Games related to emotions. Card index of games for the development of the emotional sphere of children. Games for little ones: from one to three years old
1. Training emotions (for children from 4 years old)
Ask your child: frown
smile
get angry
get scared
get tired
relax
2. ring(for children from 4 years old)
Children sit in a circle. The presenter hides the ring in his palms. The child is asked to look carefully at the faces of the neighbors and try to guess which of them received a ring from the leader in their palms. The one who guesses becomes the leader.
3. Dance of the Five Movements
To perform the exercise, you need to record music at different tempos, each tempo lasting one minute.
- 1. "Water flow." Smooth music, flowing, round, soft, moving one into another movement.
2. "Crossing the thicket." Impulsive music, sharp, strong, clear, chopping movements, drumming.
3. "Broken Doll." Unstructured music, a chaotic set of sounds, shaking, unfinished movements (like a “broken doll”).
4. "Flight of the butterflies." Lyrical, smooth music, subtle, graceful, gentle movements.
5. "Peace." Calm, quiet music or a set of sounds that imitate the sound of water, sea surf, sounds of the forest - standing without moving, listening to your body.
After finishing the exercise, talk with the children about which movements they liked best, what was easy and what was difficult.
The dancers stand in a circle. Rhythmic music sounds. The presenter shows the order of the movements. At first, only movements of the head and neck in different directions, forward and backward in different rhythms. Then only the shoulders move, now together, now alternately, now forward, now back, now up, now down. Next, move the arms in the elbows, then in the hands. The next movements are with the hips, then with the knees, then with the feet. And now you need to gradually add each practiced movement in order: head + shoulders + elbows + hands + hips + knees + feet. At the end of the exercise, you should try to move all these parts of the body at the same time.
5. Gait and mood(for children from 4 years old)
The presenter shows the movements and asks to portray the mood: “We’ll drip like a fine and frequent rain, and now heavy big drops are falling from the sky. We’ll fly like a sparrow, and now like a seagull, like an eagle. We’ll walk like an old grandmother, we’ll jump like a cheerful clown. Let's walk like a little child learning to walk. Let's carefully sneak up on the bumps in the swamp. Let's walk thoughtfully, like an absent-minded person. Let's jump on her neck and hug her."
6. Fire Dance(for children 5 years old)
The dancers squeeze tightly into a circle, raise their arms up and gradually, in time with the cheerful music, lower and raise their arms, depicting tongues of flame. The fire rhythmically sways in one direction or the other, becomes higher (they dance on tiptoes), then lower (they crouch and sway). A strong wind blows, and the fire breaks up into small sparks, which fly freely, swirl, connect with each other (hold hands) two, three, four together. Sparkles glow with joy and goodness.
Mirror dance (for children from 5 years old)
Participants are divided into pairs. Any music sounds. One of the pair is a mirror; he tries to repeat the dance movements of the other with the greatest accuracy. Then the children in the pair change roles.
7. Dance of the sea waves(for children from 6 years old)
Participants line up in one line and are divided into first and second. The leader - the "wind" - turns on calm music and "conducts" the waves. When you raise your hand, the first numbers squat, when you lower your hand, the second. The sea can be calm - hand at chest level. The waves can be small, they can be large - when the leader smoothly shows with his hand who to sit down and who to stand up. It’s even more difficult when the waves roll: they alternately rise higher and fall lower.
Note: the beauty of the dance of sea waves largely depends on the conductor, the wind.
8. Sketch "Pump and inflatable doll"(for children from 5 years old)
Children are divided into pairs. One - an inflatable doll from which the air has been released - lies on the floor in a relaxed position (knees and arms bent, head down). The other one, “pumping” the doll with air using a pump, rhythmically leans forward and exhales, saying: “Ssss.” The doll slowly fills with air, straightens, hardens - it is inflated. Then the doll is “deflated” by lightly pressing on its stomach, the air gradually comes out of it with the sound: “Ssss.” She "falls" again. Children in a pair change roles.
9. Forest(for children from 5 years old)
Presenter: “In our forest grow a birch, a fir-tree, an oak, a weeping willow, a pine, a blade of grass, a flower, a mushroom, a berry, and bushes. Choose the plant that you like. At my command, you and I will turn into a forest.
How does your plant react:
10. Sketch "Concerted Actions"(for children from 5 years old).
Children are divided into pairs or choose one of the parents. They are asked to show paired actions:
11. "Fire-Ice"(for children from 4 years old).
At the leader’s command: “Fire!” - children standing in a circle begin to move with all parts of their bodies.
On command: "Ice!" - the children freeze in the position in which the team found them. The presenter alternates commands several times, changing the execution time of each.
Sketches for muscle relaxation (according to M.I. Chistyakova)
12. Barbell(for children 5-6 years old)
A child lifts a “heavy barbell.” Then he throws it away, relaxing as much as possible. Resting.
13.Icicle(for children 4 years old)
The presenter reads poetry:
Under our roof
A white nail hangs
The sun will rise,
The nail will fall.
(V. Seliverstov)
When pronouncing the first and second lines, children hold their hands above their heads, and when they say the third and fourth lines, they should drop their relaxed hands and sit down.
14. Humpty Dumpty(for children 4-5 years old)
The presenter reads poetry:
Humpty Dumpty sat on the wall,
Humpty Dumpty fell in his sleep.
(S. Marshak)
The child turns his body left and right, his arms dangle freely, like a rag doll. In response to the words “fell in his sleep,” the child needs to sharply tilt his body down.
15. Sleeping kitten(for children 3-4 years old)
The child plays the role of a kitten, which lies down on the mat and falls asleep. The kitten's tummy rises and falls rhythmically. It is advisable to conduct this sketch to the music of R. Pauls “The day will melt, the night will come” (lullaby).
16. Lazy people competition(for children 5-6 years old)
The presenter reads V. Viktorov’s poem “Lazy People’s Competition”:
Even though it's hot,
Even though it's hot,
All busy
Forest people.
Only a badger -
Quite a lazy person -
Sleeps sweetly
The hole is cool.
The couch potato is dreaming,
It's like he's busy.
At dawn and at sunset
He still can't get out of bed.
Then the children take turns pretending to be a lazy badger. They lie down on the floor (on a mat or rug) and try to relax as deeply as possible. To relax, it is advisable to use the music of D. Kabalevsky “Lazy Man”.
17. Vacuum cleaner and dust particles (for children 6-7 years old)
Motes of dust dance merrily in the ray of sun. The vacuum cleaner started working. The dust particles swirled around themselves and, spinning ever more slowly, settled on the floor. The vacuum cleaner collects dust particles; whoever it touches gets up and leaves.
When a speck of dust child sits on the floor, his back and shoulders relax and bend forward - down, his arms drop, his head bows, and he seems to go completely limp.
On the one hand, it seems that recognizing the emotions of another person, as well as the expression of one’s own feelings, is not a difficult task, but in reality it turns out that everything is not so simple. The task of parents is to tell their children about as many different feelings and emotions as possible. But the more and better a child knows about emotions, the more accurately he will understand and react to the state of another person.
It turns out that children more accurately identify positive feelings: joy, admiration, delight, but they cannot always identify surprise, sadness, and fear. Also, first of all, they focus on the facial expressions of the interlocutor, while not paying attention to gestures and postures. To help your child learn to recognize other people's feelings and emotions, I suggest playing some games with them.
"Mirror"
Two children or a parent and a child sit opposite each other. One participant in the game depicts some emotion, the other must completely copy facial expressions and gestures.
With this simple game, children will learn to recognize different emotional states, learn to understand another person's feelings and develop a sense of empathy.
"Define the emotion"
To play you will need cards depicting different emotions, or an “emotional constructor”. To make an emotional constructor you will need some artistic skills, colored pencils and paper. Cut out a couple of ovals from paper - these will be faces, draw and cut out several pairs of eyes, several pairs of eyebrows and lips of different shapes. You can also make hairstyles to collect characters of different ages and genders.
You can play this game in different ways. The simplest option is to invite the child to collect one or another emotion. You can complicate the task and invite the child to collect an emotion, then show it himself, and after that talk about how he felt, whether it was pleasant to portray this emotion or not. Another option is to read a fairy tale or story to your child. Then talk about the feelings that the characters experienced, and after that try to display the marked emotions using the “emotional constructor”
"Rainbow of Moods"
For the game you will also need cards with emotions and sets of pictures with characters depicting various emotions. During the game, the child needs to pull out a card with an image of an emotion, identify it, and then find a character with a similar expression on other cards.
With the help of this game, the child will also increase his knowledge of emotions, learn to define them in words and relate images to each other.
- “Swan Geese”, “The Cockerel and the Bean Seed”, “The Stolen Sun” K. Chukovsky - the emotion of sadness and sadness
- “The Tale of Tsar Saltan” by A. Pushkin, “Living Hat” by N. Nosov, “Under the Fungus” by V. Suteev - emotion of surprise
- "What's in the corner?" A. Kushnir, “Happy Mistake” G. Semenov - the emotion of fear
- “That’s what mom is like!” E. Blaginina, “Four Wishes” by K. Ushinsky - the emotion of joy
Games for the development of the emotional sphere of preschoolers.
Emotions play an important role in children's lives, helping them perceive and respond to reality. A child’s emotions are a message to others about his condition.
Emotions and feelings, like other mental processes, go through a complex developmental path throughout childhood.
For young children, emotions are the motives of behavior, which explains their impulsiveness and instability. If kids are upset, offended, angry or dissatisfied, they begin to scream and cry inconsolably, knock their feet on the floor, and fall. This strategy allows them to completely release all the physical tension that has arisen in the body.
In preschool age, social forms of expressing emotions are mastered. Thanks to speech development, the emotions of preschoolers become conscious; they are an indicator of the child’s general condition, his mental and physical well-being.
The emotional system of preschool children is still immature, so in unfavorable situations they may experience inadequate emotional reactions and behavioral disorders, which are a consequence of low self-esteem, feelings of resentment and anxiety. All of these feelings are normal human reactions, but children find it difficult to express negative emotions appropriately. In addition, children of preschool age have problems expressing emotions associated with adult prohibitions. This is a ban on loud laughter, a ban on tears (especially for boys), a ban on expressing fear and aggression. A six-year-old child already knows how to be restrained and can hidefear, aggression and tears, but being in a state of resentment, anger, depression for a long time, the child experiences emotional discomfort and tension, and this is very harmful to mental and physical health. The experience of an emotional relationship with the world, acquired in preschool age, according to psychologists, is very strong and takes on the character of an attitude.
Organized pedagogical work can enrich the emotional experience of children and significantly mitigate or even completely eliminate shortcomings in their personal development. Preschool age is a fertile period for organizing pedagogical work on the emotional development of children.The main task of such work is not to suppress and eradicate emotions, but to properly direct them. It is important for a teacher to specifically introduce children to a kind of emotional primer, teach them to use the language of emotions to express their own feelings and experiences and to better understand the state of other people, and analyze the causes of different moods.
We present to your attention some exercises and games that educators can use to develop the emotional sphere of preschool children.
Games and exercises aimed at getting to know a person’s emotions, understanding one’s emotions, as well as recognizing the emotional reactions of other children and developing the ability to adequately express one’s emotions.
1. Game "Pictograms".
Children are offered a set of cards depicting various emotions.
There are pictograms of various emotions on the table. Each child takes a card for himself without showing it to the others. After this, the children take turns trying to show the emotions drawn on the cards. The audience, they must guess what emotion is being shown to them and explain how they determined what that emotion is. The teacher makes sure that all children participate in the game.
This game will help determine how well children can correctly express their emotions and “see” the emotions of other people.
2. Exercise “Mirror”.
The teacher passes the mirror around and invites each child to look at himself, smile and say: “Hello, it’s me!”
After completing the exercise, attention is drawn to the fact that when a person smiles, the corners of his mouth are directed upward, his cheeks can prop up his eyes so much that they turn into small slits.
If a child finds it difficult to turn to himself the first time, there is no need to insist on this. In this case, it is better to immediately pass the mirror to the next group member. Such a child also requires special attention from adults.
This exercise can be varied by asking children to show sadness, surprise, fear, etc. Before performing, you can show children a pictogram depicting a given emotion, paying attention to the position of the eyebrows, eyes, and mouth.
3. Game “I rejoice when...”
Teacher: “Now I will call one of you by name, throw him a ball and ask, for example, like this: “Sveta, please tell us when you are happy?” The child catches the ball and says: “I am happy when...”, then throws the ball to the next child and, calling him by name, in turn asks: “(child’s name), please tell us when you are happy?”
This game can be diversified by inviting children to tell when they are upset, surprised, or afraid. Such games can tell you about the child’s inner world, about his relationships with both parents and peers.
4 . Exercise "Music and Emotions."
P After listening to a musical excerpt, children describe the mood of the music, what it is like: cheerful - sad, happy, angry, brave - cowardly, festive - everyday, sincere - aloof, kind - tired, warm - cold, clear - gloomy. This exercise not only helps develop understanding of the transmissionemotional state, but also the development of imaginative thinking.
5. Exercise “Ways to improve your mood.”
It is suggested that you discuss with your child how you can improve yourmood, try to come up with as many such ways as possible (smile at yourself in the mirror, try to laugh, remember something good, do a good deed for someone else, draw a picture for yourself).
6. Game "Magic bag".
Before this game, we discuss with the child what his mood is now, how he feels, maybe he is offended by someone. Then invite the child to put all negative emotions, anger, resentment, sadness into a magic bag. This bag, with all the bad things in it, is tied tightly. You can use another “magic bag” from which the child can take the positive emotions he wants. The game is aimed at awareness of your emotional state and liberation from negative emotions.
7 . Game "Mood Lotto". For This game requires sets of pictures that depict animals with different facial expressions (for example, one set: happy fish, sad fish, angry fish, etc.: the next set: happy squirrel, sad squirrel, angry squirrel, etc.) . The number of sets corresponds to the number of children.
The presenter shows the children a schematic representation of a particular emotion. The children’s task is to find an animal in their set with the same emotion.
8. Game “Name something similar.”
The presenter names the main emotion (or shows a schematic representation of it), and the children remember the words that denote this emotion.
This game activates your vocabulary with words for different emotions.
9. Exercise “My mood”.
Children are asked to talk about their mood: it can be compared with some color, animal, condition, weather, etc.
10. Game “Broken Phone”.All participants in the game, except two, are “sleeping.” The presenter silently shows the first participant some emotion using facial expressions or pantomimes. The first participant, having “awakened” the second player, conveys the emotion he saw, as he understood it, also without words. Next, the second participant “wakes up” the third and conveys to him his version of what he saw. And so on until the last participant in the game.
After this, the presenter asks all the participants in the game, from the last to the first, about what emotion, in their opinion, was shown to them. This way you can find the link where the distortion occurred, or make sure that the “telephone” was completely working.
11. Game “What would happen if...”
An adult shows the children a plot picture in which the hero(s) does not have a face(s). Children are asked to name which emotion they consider appropriate for this case and why. After this, the adult invites the children to change the emotion on the hero’s face. What would happen if he became cheerful (sad, angry, etc.)?
Psycho-gymnastic exercises (studies), othe main goal of which is to master the skills of managing one’s emotional sphere: developing in children the ability to understand, be aware of their own and other people’s emotions, express them correctly, and fully experience them.
1.New doll (study for the expression of joy).
The girl was given a new doll. She is happy, jumps merrily, spins, plays with her doll.
2.
Baba Yaga (study on the expression of anger).
Baba Yaga caught Alyonushka, told her to light the stove so that she could eat the girl, and she fell asleep. I woke up, but Alyonushka was not there - she ran away. Baba Yaga was angry that she was left without dinner. He runs around the hut, stomping his feet, waving his fists.
3.Focus (study on the expression of surprise).
The boy was very surprised: he saw how the magician put a cat in an empty suitcase and closed it, and when he opened the suitcase, the cat was not there. A dog jumped out of the suitcase.
4. The fox eavesdrops (study on expressing interest).
The fox stands at the window of the hut in which the cat and the cockerel live, and overhears what they are talking about.
5.Salty tea (study on the expression of disgust).
The boy watched TV while eating. He poured tea into a cup and, without looking, mistakenly poured two tablespoons of salt instead of sugar. He stirred and took the first sip. What a disgusting taste!
6. New girl (study on the expression of contempt).
A new girl has joined the group. She was wearing an elegant dress, holding a beautiful doll in her hands, and had a large bow tied on her head. She considered herself the most beautiful, and the rest of the children unworthy of her attention. She looked down on everyone, pursing her lips contemptuously...
7. About Tanya (sorrow - joy).
Our Tanya cries loudly:
Dropped a ball into the river (grief).
“Hush, Tanechka, don’t cry -
The ball won’t drown in the river!”
8. Cinderella (study on the expression of sadness).
Cinderella returns from the ball very sad: she will no longer see the prince, and besides, she has lost her slipper...
9. Home alone (study on the expression of fear).
The mother raccoon left to get food, the baby raccoon was left alone in the hole. It’s dark all around, and various rustling noises can be heard. The little raccoon is scared - what if someone attacks him and his mother doesn’t have time to come to the rescue?
Games and exercises to relieve psycho-emotional stress.To form a child’s emotional stability, it is important to teach him how to control his body. The ability to relax allows you to eliminate anxiety, excitement, stiffness, restore strength, and increase your energy supply.
1. “Tender palms.”
Children sit in a circle, one after another. With their palms they stroke the child sitting in front of him on the head, back, arms, lightly touching.
2. “Secrets.”
Sew small bags of the same color. Pour various grains into them, do not stuff them too tightly. Invite children experiencing emotional discomfort to guess what is in the bags? Children crumple the bags in their hands and switch to another activity, thus escaping the negative state.
3
.
Game "In the clearing".
Teacher: “Let's sit on the carpet, close our eyes and imagine that we are in a clearing in the forest. The sun is shining tenderly, the birds are singing, the trees are gently rustling. Our bodies are relaxed. We are warm and cozy. Look at the flowers around you. What flower makes you feel happy? What colour is he?".
After a short pause, the teacher invites the children to open their eyes and tell whether they were able to imagine the clearing, the sun, the singing of birds, how they felt during this exercise. Did they see the flower? What was he like? Children are asked to draw what they saw.
4.Exercise “A kitten’s wonderful dream.”
Children lie in a circle on their backs, arms and legs freely extended, slightly apart, eyes closed.
Quiet, calm music is turned on, against the background of which the presenter slowly says: “The little kitten is very tired, he ran around, played enough and lay down to rest, curled up in a ball. He has a magical dream: blue sky, bright sun, clear water, silvery fish, family, friends, familiar animals, mother says kind words, a miracle happens. A wonderful dream, but it's time to wake up. The kitten opens its eyes, stretches, smiles.” The presenter asks the children about their dreams, what they saw, heard, felt, did a miracle happen?
Games for the development of the emotional sphere of preschoolers.
Emotions play an important role in children's lives, helping them perceive and respond to reality. A child’s emotions are a message to others about his condition.
Emotions and feelings, like other mental processes, go through a complex developmental path throughout childhood.
For young children, emotions are the motives of behavior, which explains their impulsiveness and instability. If kids are upset, offended, angry or dissatisfied, they begin to scream and cry inconsolably, knock their feet on the floor, and fall. This strategy allows them to completely release all the physical tension that has arisen in the body.
In preschool age, social forms of expressing emotions are mastered. Thanks to speech development, the emotions of preschoolers become conscious; they are an indicator of the child’s general condition, his mental and physical well-being.
The emotional system of preschool children is still immature, so in unfavorable situations they may experience inadequate emotional reactions and behavioral disorders, which are a consequence of low self-esteem, feelings of resentment and anxiety. All of these feelings are normal human reactions, but children find it difficult to express negative emotions appropriately. In addition, children of preschool age have problems expressing emotions associated with adult prohibitions. This is a ban on loud laughter, a ban on tears (especially for boys), a ban on expressing fear and aggression. A six-year-old child already knows how to be restrained and can hide aggression and tears, but being in a state of resentment, anger, and depression for a long time, the child experiences emotional discomfort and tension, and this is very harmful to mental and physical health. The experience of an emotional relationship with the world, acquired in preschool age, according to psychologists, is very strong and takes on the character of an attitude.
Organized pedagogical work can enrich the emotional experience of children and significantly mitigate or even completely eliminate shortcomings in their personal development. Preschool age is a fertile period for organizing pedagogical work on the emotional development of children. The main task of such work is not to suppress and eradicate emotions, but to properly direct them. It is important for a teacher to specifically introduce children to a kind of emotional primer, teach them to use the language of emotions to express their own feelings and experiences and to better understand the state of other people, and analyze the causes of different moods.
We present to your attention some exercises and games that educators can use to develop the emotional sphere of preschool children.
Games and exercises aimed at getting to know a person’s emotions, understanding one’s emotions, as well as recognizing the emotional reactions of other children and developing the ability to adequately express one’s emotions.
1.Game "Pictograms".
Children are offered a set of cards depicting various emotions. There are pictograms of various emotions on the table. Each child takes a card for himself without showing it to the others. After this, the children take turns trying to show the emotions drawn on the cards. The audience, they must guess what emotion is being shown to them and explain how they determined what that emotion is. The teacher makes sure that all children participate in the game. This game will help determine how well children can correctly express their emotions and “see” the emotions of other people.
2. Exercise "Mirror". The teacher passes the mirror around and invites each child to look at himself, smile and say: “Hello, it’s me!”
After completing the exercise, attention is drawn to the fact that when a person smiles, the corners of his mouth are directed upward, his cheeks can prop up his eyes so much that they turn into small slits.
If a child finds it difficult to turn to himself the first time, there is no need to insist on this. In this case, it is better to immediately pass the mirror to the next group member. Such a child also requires special attention from adults. This exercise can be varied by asking children to show sadness, surprise, fear, etc. Before performing, you can show children a pictogram depicting a given emotion, paying attention to the position of the eyebrows, eyes, and mouth.
3. Game "I'm happy when..." Teacher: “Now I will call one of you by name, throw him a ball and ask, for example, like this: “Sveta, please tell us when you are happy?” The child catches the ball and says: “I am happy when...”, then throws the ball to the next child and, calling him by name, in turn asks: “(child’s name), please tell us when you are happy?”
This game can be diversified by inviting children to tell when they are upset, surprised, or afraid. Such games can tell you about the child’s inner world, about his relationships with both parents and peers.
4 . Exercise"Music and Emotions."
After listening to a musical excerpt, children describe the mood of the music, what it is like: cheerful - sad, happy, angry, brave - cowardly, festive - everyday, sincere - aloof, kind - tired, warm - cold, clear - gloomy. This exercise contributes not only to the development of understanding of the transmission of emotional states, but also to the development of imaginative thinking.
5. Exercise “Ways to improve your mood.”
It is suggested that you discuss with your child how you can improve your own mood, try to come up with as many such ways as possible (smile at yourself in the mirror, try to laugh, remember something good, do a good deed for someone else, draw a picture for yourself).
6. Game "Magic bag".
Before this game, we discuss with the child what his mood is now, how he feels, maybe he is offended by someone. Then invite the child to put all negative emotions, anger, resentment, sadness into a magic bag. This bag, with all the bad things in it, is tied tightly. You can use another “magic bag” from which the child can take the positive emotions he wants. The game is aimed at awareness of your emotional state and liberation from negative emotions.
7 . Game "Mood Lotto". To play this game, you need sets of pictures that depict animals with different facial expressions (for example, one set: happy fish, sad fish, angry fish, etc.: the next set: happy squirrel, sad squirrel, angry squirrel, etc. .). The number of sets corresponds to the number of children.
The presenter shows the children a schematic representation of a particular emotion. The children's task is to find an animal in their set with the same emotion.
8. Game “Name something similar.”
The presenter names the main emotion (or shows a schematic representation of it), and the children remember the words that denote this emotion.
This game activates your vocabulary with words for different emotions.
9. Exercise “My mood”.
Children are asked to talk about their mood: it can be compared with some color, animal, condition, weather, etc.
10. Game “Broken Phone”. All participants in the game, except two, are “sleeping.” The presenter silently shows the first participant some emotion using facial expressions or pantomimes. The first participant, having “awakened” the second player, conveys the emotion he saw, as he understood it, also without words. Next, the second participant “wakes up” the third and conveys to him his version of what he saw. And so on until the last participant in the game.
After this, the presenter asks all the participants in the game, from the last to the first, about what emotion, in their opinion, was shown to them. This way you can find the link where the distortion occurred, or make sure that the “telephone” was completely working.
11. Game “What would happen if.” An adult shows the children a plot picture in which the hero(s) does not have a face(s). Children are asked to name which emotion they consider appropriate for this case and why. After this, the adult invites the children to change the emotion on the hero’s face. What would happen if he became cheerful (sad, angry, etc.)?
Psycho-gymnastic exercises (studies), o the main goal of which is to master the skills of managing one’s emotional sphere: developing in children the ability to understand, be aware of their own and other people’s emotions, express them correctly, and fully experience them.
1.New doll (study for the expression of joy).
The girl was given a new doll. She is happy, jumps merrily, spins, plays with her doll.
2. Baba Yaga (study on the expression of anger). Baba Yaga caught Alyonushka, told her to light the stove so that she could eat the girl, and she fell asleep. I woke up, but Alyonushka was not there - she ran away. Baba Yaga was angry that she was left without dinner. He runs around the hut, stomping his feet, waving his fists.
3.Focus (study on the expression of surprise). The boy was very surprised: he saw how the magician put a cat in an empty suitcase and closed it, and when he opened the suitcase, the cat was not there. A dog jumped out of the suitcase.
4. The fox eavesdrops (study on expressing interest). The fox stands at the window of the hut in which the cat and the cockerel live, and overhears what they are talking about.
5.Salty tea (study on the expression of disgust). The boy watched TV while eating. He poured tea into a cup and, without looking, mistakenly poured two tablespoons of salt instead of sugar. He stirred and took the first sip. What a disgusting taste!
6. New girl (study on the expression of contempt). A new girl has joined the group. She was wearing an elegant dress, holding a beautiful doll in her hands, and had a large bow tied on her head. She considered herself the most beautiful, and the other children unworthy of her attention. She looked down on everyone, pursing her lips contemptuously.
7. About Tanya (sorrow - joy). Our Tanya cries loudly: She dropped a ball into the river (grief). “Hush, Tanechka, don’t cry - the ball won’t drown in the river!”
8. Cinderella (study on the expression of sadness).
Cinderella returns from the ball very sad: she will no longer see the prince, and besides, she has lost her slipper...
9. Home alone (study on the expression of fear).
The mother raccoon left to get food, the baby raccoon was left alone in the hole. It’s dark all around, and various rustling noises can be heard. The little raccoon is scared - what if someone attacks him and his mother doesn’t have time to come to the rescue?
Games and exercises to relieve psycho-emotional stress. To form a child’s emotional stability, it is important to teach him how to control his body. The ability to relax allows you to eliminate anxiety, excitement, stiffness, restore strength, and increase your energy supply.
1. “Tender palms.”
Children sit in a circle, one after another. With their palms they stroke the child sitting in front of him on the head, back, arms, lightly touching.
2. “Secrets.”
Sew small bags of the same color. Pour various grains into them, do not stuff them too tightly. Invite children experiencing emotional discomfort to guess what is in the bags? Children crumple the bags in their hands and switch to another activity, thus escaping the negative state.
3. Game "In the clearing". Teacher: “Let's sit on the carpet, close our eyes and imagine that we are in a clearing in the forest. The sun is shining tenderly, the birds are singing, the trees are gently rustling. Our bodies are relaxed. We are warm and cozy. Look at the flowers around you. What flower makes you feel happy? What colour is he?". After a short pause, the teacher invites the children to open their eyes and tell whether they were able to imagine the clearing, the sun, the singing of birds, how they felt during this exercise. Did they see the flower? What was he like? Children are asked to draw what they saw.
4.Exercise “A kitten’s wonderful dream.”
Children lie in a circle on their backs, arms and legs freely extended, slightly apart, eyes closed.
Quiet, calm music is turned on, against the background of which the presenter slowly says: “The little kitten is very tired, he ran around, played enough and lay down to rest, curled up in a ball. He has a magical dream: blue sky, bright sun, clear water, silvery fish, family, friends, familiar animals, mother says kind words, a miracle happens. A wonderful dream, but it's time to wake up. The kitten opens its eyes, stretches, smiles.” The presenter asks the children about their dreams, what they saw, heard, felt, did a miracle happen?
Children by nature are very emotional and spontaneous. At the same time, they are poorly aware of their own and other people’s feelings, it is difficult for them to express their inner feelings in words, not to mention control over their emotions. And this is normal, because from birth a child goes through certain challenges that we talked about earlier and in the process learns to understand himself, empathize, and build friendly relationships.
The task of parents is precisely to teach their child to competently handle their own and other people’s emotions. There are enough ways to do this: personal example, conversations, fairy tale therapy and, of course, games for emotional development. We'll talk about the latter today.
Games using natural images
Reaction to an animal
Ask your child to imagine a real animal next to him and react emotionally to it. This could be: a bear, a dog, a snake, a hedgehog, a rat, a cat. Let the child name his emotion and explain the reason for its appearance. For example, fear, because the dog is big and barked, or joy, because the dog is playful and caressed.
Pebbles
A child is a “pebble” that lies on the shore of a pond. To come to life, he must depict any animal so that everyone can guess who he is talking about. Did you guess it? Now switch places and let the kid guess your animal. You can complicate the game by showing an animal with an emotion: a scared hare, an angry wolf, a curious chicken.
Rain
Discuss with your child that there are different types of rain and can cause mixed emotions in people. Ask your child to show the rain that you name: rain with a thunderstorm, lingering autumn and dull, sunny summer and warm, unexpected downpour, etc.
Gardener
You are the gardener, and the child is the seed. Carefully plant the seed in the ground, water, fertilize and tell how the seed swells, the first sprout appears, then a leaf, a bud sets and a beautiful flower blooms. The child tries to show everything according to your words. To create an atmosphere, you can turn on calm music.
Tree
The kid imagines himself as a tree that grows in the forest. You begin to describe the changing external environment, and the plant depicts its reaction. Options for changes: the warm sun is shining, heavy rain began with a thunderstorm, a hurricane came, frost struck, a woodcutter came and began to saw a tree, hail began, fluffy snow fell, a gentle breeze blew, etc.
Games for emotional development based on fairy tales
Various girls
We will need poems by A. Barto from the “Toys” cycle. Read to your child “The mistress abandoned the bunny...” What girl could abandon the bunny? Discuss her behavior and ask your child to imitate her. Do the same with other poems in this cycle: “Ball”, “Kid”, “Bear”, “Truck”, “Horse”.
Genie in a bottle
Using a rhyme, we choose a genie and with the words crible-crable-boom we “release” it from the bottle. Now the genie grants 3 wishes for each participant. And our desires are different emotions that the genie must portray.
Sketches
This is a series of tasks that help a child learn to express and experience emotions, control them and understand the internal state of another person. We choose an emotional plot from a fairy tale, tell it, paying special attention to the internal state of the hero and the external manifestation of his emotions. Then ask the child to show this fragment of the fairy tale.
Cinderella - sadness. Cinderella returned home saddened. The ball gown has turned into rags, the shoe is lost, and she will never see the prince again.
Baba Yaga - anger. Baba Yaga lit the stove, wanted to fry Ivanushka and eat her, but fell asleep. And Ivanushka ran away. Oh, how angry the woman was, jumping around the hut, waving her arms, swearing.
Chanterelle - interest. The little fox sits under the window, eavesdropping on what the cat and the rooster are talking about, and when should she come to lure the rooster and drag him into his hole.
The following works are also suitable: “Moidodyr” - anger, “Geese-Swans”, “The Three Little Pigs” - fear, “Zayushkina’s Hut”, “Fedorino’s Grief” - grief, “The Living Hat” - surprise.
Here it is important to discuss with the child the reasons for the appearance of emotions in the characters, how one could have reacted differently and how unpleasant situations could have been avoided.
Games with pictograms
Pictograms are pictures with schematic depictions of emotions. You can play with them as follows:
- We turn the cards with emotions face down. The child opens one card and, without showing it to others, depicts the drawn emotion. Whoever guessed right is the next to draw a card.
- Postman. The postman brought a letter, but not a simple one, but an encrypted one. Lay out a sequence of pictograms in front of the child, and ask the child to read/write a letter based on them. It is advisable to use other pictures that will help set the direction of the story. In the complicated version, you don’t post pictures, but give selected ones (6-8 pieces) to the child and he himself builds a plot from them.
- Riddles from fairy tales. We read excerpts from fairy tales, and the child guesses the emotion that is being described.
“Ivanushka did not listen and drank from a goat’s hoof. Alyonushka calls her brother, and instead of Ivanushka, a little white goat runs after her. Alyonushka burst into tears..."
“As the king-father heard,
Do you want to play with your child easily and with pleasure?
What did the messenger tell him?
In anger he began to perform miracles
And he wanted to hang the messenger;"
“The wedding was celebrated immediately,
And with his bride
Elisha got married;
And no one since the beginning of the world
I have never seen such a feast;"
Ball games
We throw a ball to each other and say “I’m happy when... the sun is shining, they bought me ice cream,” etc. It would be nice to have at least 10 options on each side; you can’t repeat them. Next, we use other emotions: I’m angry, I’m interested, I’m ashamed, I’m sad, I’m surprised, etc.
How to cheer up
Discuss with your child how you can cheer yourself up. Type at least 20 points. Pay attention to the child's options. The answers will help you determine his “love language” and show him your feelings in a way that makes him feel loved.
Getting rid of negative emotions
- "Magic bag". Discuss your child's mood and put his negative emotions in a bag/bag. They can be symbolized by pebbles, matches, sticks, lumps of paper. We remove this bag, and offer the child another with positive emotions (funny pictures), let the child choose what he likes.
- Drawing. Invite your child to draw his mood. If the mood is bad, the child can tear it up and throw it away; if the mood is good, keep it as a keepsake.
Also, the child can be asked to draw a specific emotion without using a human face. Emotions can be depicted with different colors, abstract figures, and elements of nature.
Intonation
Invite your child to say the same phrase, for example: “We have a dog,” with different emotional connotations: joy, surprise, fear, anger, indifference, embarrassment.
Drawing on the back
This game relieves stress and relaxes. Invite your child to draw on each other's backs. First, you ask what to draw and carefully draw with your finger, then you draw it yourself, and the child guesses.
Mirror dance
Turn on any music and start dancing. The presenter shows the dance movements, and the child’s task is to repeat them exactly, after 3 minutes you change roles, now you need to have time to repeat after the child. A more complicated option is to do the exact opposite.
Theater performances at home or visiting a puppet theater also contribute to a child's emotional development. About this in the video below.
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