of a conflict. Getting rid of "spectators".
Assessing the goals of a conflict situation: asserting personal claims; imposing your style of behavior; belittling the other party; selfish aspirations. It is important to show children the differences in understanding the goals that each of them pursued in the quarrel. Most often these goals are different.
Pay attention to the emotional state of children who have entered into conflict, understand the reasons for this state, and resolve violent reactions. The teacher must suppress his own and children's negative emotions. The caregiver can use positive messages that include:

Description of the action performed (“When you...”);

A description of the possible or inevitable result of this action (“It may happen that...”);

Proposing an alternative behavior (“Better…”).

Find radical means to eliminate the causes of the conflict situation:

Apply educational measures (take into account the needs of everyone, use a creative approach, develop communication skills leading to rapprochement, develop a readiness to independently resolve conflict, teach how to manage emotions; evaluate the child’s action, not the personality; neutralize the struggle for power; develop alternatives, involving children to joint creative search);

Put forward certain strict requirements;

Point out the need to adhere to certain established standards of behavior not only during their stay in kindergarten, but also in everyday life.

Assessing the characteristics of the parties to the conflict.
Determine the dynamics of the development process of a conflict situation. If the problem cannot be solved “immediately,” then determine the time and presence of an intermediary - a parent, psychologist, shift teacher.

It is necessary to constantly conduct diagnostic conversations with the children of the group on sample questions:

Do you want to go to kindergarten? Why?

In what mood do you most often go to kindergarten?

What games do you know? What games can you play?

What games do you like to play the most?

Please tell me how to play your favorite game?

Are there rules in this game that must be followed?

Is it possible to break these rules?

Do you have many friends among your peers in the group?

Do you have conflicts with your parents? How often?

Do you think conflict and quarrel are the same thing?

If at the moment of a quarrel you realize that you are wrong, then what will you do?

When resolving conflict situations, the teacher must use active listening techniques. This is the ability to listen and hear a child. Actively listening means returning to him in a conversation what he told, while indicating his feeling. The teacher takes an “eye to eye” pose, tunes in to the child, listens with sympathy, uses support, clarification, clarification in the conversation, repeats the most important thoughts and feelings (i.e. confirms, reflects the content of the child’s information and feelings). The teacher shows acceptance and understanding of the child by tone of voice, facial expressions, gestures, gaze, posture, does not interrupt or give advice, does not give examples, remains neutral, without taking sides, receives information that interests him, and tries to put himself in his place. It is important to pause in a conversation - this time belongs to the child, a pause helps the child understand his experience. There is no need to rush to conclusions, check your assumptions and make sure that you understand the child correctly. You need to remain silent even after the child’s answer - maybe he will add something. The conversation takes place in a relaxed, calm atmosphere. The teacher does not dominate the conversation, he is a mediator, an assistant.

You can find out that a child is not ready to hear an adult’s response by his appearance: if his eyes look to the side, “inward” or into the distance, then he must continue to be silent, because Very important and necessary internal work takes place within the child.

It is sometimes useful for the teacher to repeat how he understood what happened to the child; it is advisable to use other words with the same meaning.

Both sides are listened to: if one of the participants in the conflict is speaking at the moment, and he begins to understand that his problem is being delved into, then it is necessary to somehow make it clear to the other participant that he will be listened to just as carefully. The child must draw conclusions from his own words, gradually increasing their emotional intensity. The teacher should not lead to a “self-winding” effect.

The following needs to be discussed:

What happened? (formulate the essence of the conflict).

What led to the conflict? Why did this happen? (find out the reasons).

What feelings did the conflict evoke among those involved in the collision? (define, name feelings).

What to do in this situation? (find a solution).

If you show the child that he is really being listened to, understood and sympathized with, then the severity of the conflict is reduced: it is important for the child to feel heard and understood.

Conflict prevention methods

Conflicts in a children's team are easier to prevent than to resolve. The most promising way to prevent conflicts is at the stage of their inception, signs of which may be: clashes between children, violation of discipline or rules of the game, name-calling, pestering, alienation of the child from the group. The teacher is obliged to pay attention to every such touch and take measures to prevent an emerging conflict.

A group of children needs to be formed, ensured and maintained in it with a healthy moral and psychological climate, respectful attitude towards the individual, his merits and individual characteristics, self-criticism, goodwill, organization of productive activities, and high authority of the teacher. The teacher must notice undesirable behavioral tendencies and rebuild them not by order, but psychologically, using joint games and activities. What is important is the personal example of a teacher who avoids judgments and assessments that infringe on the child’s dignity.

A very important aspect of education is the development of self-control - this is when individual behavior complies with certain standards, rules, and regulators that have been established in a given society.

There are a number of principles according to which the teacher can influence this process:

Children are more willing to respond to adults' arguments if they have mutual affection and trust each other. Children are less aggressive with parents who provide them with emotional support.

Educational techniques are more effective when their effect is permanent and not temporary. A positive effect is achieved if adults do not disagree on issues of discipline.

Learning occurs more easily when the process is dominated by rewards for positive actions or statements, and punishments are used in extreme cases. Disciplinary actions cease to be effective if you constantly scold a child, regardless of what and how he did. Physical punishment should be excluded. Excessively strict, humiliating and cruel punishments do not have a positive effect, since they provoke opposition, a feeling of alienation and aggressive behavior on the part of the child.

External control over behavior is necessary for all preschool children. Controls should not be extreme. Educational techniques can be based on the organization of the child’s activities, for example, with the help of interesting role-playing and outdoor games, toys, and development environment equipment.

One of the areas of the teacher’s pedagogical activity should be the development of children’s communication skills with peers, for this the following are used:

Role-playing games (including those with a problematic situation);

Imitation games (simulating some human process);

Interactive games (games for interaction);

Social-behavioral trainings (teaching models of constructive behavior in resolving a conflict situation);

Psycho-gymnastics;

Reading and discussion of works of fiction;

Viewing and analysis of fragments of animated films with subsequent modeling of new versions;

Discussions.

The teacher offers children games and actively participates in them. For confidential conversations with children in a group, you can equip such corners and zones as: “Sunny Circle”, “Corner of Trust”, “Island of Desires”, “Island of Feelings”, “Secret Room”, “Cozy Corner”, “Negotiation Table”, “Peace Rug”, “Peaceful Chairs”, “Corner for Friends”, etc. And literary heroes can come to visit children.

Secret friend

Materials: small identical sheets of paper, pens.

All group members write their names on separate pieces of paper, wrap them up and put them together, then each group member pulls out a piece of paper with the name of another member, who becomes his “secret friend.” For your secret friend, you need to make various pleasant surprises and small gifts, but unnoticed by him.

The game can last for several days.

At the end of the game, all participants express their guesses about who their secret friend was, and then announce their true secret friends.

Compliment

All children sit in a circle. Everyone takes turns complimenting the neighbor on the right (I think you have a wonderful smile), etc. in a circle.

ME AND YOU

Everyone sits in a circle. The participant holding the ball throws it to any of those sitting in the circle, while naming something common that unites the two of them (for example, “love of horses,” “ability to play the guitar,” “little sister,” etc.)

Present

Everyone sits or stands in a circle. The first player introduces himself and gives a gift to the neighbor on the right: “I’m Vanya. I give you a flower,” while Vanya mentally holds the flower in her hand and hands it over. And so on. When the circle is completed, in the opposite direction, each participant in the game expresses his attitude towards the gift given to him.

Media/Rumors

The presenter finds a newspaper article or note in advance that can be read in a short period of time. 7 participants are selected and leave the hall. The presenter reads the note (along with the title) to the first participant. Then the first one retells it to the second one, etc. Moreover, only one pair of retellers can be present in the hall: 1-2, 2-3, 3-4, etc. then, the last participant retells the contents of the note to all listeners. Notes: practice shows that a decrease in the amount of information becomes noticeable when retelling an article already on the second or third participant, and its obvious distortion - on the sixth or seventh. Sometimes information has the exact opposite meaning to the original one. The “media” game is very reminiscent of the “broken phone” game. Try discussing this situation with your children. Why has the information changed or decreased so much? Help children conclude that most conflicts occur precisely because information is received in the form in which it was originally received.

Praise yourself

Participants are invited to think and talk about those properties and qualities that they like about themselves or that distinguish them from others. These can be any character or personality traits. Let us remember that mastering these qualities makes us unique. At the end of the game, conclude that each of us has positive and common traits that are worth appreciating.
Friendly palm

On a piece of paper, everyone outlines their palm and signs their name below. Participants leave pieces of paper on the chairs, stand up themselves and, moving from piece of paper to piece of paper, write something good to each other on their drawn palms (liked qualities of this person, wishes to him).

JEFF Exercise

Jeff's exercise is performed on a large audience. By participating in the exercise, children learn to speak freely, answer questions, and defend their opinions. The exercise helps you better understand the world and your team. The boys learn to respect the opinions of others. The exercise is carried out in two stages: the first - answers to questions, the second - analysis of what is happening.

Preparation: Two facilitators are required to conduct the exercise. Three posters are being prepared with the inscriptions: “YES”, “DON’T KNOW”, “NO”. The outer posters are hung at two ends of the hall, and the middle one is in the center. The presenters are located in the middle of the hall on a raised platform so that the questions asked can be heard better. A conflict situation is formulated (in the form of a specific question, to which only our signs can be the answer).

After a given survey, all participants go under the poster that corresponds to their answer.

If during the discussion someone has a desire to change their opinion (move to another wall), this is permitted only after explaining the changed position. The rule of one speaker and a raised hand must be accepted before the start of the action.

It's done like this. The presenter asks who would like to answer why he stood under this particular poster. The person who wishes raises his hand. The host throws the ball to him. The one who has the ball in his hands has the right to respond.

Prohibition: participants in the exercise do not have the right to attack, criticize, or argue with anyone. They only express their opinion.

Communication options

Participants are divided into pairs.

"Synchronized conversation." Both participants in a pair speak simultaneously for 10 seconds. You can suggest a topic of conversation. For example, “A book I read recently.” At the leader's signal, the conversation ends.

"Ignoring" Within 30 seconds, one participant from the pair speaks out, while the other completely ignores him. Then they change roles.

"Back to back". During the exercise, participants sit with their backs to each other. For 30 seconds, one participant speaks while the other listens to him. Then they change roles.

"Active Listening" For one minute, one participant speaks, and the other listens attentively, showing interest in communication with his entire appearance. Then they change roles.

Discussion:

How did you feel during the first three exercises?

Do you feel like you're listening with effort, like it's not that easy?

What prevented you from feeling comfortable?

How did you feel during your last exercise?

What helps you communicate?

Sun

A game to identify conflict and mistrust among participants.

One person stands in the center and closes his eyes. This is the "sun". The group (“planets”) stands at the distance at which they are comfortable. You can also take various poses. Then the “sun” opens its eyes and looks at the resulting picture. After this, the person standing in the center can move people to the distance at which he would be comfortable. As a result, everyone sees the real and desired picture of the relationship of the group to the person and the person to the group. This is a kind of sociometry.

Friendship

Required: small cardboard cards (like business cards), pens or pencils, 1 piece of paper.

Give each participant a blank card and a pen. Let the kids come up with their own business cards (business cards) for imaginary companies. They should not write their name on the cards. Say that the company name should reflect what kind of friend they are. For example, a person who knows how to listen to others can create a business card called "Listening Ear Cafe."

After each person has designed their card, collect all the cards. Once you have done this, write down on a piece of paper the names of each person involved and the name of the company that person chose. Place all the cards in the basket.

To play, give one of the participants a basket of cards. Have all participants stand in a line (or sit in a circle). Give the person holding the basket one minute to distribute the cards to the people he or she thinks the cards belong to. Tell the children not to say whether the cards were dealt out correctly or not.

Once all the cards have been handed out, have each participant read aloud the name they were given. Check your list to see how many people have been given their card correctly. Award the player with the basket as many points as the number of cards that were correctly awarded to their owners.

Have the players put the cards back into the other player's basket. Now let that person distribute the cards. Continue playing until one player hands all the cards back to their correct owners. Or as long as each player takes his chance to hand out cards from the basket and then count up which of the guys got the most points.

Discussion:

Which company names best reflected who a good friend was?

What qualities are important for good friends?

What can each of us do to become better friends?

If, for example, a company paid us money to be a good friend, what things would turn us on?

Stomp your foot!

Leading. You've probably all at some point seen small children stomping their feet. With these movements they do not want to provoke or offend their parents.

At any age, foot stomping provides a good opportunity to relieve stress, deepen breathing and create a feeling of vitality. Just walk across the room and stomp both feet hard... When you get used to this activity, start raising your knees slightly or, if you want, you can jump or dance a polka (1 min.).

Target:to train teachers in games that reduce the level of conflict in children’s groups. Create motivation to use these games.

Form:a week before the seminar, teachers are given games selected taking into account the age of the children with whom the teacher works. The teacher prepares attributes and equipment for these games. At the seminar, the teacher presents these games to his colleagues, and he plays 2 games (the ones he liked best) on his colleagues (he is the teacher, the rest of the teachers are “children”)

BLOCKINTERACTIVE GAMES FOR COHESION, COOPERATION

Goals and main tasks:

Develop relationships built on equality or the willingness (ability) to constructively solve problems related to their position (status) in the group, to help children feel unity with others.
Develop openness, the ability to express interest in each other and your attitude towards others.
Show children what mutual recognition and respect means.
Develop communication skills and the ability to resolve conflicts without violence.
Generate interest in a common goal.
Develop a willingness to contribute to the common cause.
Develop a willingness to meet each other halfway.
Learn to be patient with the shortcomings of others.
Teach the ability to consider the interests of others.

Game "Good Animal"

Target: contribute to the unity of the children's team, teach children to understand the feelings of others, provide support and empathy.

Progress of the game. The presenter says in a quiet, mysterious voice: “Please stand in a circle and hold hands. We are one big kind animal. Let's listen to how it breathes. Now let's breathe together! When you inhale, take a step forward, when you exhale, take a step back. Now, when you inhale, take two steps forward, and when you exhale, take two steps back. So not only does the animal breathe, its big, kind heart beats evenly and clearly, a knock is a step forward, a knock is a step back, etc. We all take the breath and heartbeat of this animal for ourselves.”

Game "Locomotive"

Target: creation of a positive emotional background, group cohesion, development of voluntary control, the ability to obey the rules of others.

Progress of the game. Children line up one after another, holding their shoulders. The “locomotive” pulls the “trailer”, overcoming various obstacles.

Outdoor game “The dragon bites its tail”

Target: group cohesion.

Progress of the game. The players stand behind each other, holding the waist of the person in front. The first child is the head of the dragon, the last is the tip of the tail. To the music, the first player tries to grab the last one - the “dragon” catches its “tail”. The rest of the children cling tenaciously to each other. If the dragon does not catch its tail, then next time another child is assigned to the role of “dragon head”.

Game "Bug"

Target: disclosure of group relations.

Progress of the game. Children stand in a line behind the driver. The driver stands with his back to the group, putting his hand out from under his armpits with an open palm. The driver must find out which of the children touched his hand, and leads until he guesses correctly. The driver is chosen using a counting rhyme.

After three group sessions, based on observations, 5 spontaneous roles can be identified:

leader;
leader's comrade (“henchman”);
non-aligned oppositionist;
submissive conformist ("ram");
"scapegoat".

Game "Hug"

Target: teach children to physically express their positive feelings, thereby promoting the development of group cohesion. The game can be played in the morning, when the children gather in a group, to “warm up” it. The teacher must show his desire to see in front of him a single cohesive group that unites all children, regardless of their level of sociability.

Progress of the game. The teacher invites the children to sit in one large circle.

Educator. Children, how many of you still remember what he did with his soft toys to express his attitude towards them? That's right, you took them in your arms. I want you all to treat each other well and be friends with each other. Of course, sometimes you can argue with each other, but when people are friendly, it is easier for them to endure grievances or disagreements. I want you to express your friendship towards the other children by hugging them. Perhaps there will be a day when one of you doesn't want to be hugged. Then let us know what you want, in the meantime you can just watch, but not participate in the game. Then everyone else will not touch this child. I'll start with a light little hug and hope you can help me turn this hug into a stronger and more friendly one. When the hug reaches you, either of you can add enthusiasm and friendliness to it.

Children in a circle begin to hug each other, each time, if the neighbor does not object, intensifying the hug.

After the game, questions are asked:

-Did you like the game?

-Why is it good to hug other children?

How do you feel when another child hugs you?

Do they pick you up at home? Does this happen often?

Game "Applause in a circle"

Target: formation of group cohesion.

Progress of the game.

Educator. Guys, how many of you can imagine how an artist feels after a concert or performance - standing in front of his audience and listening to thunderous applause? Perhaps he feels this applause not only with his ears. Perhaps he perceives the ovation with his whole body and soul. We have a good group, and each of you deserves applause. I want to play a game with you in which the applause sounds quiet at first, and then becomes stronger and stronger. Stand in the general circle, I'm starting.

The teacher approaches one of the children. She looks him in the eyes and gives her applause, clapping her hands with all her might. Then, together with this child, the teacher chooses the next one, who also receives his share of applause, then the trio chooses the next candidate for applause. Each time the one who was applauded chooses the next one, the game continues until the last participant in the game has received applause from the entire group.

BLOCK OF GAMES FOR TEACHING EFFECTIVE WAYS OF COMMUNICATION

Game "Ask for a toy"

Target: development of communication skills.

Progress of the game. A group of children is divided into pairs, one of the pair members (with a blue identification sign (flower)) picks up an object, for example, a toy, notebook, pencil, etc. The other (No. 2) must ask for this object. Instructions to participant No. 1: “You are holding in your hands a toy that you really need, but your friend also needs it. He will ask you for it. Try to keep the toy and give it away only if you really want to do it.” Instructions to participant No. 2: “When choosing the right words, try to ask for the toy in such a way that they will give it to you.” Then the participants change roles.

Game "Good Friend"

Target: develop the skill of establishing friendly relationships.

Progress of the game. To play the game you will need paper, a pencil, and markers for each child.

The teacher invites the children to think about their good friend and clarifies that this could be a real person or you can just imagine him. Then the following questions are discussed: “What do you think about this person? What do you like to do together? What does your friend look like? What do you like most about it? What do you do to make your friendship stronger? “The teacher suggests drawing the answers to these questions on paper.

Further discussion:

-How does a person find a friend?

-Why are good friends so important in life?

-Do you have a friend in the group?

Game "I Like You"

Target: development of communication skills and good relationships between children.

Progress of the game. To play the game you will need a ball of colored wool. At the request of the teacher, children sit in a common circle.

Educator. Guys, let's all make one big colorful web that connects us to each other. When we weave it, each of us can express our kind thoughts and feelings that we feel towards our peers. So, wrap the free end of the woolen thread twice around your palm and roll the ball towards one of the guys, accompanying your movement with the words: “Lena (Dima, Masha)! I like you because... (it’s very fun to play different games with you).”

Lena, having listened to the words addressed to her, wraps the thread around her palm so that the “web” is more or less stretched. After this, Lena must think and decide who to give the ball to next. Handing it over to Dima, she also says kind words: “Dima! I like you because you found my bow that I lost yesterday.” And so the game continues until all the children are entangled in the “web”. The last child who received the ball begins to wind it in the opposite direction, while each child winds his part of the thread onto the ball and says the words spoken to him and the name of the one who said it, giving him the ball back.

Further discussion:

Is it easy to say nice things to other children?

-Who told you anything nice before this game?

-Are the children in the group friendly?

-Why is every child worthy of love?

-Did anything surprise you about this game?

BLOCKGAMES REFLECTING A CLAIMS FOR SOCIAL RECOGNITION

Main tasks:

instill in the child new forms of behavior;
teach yourself to make the right decisions and take responsibility;
give the opportunity to feel like an independent and confident person;
correction of affective behavior;
acquiring self-relaxation skills.

Sketches: “The Clown Laughs and Teases the Elephant”, “Silence” (trainings of desired behavior), “That’s what he’s like” (pantomime), “Shadow”, “A timid child”, “Captain” and “The Right Decision” (courage, confidence in yourself), “Two little jealous people”, “It will be fair”, “The Deer Has a Big House”, “The Little Cuckoo”, “Screw”, “The Sun and the Cloud”, “Water got into the bushes”, “Playing with sand” (muscle relaxation). Games: “Birthday”, “Associations”, “Desert Island”, “Scary Tales”, “Forfeits” (Ovcharova R.V., 2003).

Game "King"

Target: to form adequate self-esteem in children, to instill new forms of behavior.

Move games.

Educator. Guys, how many of you have ever dreamed of becoming a king? What benefits does the one who becomes king receive? What kind of trouble could this bring? Do you know how a good king differs from an evil one?

After finding out the children's opinion, the teacher invites them to play a game in which everyone can be the king for about five minutes. With the help of a counting rhyme, the first participant is selected as the king, the rest of the children become his servants and must do everything that the king orders. Naturally, the king does not have the right to give such orders that may offend or offend other children, but he can order, for example, that the servants bow to him, serve him drinks, be on his “parcels,” etc. When the king’s orders are carried out, According to the counting, another performer of the role is selected; during the game, 2-3 children can play the role of the king. When the reign of the last king ends, the teacher holds a conversation in which he discusses with the children their experience in the game.

Further discussion:

-How did you feel when you were king?

-What did you enjoy most about this role?

-Was it easy for you to give orders to other children?

-How did you feel when you were a servant?

-Was it easy for you to fulfill the king's wishes?

-When Vova (Egor) was king, was he a good or evil king for you?

-How far can a good king go in his desires?

BLOCK OF GAMES AIMED AT REMOVING CONFLICT

Main tasks:

Reorienting behavior through role-playing games.
Formation of adequate norms of behavior.
Relieving tension in children.
Moral education.
Regulation of behavior in a team and expansion of the child’s behavioral repertoire.
Learning acceptable ways to express anger.
Development of response skills in conflict situations.
Training in relaxation techniques.

Sketches: “Carlson”, “Very thin child”. Games: “Who Came”, “Blots”, “Guess What’s Hidden?”, “What Has Changed?”, “Guess Who We Are?”, “Boat”, “Three Characters”, “Mirror Shop”, “Angry Monkey” ", "Who's behind whom", "The Sly" (Ovcharova R.V., 2003).

In these sketches and games, the teacher can simulate a conflict situation, and then conduct an analysis of the conflict together with the children.

If there is a quarrel or fight in the group, you can sort out this situation in a circle by inviting your favorite literary characters known to children, for example Dunno and Donut. In front of the children, the guests act out a quarrel similar to the one that happened in the group, and then ask the children to reconcile them. Children offer various ways out of conflict. You can divide the heroes and guys into two groups, one of which speaks on behalf of Dunno, the other on behalf of Donut. You can give children the opportunity to choose for themselves whose position they would like to take and whose interests they would like to defend. Whatever specific form of role-playing game is chosen, it is important that in the end children will acquire the ability to take the position of another person, recognize his feelings and experiences, and learn how to behave in difficult life situations. A general discussion of the problem will help unite the children's team and establish a favorable psychological climate in the group.

During such discussions, you can play out other situations that most often cause conflicts in a team: how to react if a friend does not give you the toy you need, what to do if you are teased; what to do if you were pushed and you fell, etc. Purposeful and patient work in this direction will help the child to be more understanding of the feelings of others and learn to adequately relate to what is happening.

In addition, you can invite children to organize a theater, ask them to act out certain situations, for example, “How Malvina quarreled with Pinocchio.” However, before showing any scene, children should discuss why the characters in the fairy tale behaved in one way or another. It is necessary that they try to put themselves in the place of fairy-tale characters and answer the questions: “What did Pinocchio feel when Malvina put him in the closet?”, “What did Malvina feel when she had to punish Pinocchio?” - etc.

Such conversations will help children realize how important it is to be in the shoes of a rival or offender in order to understand why he acted the way he did.

Game "Quarrel"

Target: teach children to analyze actions, find the cause of the conflict; differentiate opposite emotional experiences: friendliness and hostility. To introduce children to constructive ways to resolve conflict situations, as well as to promote their assimilation and use in behavior.

Progress of the game. To play you need a “magic plate” and a picture of two girls.

Educator (draws the children’s attention to the “magic plate”, at the bottom of which there is a picture of two girls). Children, I want to introduce you to two friends: Olya and Lena. But look at the expression on their faces! What do you think happened?

We quarreled

My friend and I had a fight

And they sat down in the corners.

It's very boring without each other!

We need to make peace.

I didn't offend her -

I just held the teddy bear

She just ran away with the teddy bear

And she said: “I won’t give it up!”

(A. Kuznetsova)

Questions for discussion:

-Think and tell me: what did the girls quarrel about? (Because of a toy);

-Have you ever quarreled with your friends? Because of what?

-How do those who quarrel feel?

-Is it possible to do without quarrels?

Think about how girls can make peace? After listening to the answers, the teacher suggests one of the ways of reconciliation - the author ended this story like this:

I’ll give her a teddy bear, I’ll apologize, I’ll give her a ball, I’ll give her a tram And I’ll say: “Let’s play!”

(A. Kuznetsova)

The teacher focuses on the fact that the culprit of the quarrel must be able to admit his guilt.

Game "Reconciliation"

Target: teach children a non-violent way to resolve a conflict situation.

Progress of the game.

Educator. In life, people often try to solve their problems according to the principle “an eye for an eye, an eye for an eye.” When someone offends us, we respond with even stronger offense. If someone threatens us, we also react with a threat and thereby intensify our conflicts. In many cases, it is much more useful to take a step back, admit your share of responsibility for the quarrel or fight and shake hands as a sign of reconciliation.

Phil and Piggy (toys) will help us in this game. One of you will speak in the words of Fili, and the other - Piggy. Now you will try to act out the scene of a quarrel between Filya and Khryusha, for example, because of the book that Filya brought to the group. (Children act out a quarrel between television characters, showing resentment and anger.) Well, now Filya and Khryusha are not friends, they sit in different corners of the room and do not talk to each other. Guys, let's help them make peace. Suggest how this can be done. (Children offer options: sit next to them, give the book to the owner, etc.) Yes guys, you are right. In this situation, you can do without a quarrel with a book. I suggest you play the scene differently. Khryusha needs to invite Fila to look at the book together or in turn, and not tear it out of his hands, or offer him something of his own for a while - a typewriter, a set of pencils, etc. (Children act out the scene differently.) And now Filya and Khryusha must make peace, ask each other for forgiveness for offending each other, and let them shake hands with each other as a sign of reconciliation.

Questions for discussion with children performing roles:

Have you found it difficult to forgive others? How did that make you feel?

What happens when you get angry with someone?

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

Why is it so important to forgive others?

Sketch with the content of a problem situation

Target: checking the degree of mastery of the rules of behavior in difficult situations.

Progress of the game.

Educator. Guys, today during a walk there was a quarrel between two girls. Now I ask Natasha and Katya to role-play for us a situation that arose during a walk. “Natasha and Katya were playing ball. The ball rolled into the puddle. Katya wanted to get the ball, but she couldn’t stay on her feet and fell into a puddle. Natasha began to laugh, and Katya cried bitterly."

Questions for discussion:

-Why did Katya cry? (She felt offended.)

-Did Natasha do the right thing?

-What would you do in her place?

-Let's help the girls make peace.

At the end of the conversation, the teacher makes a generalization:

- If you are the culprit of the quarrel, then be the first to admit your guilt. Magic words will help you with this: “Sorry,” “Let me help you,” “Let’s play together.”

- Smile more often and you won't have to quarrel!

Game "Sweet Problem"

Target: teach children to solve small problems through negotiations, make joint decisions, and refuse a quick solution to a problem in their favor.

Progress of the game. In this game, each child will need one cookie, and each pair of children will need one napkin.

Educator. Children, sit in a circle. The game we have to play is related to sweets. To get cookies, you first need to choose a partner and solve one problem with him. Sit opposite each other and look into each other's eyes. There will be cookies between you on a napkin, please don’t touch them yet. There is one problem with this game. Cookies can only be received by someone whose partner voluntarily refuses the cookies and gives them to you. This is a rule that cannot be broken. Now you can start talking, but you have no right to take cookies without your partner’s consent. If consent is received, then the cookies can be taken.

Then the teacher waits for all the pairs to make a decision and observes how they act. Some people may eat the cookie immediately after receiving it from their partner, while others break the cookie in half and give one half to their partner. For a long time, some people cannot solve the problem of who will get the cookies.

Educator. Now I will give each couple one more cookie. Discuss what you will do with the cookies this time.

He observes that in this case too, children act differently. Those children who split the first cookie in half usually repeat this “fairness strategy.” Most children who gave the cookie to their partner in the first part of the game and did not receive a piece now expect their partner to give the cookie to them. There are children who are ready to give their partner the second cookie.

Questions for discussion:

- Children, who gave the cookies to their friend? Tell me, how did you feel?

- Who wanted to keep the cookies? What did you do for this?

- What do you expect when you treat someone politely?

- Was everyone treated fairly in this game?

- Who took the least time to reach an agreement?

How did that make you feel?

-How else can you come to a common opinion with your partner?

-What reasons did you give to get your partner to agree to give the cookies?

Game "Peace Rug"

Target: teach children negotiation and discussion strategies for resolving conflicts in a group. The very presence of a “peace rug” in a group encourages children to give up fights, arguments and tears, replacing them by discussing the problem with each other.

Move games. To play you need a piece of thin blanket or fabric size 90 X 150 cm or a soft mat of the same size, felt-tip pens, glue, glitter, beads, colored buttons, everything you might need to decorate.

Educator. Guys, tell me what you sometimes argue about with each other? Which guy do you argue with more often than others? How do you feel after such an argument? What do you think can happen when different opinions clash in a dispute? Today I brought us all a piece of fabric that will become our “peace rug.” Once a dispute arises, the “opponents” can sit down and talk to each other so as to find a way to peacefully resolve their problem. Let's see what comes of this. (The teacher places a cloth in the center of the room, and on it - a beautiful book with pictures or an entertaining toy.) Imagine that Katya and Sveta want to take this toy to play, but she is alone, and there are two of them. They will both sit on the peace mat, and I will sit next to them to help them when they want to discuss and resolve this problem. None of them have the right to take a toy just like that. (Children take up space on the carpet.) Maybe one of the guys has a suggestion on how this situation could be resolved?

After a few minutes of discussion, the teacher invites the children to decorate a piece of fabric: “Now we can turn this piece into a “peace rug” for our group. I will write the names of all the children on it, and you must help me decorate it.”

This process is very important because through it children symbolically make the “peace rug” a part of their lives. Whenever a dispute breaks out, they will be able to use it to resolve the problem and discuss it. The Peace Rug must be used exclusively for this purpose. When children get used to this ritual, they will begin to use the “peace rug” without the help of a teacher, and this is very important, because independent problem solving is the main goal of this strategy. The “Peace Rug” will give children inner confidence and peace, and will also help them concentrate their energies on finding mutually beneficial solutions to problems. This is a wonderful symbol of refusing verbal or physical aggression.

Questions for discussion:

Why is the “peace rug” so important to us?

What happens when the stronger one wins an argument?

- Why is it unacceptable to use violence in a dispute?

- What do you understand by justice?

Peaceful poems

Target: increase motivation for peaceful resolution of conflicts in the group, create a ritual for ending the conflict

1. Make up, make up, don’t fight anymore.

If you fight -

I will bite!

And there’s nothing to do with biting,

I'll fight with a brick!

We don't need a brick

Let's make friends with you!

2. Hand by hand

We'll take it tightly

We used to fight

And now it doesn’t matter!

3. We won’t quarrel.

We will be friends

Let's not forget the oath

As long as we live!

4. Stop being angry for us already,

Everyone around is having fun!

Let's make peace quickly:

You are my friend!

And I'm your friend!

We will forget all the insults

And we will be friends as before!

5. I put up, put up, put up,

And I don't fight anymore.

Well, if I fight, -

I'll end up in a dirty puddle!
6. Let's put up with you

And share everything.

And who will not put up -

Let's not deal with that!

7. To make the sun smile,

Tried to warm you and me,

You just need to become kinder

And let us make peace soon!

8. Peace, peace forever,

You can't quarrel anymore

And then grandma will come,

And it hits you in the butt!

9. How to swear and tease

It's better for us to put up with you!

Let's smile together

Songs to sing and dance,

Swim in the lake in summer

And pick strawberries

Ice skating in winter

Make babies, play snowballs,

Divide the candy between two people

All the problems and secrets.

It's very boring to live in a quarrel,

Therefore - let's be friends!

Used literature:

1.Antsupov A.Ya., Shipilov A.I. Conflictology. – M.: Unity, 2000.
2.Zedgenidze V.Ya. Prevention and resolution of conflicts in preschool children: a manual for practical workers of preschool educational institutions. – M.:Iris-press, 2009.
3.Klinina R.R. Personal development training for preschoolers: activities, games, exercises. – St. Petersburg: Rech, 2001
4.Klyueva N.V., Kasatkina Yu.V. We teach children to communicate. - Yaroslavl: Development Academy, 1996
5.Fopel K. How to teach children to cooperate. Psychological games and exercises: - M.: Genesis, 2003

Andronova Olga Efimovna

educational psychologist

BDOU "Kindergarten No. 134 combined type"

Didactic games and exercises for preventing and resolving conflict situations in children of senior preschool age.

Exercise "Ball"

Build children's trust in others;
help improve children's self-esteem.

Since aggressive children most often lack trust in the world around them and have low self-esteem, the following exercise will be useful for them. The child squats, pressing his head to his knees. An adult “sculpts” it into a ball, stroking it from different sides. If the child is light, the “ball” can be raised up several times. If two adults are present, the “ball” can be left to each other.

Exercise “Drive away Baba Yaga”

Promote the symbolic destruction of children's fears;
Help children express their aggression in constructive ways.

The child is asked to imagine that Baba Yaga climbed into the chair; it is imperative to drive her out of there. She is very afraid of loud screams and noises. The child is asked to drive Baba Yaga away by shouting and knocking on the chair with empty plastic bottles.

Exercise "Circus"

Goal: to help reduce children's control over the expression of anger.

The presenter portrays a trainer, and the children portray trained dogs, horses, and then tigers. Animals do not always obey the trainer, and tigers even growl at him. They don't want to obey the trainer, but he forces them to do it. Then the children and the adult change roles; they take turns playing the role of trainer.

"Art Competition"

Goal: to destroy the stereotypical perception of aggressive characters in fairy tales and films.

The presenter prepares in advance black and white drawings of some aggressive fairy-tale character. Children are invited to play as artists who can make this drawing good. All children are given pre-prepared drawings, to which they add “good details”: a fluffy tail, a bright hat, beautiful toys, etc. In this case, you can organize a competition - whose character looks the kindest?

"Why did the boys fight"

Goal: to develop in children reflection (the ability to analyze the causes and consequences) of their aggressive behavior.

The presenter prepares a drawing in advance that depicts the Fighting Boys. Shows this drawing and asks them to come up with why the guys fought, how the fight will end, whether they will regret fighting, and how they could have acted differently. In subsequent lessons, you can look at other similar drawings, asking the same questions.

"I can protect..."

The children and the leader throw the ball around. The one who has the ball in his hands finishes the phrase “I can protect...”. If the children are old enough, you can use the phrase “I can protect... because...”.

"Three Labors of Andrei"

Goal: to develop in children the ability to use aggressive actions for socially desirable purposes.

The exercise can be performed individually or in a group, in which one child temporarily becomes the main character, and the rest watch what is happening. The presenter tells a story about a boy Andrei, who often fought.

Once he got into a fight with a strange boy on the street and beat him. But it turned out that it was not a boy, but a wizard. He got angry with Andrei and threw him onto a fantasy planet. Andrei will be able to get home from there only when he completes three feats, very difficult and dangerous.

Then the children, together with the presenter, come up with and act out these feats, for example, how Andrei saved the city from a huge evil dragon or saved a little girl from a merciless bandit. The rest of the children play accompanying roles, for example, the roles of the dragon, the castle in which he lived, trees in the dense forest on the way to the castle, etc. Each feat can be played out in a separate lesson.

Goal: to teach children to analyze actions; find the cause of the conflict; Opposite emotional experiences: friendliness and hostility. To introduce children to constructive ways to resolve conflict situations, as well as to promote their assimilation and use in behavior.

Progress of the game. To play you need a “magic plate” and a picture of two girls.

We quarreled.

My friend and I had a fight

And they sat down in the corners.

It's very boring without each other!

We need to make peace.

I didn't offend her -

I just held the teddy bear

She just ran away with the teddy bear

And she said: “I won’t give it up!”

(A. Kuznetsova)

Questions for discussion:

Think and tell me: what did the girls quarrel about?

Have you ever quarreled with your friends? Because of what? How do those who quarrel feel? Is it possible to do without quarrels? Think about how girls can make peace?

After listening to the answers, the teacher suggests one of the ways of reconciliation - the author ended this story like this:

I'll give her a teddy bear and apologize.

I'll give her a ball, I'll give her a tram

And I’ll say: “Let’s play!”

The teacher focuses on the fact that those who quarrel should be able to admit their guilt.

"The Dragon Bites Its Tail"

Goal: group unity.

Compiled by: teacher of the first qualification

Communication with peers plays a vital role in the life of a preschooler. It is a condition for the formation of social qualities of a preschooler’s personality, the manifestation and development of the beginnings of collective relationships among children. Preventing deviations in the development of relationships at the very first stages of personality development seems relevant and important, primarily because conflict in a preschooler’s relationships with peers can act as a serious threat to personal and social development.

A child’s attendance at preschool does not always guarantee motivation and communication skills. On the contrary, serious violations in the sphere of communication with peers can become persistent as a result of early unfavorable relationships with children in the kindergarten group. Emotional distress associated with communication difficulties can lead to various types of child behavior. The stronger the emotional distress, the more likely it is that situations will arise that cause difficulties in his interaction with the outside world. The child becomes less social and experiences a variety of persistent fears; he has inadequate self-esteem. Other children, on the contrary, begin to display aggressive behavior, which leads to serious disturbances in relationships with others. In milder cases, aggression is expressed verbally, in more severe cases it is physical aggression (fighting, destruction, harming oneself or others, which poses a danger both to the child himself and to other children.

It should be noted that the sphere of relationships between children in the family and in the children's team represents for them the main source of stress, conflicts, psychological problems and difficulties, therefore it is very important to maintain the mental health of a preschooler and his successful development, to create the necessary comfortable social, psychological and pedagogical conditions, ensuring his emotional well-being.

It is known that in childhood there are a great many conflict situations and many of them are sometimes difficult to understand.

Morals about justice, threats, and instilling feelings of guilt do not lead to anything good. The task of adults (parents, educators) is to teach children some rules of life among other people, which include the ability to express their desire, listen to the desire of another, and come to an agreement.

Observations of children in a conflict situation indicate that its participants often resolve the problems that arise in different ways. Some try to resolve disputes by force to achieve their goals, while others, who are good at communication methods, resolve their disputes and disagreements in a more peaceful, non-violent way.

However, in any conflict situation, the teacher must express to the children his attitude towards it through the “I am the message.” Something like this: “I don’t like it when children in a group quarrel and fight.” There is no doubt that calmly discussing a problem with children will ultimately lead to a peaceful solution. And here it is important for the teacher to ensure that children learn to explain to each other what they want, and then offer or think about a way out of the situation. Children's abilities in this regard should not be underestimated; joint decision-making is quite possible at an early age.

Conflicts in a children's team are easier to prevent than to resolve. The determining factor in the prevention of children's conflicts is the direction of the upbringing process. Education should be aimed at accustoming to certain social norms of relationships and interactions, compliance with which is an important aspect in the social development of the child’s personality.

Methods and techniques should not infringe on the child’s dignity, threaten his safety or interfere with the formation of his self-image.

One of the areas of the teacher’s pedagogical activity should be the development of children’s communication skills with peers, which includes:

Firstly, instilling basic social skills: the ability to listen to another, maintain a general conversation, participate in a collective discussion, tactfully criticize and praise another, teaching them to jointly search for mutually beneficial solutions in difficult situations, learning the ability to take responsibility.

Secondly, teach the child not to apply the standard of perfection either to others or to himself, and not to allow either accusation or self-flagellation. Instill in your child the ability to look at himself from the outside, to objectively evaluate the behavior and actions of others.

Third, teach children:

Methods of self-regulation (which is based on the ability to relax) of your condition;

Ability to control your feelings, understand and distinguish the emotional state of other people;

Express feelings of friendship, sympathy, sympathy and empathy for others.

A child can acquire all these skills if the teacher organizes training games, role-playing games, interactive games and exercises, individual and group discussions of the problem. As an illustration, I will give some options for individual and group discussions with children aged 5-7 years of various problems that preschoolers face.

The discussion of children's problems is based on the method of game design of problem situations.

- “Bridge” - any problem is created by two opposing sides, each of which strives to prove that it is the only right one in the dispute. The task of each participant is to take counter steps, to build a “bridge” that will help unite people, their desires and aspirations, and will help lead them to a common goal, which must then be formulated. For example: Kolya and Misha (5 years old) want to draw with a red pencil, each trying to take it for themselves. The “bridge” in this case is either their agreement to draw in turns, or the desire to give in to the other. General goal: to maintain friendly relationships.

- “Two weights” - assessing his desire, the child can express his assumptions based on the results of the implementation of his plan with positive consequences and with negative consequences. In this case, two weights are placed on the scales, the child lists the positive results of achieving the desired on one “scale”, and the negative consequences on the “second”. What will the child choose?

Give a toy (+)	Don't give (-)
Sasha will be friends with me.	Sasha will not be friends with me.
Then he will give up his toy.	Will play with other children.
Will play with him.	Everyone will tease me.

- “Steps” - I discuss the problem, children can pronounce not only their own steps, but also foresee the reaction of another person to them, the consequences of one or another of their steps. The discussion takes place in the form of a “ladder”, climbing which the child can build a logical chain of logical reasoning from the bottom up. For example:

4. Misha will say: “Let’s take turns carrying the loads.”

3. I’ll tell Misha: “Let’s play together?”

2. Misha will say: “I won’t let you, I play myself.”

1. I’ll ask Misha for a typewriter.

Carrying out teaching activities at MBDOU as a teacher-psychologist, I pay special attention to the development of communication skills, prevention and resolution of conflicts in children in kindergarten. When implementing work in this direction, I successfully use manuals, which we will dwell on in more detail:

1. Peace Rug

Target:

Teach children strategies for negotiation and discussion in resolving conflicts in a group. The very presence of a “peace rug” in a group encourages children to give up fights, arguments and tears, replacing them by discussing the problem with each other.

Progress of the game.

To play, you need a piece of thin blanket or fabric measuring 90 x 150 cm or a soft rug of the same size, felt-tip pens, glue, glitter, beads, colored buttons, everything you might need to decorate the scenery.

Educator. Guys, tell me what you sometimes argue about with each other? Which guy do you argue with more often than others? How do you feel after such an argument? What do you think can happen when different opinions clash in a dispute? Today I brought us all a piece of fabric that will become our “peace rug.” Once a dispute arises, the “opponents” can sit down and talk to each other so as to find a way to peacefully resolve their problem. Let's see what comes of this. (The teacher places a cloth in the center of the room, and on it - a nice book with pictures or a fun toy.) Imagine that Katya and Sveta want to take this toy to play, but she is alone, and there are two of them. They will both sit on the peace mat, and I will sit next to them to help them when they want to discuss and resolve this problem. None of them have the right to take a toy just like that. (Children take up space on the carpet.) Maybe one of the guys has a suggestion on how this situation could be resolved?

Questions for discussion:

Why is the “peace rug” so important to us?

What happens when the stronger one wins an argument?

Why is it unacceptable to use violence in a dispute?

What do you understand by justice?

2. Benefit “MiRilka“

Target:

Literary manual “Mirilka” for children 3-6 years old to develop in children the ability to establish and maintain contacts with peers and adults on the basis of respect, acceptance and a fair approach to cooperation, social moral competence in children, promoting the formation of an atmosphere of trust and acceptance.

I option.

Mirilka-pad with applicative technique. If children do not agree on something, “Mirilka” comes to the rescue. Children put their palms on the pillow and say the cherished words: “Make up, make up, make up and don’t fight anymore, just smile.”

II option.

“Mirilka” is a knitted, semi-planar toy that represents two cheerful “headpods” with arms. One pair of hands is clasped and placed on a glove-shaped pad. This toy is multifunctional and can be used in many types of children's activities.

3. “Friendship Box” manual

Target:

Develops non-verbal means of communication. Helps bring children closer together, stimulates attention to peers; anxious, uncertain, gives the opportunity to take a step towards new contacts.

To play, you need a box with 4-6 holes cut on the sides to fit a child's hand.

I option.

“Who I became friends with”

Children - 4-6 participants put their hands into the box (it is supported by the leader), close their eyes, then find someone’s hand, get to know it, and then guess whose hand they met and became friends with.

IIoption

“I want to make friends with you”

Children stand around the box. The presenter offers, or without words, only with the help of a glance, to agree with whom they would like to make friends (each participant chooses one). Next, the children are asked to put their hand into the slot and by touch find the hand of the child with whom they agreed with their eyes.

4. Dolls gnome Veselchak and gnome Sadness

Target:

Teaching children skills to effectively resolve conflict situations.

With the help of dolls, you can simulate various conflict situations and, together with your children, find ways and means to resolve them

Throughout childhood, children learn to understand and respect each other, but it is good if they begin to gain such experience at the very first stage of communication. The best thing adults can do in such a situation is to teach children socially acceptable standards of behavior and communication.

Literature used

Zakharov A.I. prevention of deviations in child behavior. 3rd ed. Rev. (Child Psychology). St. Petersburg: Soyuz, Lenizdat, 2000.

Lyutova E., Monina G. Fundamentals of conflictology. Izhevsk: UdGU Publishing House, 2000.

Semenaka S.I. Lessons of goodness: correctional and developmental program for children 5-7 years old. 2nd ed. Rev. And additional M: Infra-M., 1999.

Semenaka S.I. We learn to sympathize and empathize. Correctional and developmental classes for children 5-8 years old. M.: Arkti, 2003. (development and education of a preschooler).