A lesson on developing the creative activity of children of senior preschool age. Open lesson on the formation of elementary mathematical concepts for children of the senior group on the topic: "Journey to the Land of Mathematics" Lesson on the formation of elements
State budgetary institution of the Republic of Khakassia
“Republican boarding house for mentally retarded children “Teremok”
Lesson notes
on the formation of self-image
Topic: "Exploring our body"
Purpose of the lesson: To form an image of yourself
Corrective tasks:
1. Learn to name the sense organs (eyes, mouth, nose, ear);
Talk about their role in the body and how to take care of them;
2. Learn to distinguish smells and tastes
3. Fix the colors (blue, red, yellow,);
4. Play a game to strengthen the senses;
5. Develop speech, memory, attention;
6. Cultivate a friendly and sensitive attitude towards each other, teach a culture of behavior;
Compiled by: Educational psychologist
Astanaeva I.N.
Equipment:
Doctor Aibolit, flowers, a basket, a toothbrush according to the number of children, a picture with a portrait, pictures with sensory organs depicted on them (eyes, ears, nose, mouth), orange, onion, pictures depicting various situations, apples.
Progress of the lesson:
1. Game-exercise “Meeting with Doctor Aibolit”
- Guys, look, Doctor Aibolit came to visit us today.
Educational psychologist: What does the doctor do? (heals people, children, animals and birds)
That's right, when we are sick, we always go to the doctor. It helps us recover faster.
(Holding hands, the children lead a round dance “He is kinder than everyone else in the world.”
He is kinder than everyone else in the world
He heals sick animals,
And one day a hippopotamus
He pulled him out of the swamp.
He's famous, famous
This is doctor... Aibolit.
Teacher-psychologist: I invite you all to take a walk in a clearing with magical flowers.
Close your eyes and imagine that we are in a clearing. We open our eyes.
Look at what a beautiful clearing we came to! How many flowers are there?
(Many) These flowers are not simple, but magical.
Collect one flower each and bring them to the basket.
Now let's look at them?
2. Conversation about human organs
Educational psychologist:
- Guys, what color is this flower? (yellow)
- What is drawn in the middle of the flower? (Eye)
Let's figure it out together kids
What are eyes for in the world?
And why do we all have
Does the face have a pair of eyes?
How many eyes do you have (Two)
- What are eyes for? (To see, look at the world)
- Where are your eyes, carefully show them with your fingers.
- Let's close our eyes.
-What's happened? (It's dark, you can't see anything)
- When the eyes hurt, a person feels very bad, so they must be constantly taken care of. How should we protect them?
- What do we do every morning with our eyes? (We wash with water). If soap gets in, wash it off with water. We play carefully so that sand does not get into the eyes on the street, we handle sharp objects carefully so as not to injure the eyes.
- What kind of objects can these be? (Pencils, forks, scissors, etc.)
- Let's look at this picture. What do you see on it?
(You need to sit further away from the TV so as not to damage your eyesight)
Doctor Aibolit: That's right, guys, you are so great! How much do you know? You even know how to take care of your eyes.
Suggested flower: What color is this flower? (red)
What's written on it? (nose)
There are straight noses
There are snub noses
I really need every nose
Since he has grown to his face.
- How many noses do we have, why is it needed? (To breathe, air goes through the nose into a person's lungs.)
- Let's breathe through our noses too. (All through the nose, and then each nostril in turn)
- The nose is needed not only to breathe, but also to distinguish smells.
Guys, smell it, what is this? What smells? (onion)
- What does this smell like? (Orange)
- Are these different smells or the same? (different)
- You see, guys, it turns out we can’t live without a nose. How should you protect your nose?
- If something gets into your nose, you need to tell an adult.
- If you pick your nose with a finger or a sharp object, you may bleed.
- If you get sick and have a runny nose, what should you do?
Blow your nose into your handkerchief or clean tissue.
-Where does the handkerchief live? (in pocket)
Doctor Aibolit: Correct! Well done!
Educational psychologist: now look at this flower. What colour is he? (orange)
What's written on it? (mouth and teeth)
How many mouths do we have? (one), and teeth (many).
Open your mouth and say “AAA” to Dr. Aibolit, and now knock your teeth, just carefully.
-What is a mouth for?
- We put food in it and distinguish the taste. Remember, we smelled onions and oranges, and now let's try them. (children try)
- What kind of onion? (bitter)
- And the orange? (sweet)
- What are teeth needed for? (chew food, bite)
- How should you care for them? (- brush your teeth twice a day, morning and evening, with a brush like this, on which you spread toothpaste, and after eating, rinse your mouth with water). Then your teeth will be strong and beautiful.
“And now let’s all sing a song together:
4. Working with a painting
Educator: Guys, you know that Doctor Aibolit treated one artist, and he gave him a painting (portrait). But the artist did not have time to finish it, and Aibolit does not know what is missing from it. Shall we help him? (Yes)
- What is drawn? (face)
- What did the artist not manage to draw? (eyes, nose, mouth, ears)
A teacher-psychologist gives children pictures with sense organs drawn on them.
- Let's put everything in its place. Where should the eyes be? Nose? Mouth? Ears?
- Look what a handsome man he turned out to be!
- What is he like? Happy or sad? (funny)
Educator: Doctor Aibolit, please look at how the guys finished their picture.
Doctor Aibolit: Well done, guys! And for your work I brought you gifts.
- Takes toothbrushes out of the basket. What is this? (brushes)
Brush your teeth
Brush your teeth
Both outside and inside
Brush your teeth
Brush your teeth
Don't let them get sick.
Hands out brushes to children.
Game summary - lesson
"Let's help the Fairy of Purity"
Completed by: Svetlana Aleksandrovna Shcherbinina
Clarify knowledge about personal hygiene items, develop logic and thinking
To form in children an idea of the importance of following the rules of personal hygiene;
Strengthen cultural and hygienic skills with children (washing hands, faces, combing);
Cultivate neatness, neatness, attention
Preliminary work:
Reading the poem by A. Barto “The Dirty Girl”, K. Chukovsky “Moidodyr”, V. Mayakovsky “What is good, what is bad” and looking at illustrations for the works;
Memorizing nursery rhymes, poems about cleanliness, health, hygiene items;
Guessing riddles;
Conversations on the topics “Our good friends”, “Personal hygiene”;
Modeling “Soap for dirty people”; drawing "Pattern on a handkerchief", application "Combs for dolls""
Role-playing game “Shop”, “Barbershop”;
Excursion to an older group;
Material and equipment:
Demonstration material: - video, bag of toys;
Handouts: cards with algorithms, pictures of combs, colored pencils, soap, combs, shampoo, toothbrush, toothpaste, handkerchief;
Guys, today when I woke up, I saw this box on my bed. Having opened it, I received a video message from the Fairy of Purity. Want to watch it? Let's take a look (view message form).
Children, what happened to the Fairy?
(children's answers)
Who mixed up everything in the magical camp of neaties?
(children's answers)
How can we help Fairy?
(children's answers)
Of course, we need to fix everything. In order to fix everything, we need to put the contents of the box in order. Shall we begin? (children's answers)
(We take out cards with algorithms from the box).
Guys, look at the pictures. What do they show?
(children's answers)
In order for the residents of the country “Clean” to remember how to properly wash their hands (face), we need to lay out the cards in the right order (Execution)
Well done. Did you do everything correctly?
(children's answers)
Now residents will be able to wash their hands (face) correctly. Why do they need to be washed?
(children's answers)
Of course, to be clean and beautiful. Now let's put aside what we have already corrected. We continue to help Fairy.
(We take out sheets of paper from the box on which combs without teeth are drawn).
Guys, look what these drawings are, what do they look like?
(children's answers)
Remember, the Fairy said that the residents even stopped combing their hair. What is a comb for?
(children's answers)
Do you think it will be possible to use such a comb to get your hair in order?
(children's answers)
What needs to be done to make these drawings look like combs?
(children's answers)
Let's finish drawing the teeth. (Children complete the drawing of the teeth with pencils)
How different everyone’s combs turned out. Well done boys. Fine. And we completed this task. Now residents will be able to comb their hair. Let's put our combs aside for the hand washing pictures.
There's something else in the box. What are these guys? (Showing the contents of the box. It contains various hygiene products, toys, cubes)
(children's answers)
But what's wrong here? The Evil Fairy tried her best and mixed everything up. What needs to be done, what do you guys think?
(children's answers)
We need to sort everything. How to do it?
(children's answers)
Residents of the country “Chistyuli” need body care products. How will we select what we need?
(children's answers)
The options you offer are good. I have one more suggestion. I propose to split into two teams. Do you agree? (children's answers). I will divide Yavas into two teams. One team will be called “clean cheeks”, and the other “clean hands”. Now you will take turns taking items out of this bag. Whoever gets the red item will be on the “clean cheeks” team. And whoever gets an item of any other color is on the “clean hands” team. (We invite the children to take an object out of the bag, naming its color. We distribute the children into teams)
What do you think we will do?
(children's answers)
One team will choose and bring cleanliness products, and the other team will bring those items that are not needed for the cleanliness of our body.
(Game in progress)
Guys, you did it perky and fun. Do you think everything was distributed correctly?
(children's answers)
Let's check, we don't want to leave the Fairy in an enchanted land. And if, suddenly, we made a mistake in something, we will correct it. (We check the contents of the baskets). Everything worked out for us.
Look guys, there's nothing left in the box. This means that we have completed all the tasks. What tasks did we complete?
(children's answers)
For whom did we try?
(children's answers)
Now we need to return the box to the Fairy. You need to carefully put everything in a box, without disturbing the order, and give it to her. But how to do this, we don’t know where the country “Chistul” is located?
(children's answers)
How did the box come about?
(children's answers)
The box appeared while I was sleeping. Let's take the box to our group. And when you wake up to sleep, the Fairy will take her away. Do you agree? (children's answers)
(Children take the box and return to the group)
Nbsp; “Development of communication skills of students, building positive forms of communication” Goal: formation of a communicative culture of students, prevention of conflict situations. Objectives: development of communication skills: the ability to listen, express your point of view, come to a compromise solution and understand other people. Stages of materials development: a) study of literature, publications in periodicals; b) selection of diagnostic techniques and exercises for classes; c) conducting communication training for students. Literature on the topic of self-education: 1. T. G. Grigorieva, L. V. Linskaya, T. P. Usoltseva “Fundamentals of constructive communication”; 2. I. M. Yusupov “Psychology of mutual understanding”; 3. A. Pease “Language of Conversation”; 4. A. B. Dobrovich “To the educator about the psychology and psychohygiene of communication”; 5. Magazine “School Psychologist” A practical solution is a creative report. State Educational Institution of Secondary School in the village of Chernavchitsy Teacher-psychologist O.I. Kuchko
A heartfelt word is always surprising
That is its strength and its main essence,
That it trusts the soul of another
It can open it respectfully in an instant.
GaluatTsadasa
Only thanks to the converted “living”
With the word, a child can become a person.
RainerPatzlaff
Relevance. Man is a social being, feeling a strong need to communicate with other people. This need develops from simple communication to deep personal and cooperation. This circumstance determines the potential continuity of communication as a necessary condition for life. Communication requires certain knowledge and skills. A high level of communication is considered as a condition for successful adaptation to the surrounding social environment, which determines the practical importance of developing communication skills from a very early age.
Communication is an integral part of any educational process, therefore the formation of students’ communication skills leads to an improvement in both the educational process and the development of the child’s personality.
The need for communication is one of the most important in human life. When entering into relationships with the world around us, we communicate information about ourselves, in return we receive information that interests us, analyze it and plan our activities in society based on this analysis. The effectiveness of this activity often depends on the quality of information exchange, which in turn is ensured by the presence of necessary and sufficient communicative experience of the subjects of the relationship. The sooner this experience is mastered, the richer the arsenal of communication means, the more successfully the interaction is realized. Consequently, self-realization and self-actualization of an individual in society directly depends on the level of formation of his communicative culture.
Today, not every child from a regular secondary school can independently establish productive communication with peers, teachers and parents.
From birth, a person, being a social being, experiences a need to communicate with other people, which is constantly developing - from the need for emotional contact to deep personal communication and cooperation. This circumstance determines the potential continuity of communication as a necessary condition for life. Communication, being a complex and multifaceted activity, requires specific knowledge and skills that a person acquires in the process of assimilation of social experience accumulated by previous generations.
An important factor in a student’s mental development is his communication with adults and peers.
The sphere of communication is a necessary part of the social space in which a person exists. In modern conditions, when tension and stability characterize all spheres of a subject’s life, constructive and communicative activity acquires special significance. It is in the sphere of communication that a person realizes both his professional and personal plans. Here he receives confirmation of his existence, support and sympathy, help in realizing his life plans and needs. That is why communication skills are the means that will ensure the successful activity of a subject in the field of communication. In addition, constructive communication is an indicator of the culture of the individual as a whole. It is possible to develop communication skills in a learning environment; in another option, the process of their development occurs spontaneously and largely depends on the situation.
Research shows that the formation of communicative activity can begin from a very early age, however, this process must be built on a clear system of knowledge that characterizes a particular age stage of the child’s development - preschoolers and schoolchildren. This process requires thoughtful organization and special techniques.
A high level of communication is considered by psychologists as a condition for successful adaptation to
surrounding social environment, which determines the practical significance
formation of communication skills from a very early age.
Typically, communication is included in the practical interaction of people and ensures planning, implementation and control of their activities. Therefore, the main condition for the emergence and development of communication is joint activity.
The problem of developing communication skills in adolescents has long attracted the attention of researchers - philosophers, teachers, and psychologists. They paid attention to the problem of relations between students and teachers (I.I. Betskoy, N.I. Novikov, L.N. Tolstoy, K.D. Ushinsky, etc.). With the advent of the mass school, interest in the personality of the student, the age characteristics of children, and the processes occurring in the children's team has increased. Teachers (A. Molotov, G. Rokov, O. Schmidt) drew attention to the so-called “school spirit” - phenomena such as “comradery”, “corporate spirit”, rules and values shared by all students. Many works describe the effect of these phenomena in the education of the individual, the development of self-awareness, and the formation of moral qualities (N. Vasilkov, E. Elnitsky, Y. Karas, B. Lensky, etc.)
Based on an analysis of various approaches to the problem of developing schoolchildren’s communication skills, we can conclude that communication is one of the most important factors in the overall mental development of a child. Only in contact with adults is it possible for children to assimilate the socio-historical experience of humanity.
The development of communication skills is one of the main elements of personality formation, mastering the developed values of national culture, is closely related to mental, moral, aesthetic development, and is a priority in language education and training of high school students.
One of the most important skills of a modern person is communication skills. Possession of them at a high level allows you to effectively interact with other people in various types of activities.
The need for communication is one of the most important in human life. When entering into relationships with the world around us, we communicate information about ourselves, in return we receive information that interests us, analyze it and plan our activities in society based on this analysis. The effectiveness of this activity often depends on the quality of information exchange, which in turn is ensured by the presence of necessary and sufficient communicative experience of the subjects of the relationship. The sooner this experience is mastered, the richer the arsenal
communication means, the more successfully the interaction is realized. Consequently, self-realization and self-actualization of an individual in society directly depends on the level of formation of his communicative culture.
Communication is a specific form of human interaction with other people as members of society, in communication the social relationships of people are realized.
Some of the necessary requirements for this are flexibility, non-standardism, originality of thinking, and the ability to find non-trivial solutions.
The process of communication, like the process of communication, is impossible without interest in it, without a person’s need for these processes. By its nature, this need consists of a person’s desire to understand and evaluate himself through other people and with their help. The need for communication is not innate. It arises in the course of life and functions, is formed in the life practice of interaction of the individual with the people around him. The need for communication is formed simultaneously with the communicative activity itself, because
The decisive moment for both processes is the identification of the object of communication - another person as an individual, as a subject, as a potential communication partner (A.A. Brudny, I.N. Gorelov, N.I. Zhinkin, G.I. Tsukerman, etc. ).
To teach a student to enter into communication psychologically correctly and situationally, maintain communication, predict partners’ reactions to their own actions, psychologically tune in to the emotional tone of their interlocutors, seize and maintain the initiative in communication, overcome psychological barriers in communication, relieve unnecessary stress, and emotionally tune in to the situation communication, psychologically and physically “attaching” to the interlocutor, choosing gestures, postures, the rhythm of your behavior appropriately to the situation, mobilizing to achieve the set communicative task - these are just a few of the problems, the solution of which will make it possible to prepare an effective professional. The problem of reducing the level of communicative culture of school graduates worries today not only teachers, but also politicians, writers, and psychologists.
Many teachers note that in our time, both children and their parents, and the family’s attitude towards school have changed, and the level of communicative culture of all members of society is decreasing. Moreover, our era is full contradictions:
1) there are more opportunities for a pleasant pastime, at the same time, people are increasingly complaining about boredom;
2) culture is paying more and more attention to feelings, while at the same time we are seeing less and less empathy and willingness of people to help others;
3) many ways to save time have appeared, but we don’t have enough time;
4) mainly in the learning process past experience is passed on, and teenagers live in the present and future;
5) successful completion of school does not guarantee success in life.
Changes in material living conditions, educational conditions, the rapid spread of computer networks in all spheres and other means of mass communication (Internet, cellular communications, television, etc.) all contribute to a change in forms of communication, their depth and range, raising the question of the need for targeted nurturing a person’s communicative culture, the culture of his speech behavior.
The health of children and adolescents today is becoming an increasingly pressing topic. The expansion of diagnostic capabilities and the development of school psychology make it possible to identify the peculiarities of the development of the child’s body at all stages of the child’s stay at school. The period for the development of communicative abilities, communication and cooperation between children in primary school is extremely favorable. In the cultural and historical tradition of Russian psychology, communicative activity and communication are defined as the interaction of two (or more) people aimed at coordinating and uniting their efforts in order to establish relationships and achieve a common result. The meaningful core in the development of communicative activity is the ability to coordinate actions, taking into account the position of another. The formation of this ability in children is a long process that begins in infancy and early childhood and actively continues throughout the school period. The development of communicative activity leads to the formation of communicative competence. In its developed form, communicative competence is the ability to set and solve diverse communicative tasks: the ability to establish and maintain necessary contacts with other people, satisfactory knowledge of the norms and “techniques” of communication, the ability to determine the goals of communication, assess the situation, take into account the intentions and methods of communication of a partner, choose adequate communication strategies, readiness for flexible regulation of one’s own speech behavior, etc. It is worth noting that, defining the priority goals of education at the present stage of social development in the form of “six key skills,” leading domestic and foreign teachers and psychologists agree that that two of them directly relate to the sphere of communicative actions:
1) communication and interaction, i.e. the ability to present and communicate in written and oral form, to use verbal means for discussion and argumentation of one’s position;
2) working in a group, i.e. joint activities, the ability to establish working relationships, collaborate effectively and promote productive cooperation. Here, the theory of “six key skills”, in fact, is consistent with the concept of universal learning actions (A. G. Asmolov et al., 2007). Let us further present in more detail the specific composition of communicative actions mastered by children and adolescents during their schooling.
1. Communication and interaction with partners in joint activities or exchange of information is the ability to: - listen and hear each other; - express your thoughts with sufficient completeness and accuracy in accordance with the tasks and conditions of communication; - adequately use verbal means for discussion and argumentation of one’s position; - present specific content and communicate it in written and oral form; - ask, be interested in other people’s opinions and express your own; - enter into dialogue, as well as participate in collective discussion of problems, master monologue and dialogic forms of speech in accordance with the grammatical and syntactic norms of the native language.
2. The ability to act taking into account the position of another and the ability to coordinate one’s actions presupposes: - understanding the possibility of different points of view that do not coincide with one’s own; - willingness to discuss different points of view and develop a common (group) position; - the ability to establish and compare different points of view before making a decision and choice; - the ability to argue your point of view, argue and defend your position in a non-hostile manner for opponents.
3. Organization and planning of educational cooperation with the teacher and peers is: - determining the goals and functions of the participants, methods of interaction; - planning general ways of working; - exchange of knowledge between group members to make effective joint decisions; - the ability to take the initiative in organizing joint action (business leadership); - the ability to obtain missing information using questions (cognitive initiative); - conflict resolution - identification, identification of problems, search and evaluation of alternative ways to resolve conflicts, decision-making and its implementation; - managing the partner’s behavior – control, correction, assessment of the partner’s actions, the ability to persuade.
4. Working in a group (including situations of educational cooperation and project forms of work) is the ability to: - establish working relationships, collaborate effectively and promote productive cooperation; - integrate into a peer group and build productive interactions with peers and adults; - ensure conflict-free collaboration in the group; - translate a conflict situation into a logical plan and resolve it as a task through analysis of its conditions.
5. Following the moral, ethical and psychological principles of communication and cooperation is: - respectful attitude towards partners, attention to the personality of the other; - adequate interpersonal perception; - willingness to respond adequately to the needs of others; in particular, to provide assistance and emotional support to partners in the process of achieving the common goal of joint activities; - the desire to establish trusting relationships of mutual understanding, the ability to empathize.
6. Speech actions as a means of regulating one’s own activity are: - the use of adequate linguistic means to display one’s feelings, thoughts, motives and other components of the inner world in the form of speech statements; - speech display (description, explanation) by the student of the content of the actions performed in the form of speech meanings for the purpose of orientation (planning, control, evaluation) of objective-practical or other activities, both in the form of loud socialized speech and in the form of internal speech (inner speaking), serving as a stage of internalization of the process of transfer to the internal plane during the assimilation of new mental actions and concepts.
Adolescence is considered a particularly favorable period for the development of communicative competence, due to the fact that communication here reaches the level of leading activity (V.V. Davydov, D.B. Elkonin). Interest in a peer becomes very high, intensive establishment of friendly contacts and various forms of joint activities of peers occurs. Acquiring skills of social interaction with a group of peers and the ability to make friends is one of the most important developmental tasks at this stage, the successful solution of which largely determines the well-being of a teenager’s personal development.
In this message I will dwell in more detail on early adolescence, namely, on the period of adaptation to the conditions of education at the secondary level.
Who are fifth graders?
Yesterday they were children, affectionate, flexible, trusting. And today even their parents don’t recognize them. “Transitional age,” the teachers say understandingly.
It is transitional and is transitional - everything here is not settled, everything is in motion, development. No longer a child, but not yet an adult either. This is the age of transition from childhood to adulthood, when stable forms of behavior and character traits take shape, when personality is born. This process will be long, protracted, and perhaps dramatic. But for now, in 5th grade, everything is just beginning.
Psychologists and teachers who observe teenagers for a long time note a number of features inherent specifically to this age.
First of all, the attitude towards learning. According to experts, studying is no longer a priority activity for younger teenagers. The main and determining thing for them is communication.
Teenagers are distinguished by an increased interest in the balance of power in the team, the desire to take a worthy position among their peers and in the family. They are afraid of being isolated, afraid of being the worst, and painfully experience failures. The teenager’s activity is aimed not at the process, but at the result of the activity; he tries to do everything as best as possible, to achieve praise and recognition.
Adolescents develop a sense of adulthood and an emphasized desire to get rid of everything childish. Children at this age are prone to arguments and objections. Age is no longer an authority for them. They begin to perceive adults, including teachers, critically. There is a particularly high demand for correspondence between word and deed.
In adolescence, the first hobbies are born. Everyone who has interacted with teenagers pays attention to their pronounced emotionality. They sometimes express their feelings violently, even affectively. Their emotionality and inability to restrain themselves often lead to conflicts, as a result of which the teenager can withdraw into himself and become withdrawn.
The transitional age is full of contradictions. The energy of teenagers is overflowing. They are ready to take on anything and quickly lose interest in what they started. Their vigorous activity may give way to fatigue, passivity, and indifference.
They fight, gossip and at the same time dream of true friendship. At this age, the child awakens to self-esteem, awareness of his “I”, and his own views appear. And at the same time, a teenager is suggestible, driven, easily falls under the influence of others, and can gain experience of destructive behavior.
For many children, for one reason or another, who have not received full, age-appropriate development, upbringing, and education, entering secondary school can be a difficult test, where the younger teenager faces a number of problems.
The main types of difficulties of this kind can be identified:
1. Problems in relationships with teachers;
2. Communication difficulties (related to the difficulties of getting used to the class group and one’s position in it);
3. Difficulties associated with changes in the family environment and others.
Probably every student faces at least one of the identified groups of difficulties. However, the question is how he copes with these difficulties, what methods of solving problems associated with the process of adaptation to new learning conditions does the student choose. Unfortunately, for some students these problems remain insoluble.
I would like to dwell in more detail on the 2nd group of difficulties. The sphere of communication largely determines the further development of a person and influences the formation of personality, the attitude towards people around him, towards himself, towards the world. If a child’s ability to communicate in childhood is not sufficiently developed, then in the future he may have interpersonal and intrapersonal conflicts, which are very difficult and sometimes impossible to resolve in an adult.
Communication is the process of interaction between specific individuals who reflect each other in a certain way, relate to each other and influence each other.
It is very important for the development of a child’s personality that in his social circle there is respect, mutual understanding, empathy, mutual assistance, support and trust. This is facilitated by a democratic style of relations. Not always, or rather, very rarely, a children's team possesses these qualities. Therefore, the role of an adult, a specialist, is to develop the communication skills of children, to teach them how to build positive forms of communication.
Currently, mass psychological practice is experiencing difficulties in specific programs with special classes dedicated to the formation of social communication skills. Life is supposed to teach you everything, and while there is some truth in this, targeted training in how to successfully socialize would avoid many problems.
Life is, first of all, a social phenomenon. In the sphere of interpersonal relationships, during games, classes and other moments, a person feels the need for emotional warmth and contact with another person.
Therefore, when working with fifth-graders, I conduct a series of classes, the purpose of which is to help each participant realize their individuality, develop their own communication style, and the main ways of communicating with other people. This is the humanistic idea - not to force, not to put pressure, but to help a person overcome stereotypes that prevent him from living joyfully, happily and communicating with people around him.
Main tasks of the work:
1. Reducing emotional stress;
2. Creating a positive emotional mood and an atmosphere of safety in the group;
3. Transfer of positive experience from the group to a real school setting;
4. Development of children’s internal activity;
5. Formation of adequate self-esteem in children;
6. Expanding participants’ knowledge about feelings and emotions;
7. Development of communication skills: the ability to listen, express your point of view, come to a compromise solution and understand other people.
The arsenal of methodological tools used in classes includes: conversations, discussions, thematic relaxations, role-playing games, dramatization games, psycho-gymnastic exercises, emotional response to negative experiences, removal or reduction of social fears.
Classes are conducted on the principle of socio-psychological training in a room where you can freely sit and move around. Their duration is one school lesson. Frequency – once a week. The composition of the group is 10-12 people. Before conducting classes, a primary diagnosis of children must be carried out. Each child must be provided with the opportunity to express themselves, be open and not be afraid of mistakes.
The leading methods of conducting classes are not only games, but more and more space is taken up by discussions, debates, and analysis of actions and behavior. Participants learn to answer questions and draw conclusions, generalize, analyze and reason logically.
The format is quite free. The guys not only listen, answer questions, draw, but also communicate with each other.
The number of lessons and topics can be changed depending on the specific class and its problems.
Analysis of the work done allows us to talk about its undoubted accessibility and effectiveness for fifth-graders. Subjective satisfaction with the learning process was studied using feedback. This makes it possible to obtain information about the direct impressions of the participants. By receiving feedback after the end of classes, it is possible to evaluate the results of personal growth of each participant. The children themselves change, their views on other people and the world around them change, which contributes to their most successful socialization.
Lesson on developing communication skills
"THE ABC OF COMMUNICATION"
Goal: to develop children's communication skills, positive communication skills, and the ability to understand themselves and others; introduce the basic rules of communication; to form a positive moral assessment of such qualities as tact, goodwill, tolerance for the opinions of others; develop the ability to listen, understand, and empathize.
Form: group game.
5th grade students take part in the game.
Equipment:
a) prepare album leaves (according to the number of crews). On each piece of paper write: “Way sheet”;
b) prepare squares (according to the number of crews) from paper of different colors, cut them into 4 arbitrary parts (4 participants per crew). If there is not enough colored paper, you can make squares with polka dots, stripes, checkered, etc.
Class decoration
At recess before the game, you need to arrange the desks so that the children can sit in groups of 4 facing each other. Place 1 notebook piece of paper on each table.
During recess before the game, write down positive human qualities on the board.
Lesson summary on FEMP in the senior group
"Journey to the Land of Fairy Tales"
Goals: strengthen the skills of ordinal and quantitative counting within 10;
consolidate the ability to correctly answer questions: how much? at what place?
Educational objectives:
1. Fix forward and backward counting within 10.
2. Improve knowledge of geometric shapes.
3. Strengthen your knowledge of color.
4. Improve the ability to compose and solve problems.
5. Fix the orientation on a piece of paper
Developmental tasks:
Develop attention, logical thinking, fine motor skills, visual perception and memory.
Educational tasks:
Cultivate an interest in mathematics, the ability to act together, and bring the job started to completion
Equipment and material:
- Planar images of fairy-tale characters.
- Planar images of sweets in the amount of 7 pieces, of different colors.
- Poster depicting the season - spring.
- Geometric shapes of different colors.
- Set of numbers.
Progress of the lesson
- Guys, today we are going on a journey to the land of fairy tales, where fairy-tale heroes live. What transport can you use to travel? To find out what we will travel on today, guess the riddle:
Iron huts,
Attached to each other
One of them has a pipe.
Leads everyone with him.
(Train)
Children, to the music “Joyful Travellers,” pretend to be riding a train.
- Game exercise “Count”
- Now we have arrived in the land of fairy tales. In this country we will be greeted by fairy-tale heroes. To find out which fairy-tale hero will greet us, you need to guess the riddle:
Mystery:
Little girl runs merrily
Along the path to the house,
What's in the forest?
This girl needs to go to her grandmother quickly
Take the basket sent with her
(Little Red Riding Hood)
And here is Little Red Riding Hood herself
A picture of Little Red Riding Hood is displayed on the board.
She goes to her grandmother. What is she bringing her? (Children's answers)
Well done, and she’s also bringing her candy.
How to find out how many candies? (Gotta count)
Let's count. How many candies does Little Red Riding Hood bring to Grandma?
The child goes to the board, puts candies on the board, and counts.
How many candies are there? (10 candies)
Well done! What is the number of yellow candies? (Yellow candy on count 3)
What number is the blue candy?
What color is the fifth candy?
Now we need to put the candies back into the basket.
The child puts candy in a basket and counts down.
Fine! You completed the tasks correctly. It's time for us to go to the next fairy tale, and Little Red Riding Hood needs to go visit her grandmother.
2. Working with geometric shapes.
At the next station we are met by another fairy-tale hero. Who is he, guess the riddle:
Mystery:
He doesn't know anything.
You know him.
Answer me without hiding.
What is his name?.. (Dunno)
The teacher puts a picture of Dunno on the board.
Children, Dunno does not know what geometric shapes are and what they are like. Do you know geometric shapes? Shall we help Dunno?
You have geometric shapes on your tables. Pick up and show the square. What else can you call this figure? (Quadrangle)
Why is it called that? (Because a square has 4 corners)
How many sides does a square have? (4)
That's right, and we all see that these sides are equal.
Children, show me a geometric figure - a triangle.
How many angles does a triangle have? (3)
Show a geometric figure - a rectangle.
What else can you call this figure? (Quadrangle)
Which sides of the rectangle are equal? (The top side is equal to the bottom side and the sides are equal to each other)
Children show other geometric shapes (circle, oval, rhombus, trapezoid)
Dunno is very pleased and thanks you. It's time for us to rest.
3. Physical education lesson “Get up quickly, smile”
Quickly stand up, smile,
Stretch higher, higher.
Come on, straighten your shoulders,
Raise, lower.
Turned left, right,
Hands touched knees.
Sat down - stood up, sat down - stood up
And they ran on the spot.
We've rested, and now we can go to the next fairy tale.
The teacher asks a riddle to find out the fairy-tale hero.
4. Game “Guess the riddles”
Mystery:
Wooden pointed nose
He climbs everywhere without asking
Even a hole in the picture
Made with his nose... Pinocchio
The teacher puts a picture of Pinocchio on the board.
Malvina gave the task to Buratino, but he cannot cope with the task. Let's help Pinocchio solve the riddles. I will ask you questions, and you will show me the answer with a card with a number.
How many tails do two cats have?(2)
How many backs do three pigs have?(3)
How many bellies do five hippos have?(5)
How many ears do two mice have?(4)
How many houses do one hundred ants have?(1)
How many days are there in a week?(7)
How many noses do six dogs have?(6)
How many horns do two bulls have?(4)
Well done boys. Buratino thanks you for your help. Let's say goodbye to Buratino and go to the next fairy tale.
5. Game “Make up a problem”
The teacher asks a riddle to find out the next hero.
Mystery:
They are invited with their friend Gena
Definitely for a birthday.
And loves every bug
Funny kind...(Cheburashka)
The teacher displays a picture of Cheburashka on the board
Guys, Crocodile Gena gave Cheburashka a task.
He alone cannot cope with such a task. Children, can we help Cheburashka solve the problems?
1. On the way to the clearing
The bunny ate four carrots
Then he sat down on a tree stump
And I also ate carrots
Well, quickly count,
How many carrots did the bunny eat?(Five carrots)
Write down the solution to this problem (4+1=5)
Read the entry (Add one to four equals five)
2. Five fluffy cats
They lay down in the basket.
Then one came running to them.
How many cats are there together?(Six cats)
Write down the solution to the problem and read the entry (5+1=6)
(Add one to five to get six)
3. Four puppies played football
One was called home
He looks out the window, thinks,
How many of them are playing now?(Three puppies)
Write a solution to the problem and read it. (4-1=3)
4. Seven funny pigs
They stand in a row at the trough.
The two went to bed,
How many pigs does the trough have?(Five Little Pigs)
Write a solution to the problem and read (7 – 2 = 5)
Well done boys! Cheburashka says “thank you” for your help and offers to rest.
6. Physical education session to the music “Spring”
What kind of fairy tale can we find ourselves in now?
7. Game “Drawing the sun”
The teacher asks a riddle:
Mystery:
The fat man lives on the roof.
He flies higher than everyone else,
If you go to bed early
You can play with him
Will fly to you in your dream
Lively, cheerful...(Carlson)
The teacher puts a picture of Carlson on the board
Carlson painted a picture for you. Look carefully and tell me what season did Carlson draw? (Spring)
Right. What is the name of the first month of spring? (March). How many spring months do you know? Name them. (March April May)
Look at the picture and tell me what Carlson painted in the center of the picture? (Tree)
What is shown in the upper right corner? (There is a cloud drawn in the upper right corner)
Who is pictured in the lower right corner? (There is a hare in the lower right corner)
What is shown in the lower left corner? (Snowdrops are drawn in the lower left corner)
What do you think Carlson forgot to draw in the upper left corner of the picture? (Carlson forgot to draw a sun in the upper left corner)
Ability to solve riddles using an algorithm. Practice the ability to select definitions for a given word. Practice creative storytelling. Activate children's mental activity. , memory, logical thinking, creative imagination. Develop the ability to justify answers. Cultivate goodwill, a desire to create something new, and the ability to evaluate an activity.
Preliminary work: selection and study of literature on this topic, selection of games, methods and techniques, writing notes, preparing material.
Preliminary work with children: conducting games “Yes-no”, “Good-bad”, “Contradictions”, reading fairy tales, conducting a lesson on composing a fairy tale in a new way.
Materials: illustrations for fairy tales, an image of a turnip, an envelope, leaves, trees, clouds, sun, rain, yellow and blue cards.
Progress of the lesson
Guys, tell me what time of year it is now? (Autumn)
Right. What do you think: is autumn good or bad? (Both good and bad).
Why is it good? (Lots of vegetables and fruits, beautiful nature, the trees are golden, you can run on the leaves, they rustle, etc.)
Why is it bad? (Because it rains often, there is dirt on the street, you can get sick, short days, etc.)
What kind of rain is there?
What does rain look like?
What kind of rain is it in summer?
What kind of rain is it in autumn?
At this time there is a knock on the door.
Guys, what is this? (Someone knocks)
Who do you think it is? (Children's answers)
Why do you think he came here? (Children's answers)
Now let's see who's there. We received a letter. A kind storyteller invites us to visit the City of Fairy Tales. Want to? (Yes)
Guys, do you like fairy tales? (Yes)
Let's see. To find out the first fairy tale, your help is needed. I will ask you questions, and you will answer.
Game "Yes-no" picture of a turnip.
This is a flower?
This animal?
Is this a vegetable?
Is it square?
Is it round?
Is it red?
Is it yellow?
Is it with a ponytail?
Does it grow in the ground?
Is this a turnip?
So this fairy tale is “Turnip”. She gives you sunshine.
Listen: “Don’t sit on the tree stump, don’t eat the pie. Bring it to grandma, bring it to grandpa.” Tell me, what fairy tale are these words from? (Mashenka and the Bear).
Tell me, is Masha good or bad in this fairy tale? (Good)
Why? (because she helped the bear)
What kind of bear? (Bad)
Why? (Because he didn’t let Masha home)
This fairy tale gives you a cloud.
Showing an illustration from the fairy tale “Kolobok”
What fairy tale is this from? (Kolobok)
What kind of bun is in this fairy tale? (Good).
Look at these koloboks and find ours (I show koloboks with different moods)
Children find a funny bun.
This is our bun.
The music is playing and the children are distracted. At this time, the teacher changes the image of a good kolobok to an evil one.
Look what a funny bun we have. (No, he's not funny. He's evil.)
Exactly what happened to our kolobok. (Answers)
We'll probably have a wicked fairy tale today. Let's try to tell it. How does it start? (Lived once)
Once upon a time there lived a grandfather and a woman. The grandfather asks the woman: “Bake me a bun.” She says: “There is no flour.” But he is still his own. The grandmother decided to go to her neighbor. She asked for flour. And the neighbor was angry and she also had torment... (angry). The grandmother brought flour home, kneaded the dough, and baked it into a bun. What do you think the bun made from evil flour turned out to be? (Also angry).
What did this bun do?
He lay there and lay there, jumped from the window and rolled, and when he rolled around the garden, what did he do? (Trampled seedlings, crushed flowers, scattered chickens).
He rolls and rolls, but who is there to meet him? (Hare)
The hare is good, he is kind and polite. What he says? (Kolobok, Kolobok, sing me your song)
What does the bun answer? (Get out of the way or I'll eat you).
The bunny got scared and ran away. Who did the bunny meet later? (Wolf)
What was the wolf talking about? (I will eat you).
Right. But our bun is evil, so what did he say? (When I jump on you, I’ll tear you apart and swallow you).
The bear was kind and walked through the forest. What did he say? (Hello bun. How are you?)
And the bun for him (Go away, now I’ll tear it up)
Then I met a bun who? (to the fox)
What kind of fox? (Cunning). Let it be bad. What she said? (Kolobok, I will eat you)
And the bun for her (Just try it, I’ll eat you myself. Come on, sing me a song yourself).
And the fox sang: (I am a little fox-sister and smart and cunning. I’ll eat everyone)
What should they do now? Are they going to fight now? (Answers)
We need to come up with something to make them kind. Maybe let someone show up? (Good Wizard).
Right. And what did he do? (Treated them with something or good rain fell and they said good things).
Let's close our eyes and imagine how it was.
At this time, the teacher exchanges the bad kolobok for a good one.
Look, our cheerful and kind bun is back. And the main thing is that we were able to come up with a fairy tale ourselves.
For this, the storyteller gives you rain, leaves and trees.
What did they give us? (Autumn).
And now you have blue and yellow cards. If you liked the activity, then pick up a yellow card, and if not, then a blue card.
A lesson summary on developing children's creative activity was prepared by E. Lanevskaya
