Psychological training for parents in a playful way. Training for parents “When there are “difficult” parents in the family. Mini-information “Using fairy tales to develop creativity in children”
Afanasyeva M. E. – educational psychologist
preschool institution No. 99 “Zhemchuzhinka”
KSU "Research Specialized Center-School"
complex of developmental education "East" for gifted children"
Ust-Kamenogorsk 2016
Psychological training for parents
"Methods of family education."
Tasks:
show parents the importance and significance of family education;
introduce parents to methods, techniques and styles of family education;
contribute to the acquisition of practical knowledge on the development of positive emotions in younger schoolchildren.
Issues for discussion: family parenting styles; methods and techniques of family education; practical techniques for nurturing positive emotions in a child.
Preparatory work: selection of material on the topic; preparation of the presentation “Styles of family education”; preparation of a memo and test for parents;
Progress of the event.
Good evening, dear parents! My name is Afanasyeva Marina Evgenievna. I am a teacher-psychologist at our kindergarten. Today we will talk about methods and styles of family education.
To make communication easier, let's set some rules:
Don't interrupt each other
Confidential, friendly communication style
Sincerity in communication (we tell the truth or remain silent)
Communication based on the “here and now” principle, speaking in the first person (I)
We do not criticize the personality of others, but evaluate only statements or actions
We try to see the speaker’s strengths
Greetings . Each participant greets everyone with the words: “Hello, I’m Sergey. And for what purpose did you come to the training?”
"Compliments."
Sitting in a circle, everyone joins hands. Looking into your neighbor’s eyes, you need to say a few kind words to him, praise him for something. The receiver says: “Thank you, I’m very pleased!”
Educational methods are diverse, but in essence they are the same in school and family education. However, in the family their use is more individualized, colored with special emotionality and parental love.
The choice of parenting methods is determined by the goals that parents set for themselves. For example, if they want to achieve a child’s obedience, then all educational influences come down to one thing: talk less, and do what adults demand. If a child is seen and formed as a personality, then he is taught to see and act independently, to show initiative and organization.
When characterizing methods of influencing consciousness, it is necessary, first of all, to highlightmethod of persuasion, explanation, demand, suggestion.
The most common method in family education isrequirement . It can be direct (“do”, “go”, “clean up”) and indirect (advice, request, wish). Requirements need to vary.
Researchers say that parents talk to their children for about 15-20 minutes a day. Of these, 10-12 account for the distribution of instructions. Scientists have determined that in general there are three models of communication: democratic, authoritarian, liberal.
Parents with an authoritarian style tend to be punitive-coercive discipline; They overly control all the child’s actions, demand obedience from him, and are impatient with children’s shortcomings. As a result, the child develops self-doubt, fear, vindictiveness, aggressiveness towards the weak, and low self-esteem. An authoritarian style of parenting in a family causes children to become alienated from their parents and feel unwelcome in the family.
Parents who choose a liberal parenting style have almost no control over their child's behavior. Manifestations of the liberal style can be permissiveness, fulfillment of all the child’s desires, and unjustified idealization by parents. This style of parenting can create in a child excessive pride, delayed emotional development, despair, distrust of adults, anger, and disappointment. Infantility, selfishness, stubbornness, capriciousness, and inflated self-esteem may also manifest themselves.
Parents - supporters of the democratic style of education - respect the child’s personality, accept him as he is; make it clear to the child that his affairs are important to them; they trust, encourage independence, condemn not the child himself, but his actions, listen to the child’s opinions, spend free time with him, help develop his abilities. Children in such families listen to the advice of their parents, inherit adequate masculine and feminine behavioral traits, and grow up self-confident and well socially adapted.
Parents need to remember that the requirement-order is triggered when a number of conditions are taken into account, namely:
a calm, balanced tone should reign in the family;
the order should be short and should not raise doubts about its correctness and inevitability;
the order must be given in a friendly manner;
You cannot be pedantic; you need to take into account the requests and affairs of children. Give in, but don’t cancel: “okay, if you can’t do it today, do it tomorrow.”
And now we will find out what kind of parents you are. The test “What kind of parent are you?” is offered.in which they must mark the most frequently used phrases.
Test “What kind of parent are you?” + or -
1How many times do I have to tell you!
Please advise me!
I don't know what I would do without you!
And who are you just born into?
What wonderful friends we are!
Well, who do you look like?
Here I am in your time
You are my support and helper!
Well, what kind of friends do you have?
What are you thinking about?
Oh, how clever you are!
What do you think, son?
Everyone's children are like children, and you...
How smart you are!
The parents completed the test. The number of points scored was calculated. After this, the test key is given.
Test results
7-8 points - you live with your child in perfect harmony. He truly loves and respects you. Your relationship contributes to the development of his personality!
9 -10 points - you are inconsistent in communicating with your child. He respects you, although he is not always frank with you. Its development is subject to the influence of random circumstances.
11 -12 points - you need to be more attentive to your child. You have authority with him, but he needs love and affection.
13 -14 points - you yourself feel that you are going down the wrong path. There is mistrust between you and the child. Try to pay more attention to him, listen to his words.
Brainstorm
It is difficult to overestimate the influence of the family on the development, education and upbringing of a child. This has been known to people for a long time and is reflected in catchphrases and aphorisms. Who can remember proverbs and sayings that talk about family education?
If you can’t teach a child in diapers, then you can’t teach him in pillows either.
When the father says “this way” and the mother says “that”, the child grows like a weed.
What the children learn at home, the neighbors know too.
If you knew how to give birth to a child, you also know how to teach it.
Like a sycamore, like a fence; like a father, like a son.
The apple doesn't fall far from the tree.
Psycho-gymnastic exercise “Childhood Memories”
Relaxation music is turned on and the words are slowly said: “Sit comfortably: place your feet on the floor so that they feel well supported, lean your back on the back of the chair. Close your eyes, listen to your breathing - it is smooth and calm. Feel the heaviness in your arms and legs. The flow of air takes you back to childhood, to the time when you were little.
Imagine that you are five, six, seven years old. Imagine yourself at the age at which you remember yourself best. You are playing with your favorite toy.
Now it's time to go back to this room. When you are ready, open your eyes."
Then it is proposed to tell the training participants about what they felt. The teacher answers the question first: “When I was little... Further statements in a circle:
What are the associations with the word “childhood”
Remember the happiest day of your childhood.
Remember your most exciting day.
Remember what you were ashamed of.
Can you compare yourself as a child and your child?
Have the feelings experienced in these situations changed?
Has your attitude towards these situations changed?
Exercise “Rules for a child”
Target:
setting limits for children.
Psychologist. As we have already said, communication with a child is often limited to instructions and prohibitions. Of course, there are many situations where parents are forced to set certain limits for their children. Especially if the children are small, and their actions can harm their health and life. Let's try to change the restrictions and prohibitions on the rules of behavior.
Your task will be: write rules for the child without using the word “NOT”. For example:
- You cannot cross the street when the light is red / You must cross the street only when the traffic light is green.
- Take your time while eating / Let's eat leisurely.
- Don’t shout so loud / Let’s talk more quietly.
Don't draw on the wall / Draw on paper.
Discussion:
- Was it difficult to complete the task?
- Are there any rules that were named by members of various teams?
Psychologist. There should be rules in every family. In order to maintain peace in the family and not provoke conflicts with children, it is necessary to adhere to certain rules.
Exercise “Pass it to someone else”
Calls the beginning of the phrase, and the participants must continue it. For example, “In childhood you can…” (fight, play, live happily, cry, etc.). What do I allow my child to do? What do I forbid my child to do? What do I sometimes give in to the child? What do I allow, but set conditions?
Now, dear parents, you are offered tasks for family education.
Parents discuss situations in groups . Each group receives a situation that must be resolved in such a way that the child feels comfortable and does not cause him negative emotions.
You repeatedly repeat to your child: “Get your toys together,” but the child does not respond.
Your child does not tell you anything, and only from strangers will you learn that he is behaving badly.
Your child fights with other children and is constantly complained about.
Each group plays out its own situation. Discussion of each situation by parents: what other solutions can be found to get out of these situations.
Exercise “Turn a disadvantage into an advantage”
Parents write what they would like to see in their child, then the statements are collected and confused. Whoever comes across it, they give advice.
To educate a Person, you need:
Accept your child for who he is, so that under any circumstances he is confident in the unchangeability of your love for him
Do not try to “sculpt” your child, but live a common life with him, see him as a person, and not an object of education
Remember that it is not your words that educate, but your personal example.
Strive to understand what he thinks about, what he wants, why he behaves this way and not otherwise.
Do not use a child as a means to achieve noble but personal goals
You can’t shift the responsibility for upbringing to others.
Remember that adults are to blame for all the child’s actions.
Parable "Flawed"
One water carrier had two large clay pots. One of them had a crack through which half of the water flowed out on its way from the source to the village, while the other pot was immaculate. For two years, the water carrier delivered only one and a half pots of water to his fellow villagers. Of course, the immaculate pot was proud of his achievements. And the cracked pot was terribly ashamed of its imperfection and was very unhappy, since it could only do half of what it was intended for. One day he spoke to the water carrier:
– I'm ashamed of myself and want to apologize to you.
– Why? What are you ashamed of?
– Water is leaking through this crack in my side. “You did your job, but because of my shortcomings, you only got half the result,” the pot said dejectedly.
What did the water-carrier answer him?
– Look at these flowers on the side of the road. Have you noticed that they only grow on your side of the road and not on the side of the other pot? The thing is, I've always known about your flaw.
Every day when we walked from the source, you watered the flowers.
For two years I admired them. Without you, just as you are, there would be no such beauty!
Watch a video about the family. Discussion of meaning.
Conclusion
It is up to the parents to complete the phrase: “Today I understood”, “Today I learned”, “It is important for me...”
At the end, the words of V. A Sukhomlinsky are read: “The happiness of fatherhood and motherhood is not manna from heaven, it does not come as a holiday guest. This is difficult and hard-won, and comes only to those who are not afraid of uniform, long-term work to the point of self-forgetfulness. Where this wise, paternal and maternal ability is lost, happiness becomes a sign.”
Training for parents
“Learning to communicate with children”
Goal: to help parents overcome difficulties in communicating and interacting with children.
Update existing problems in interaction with children.
Promote increased self-confidence.
Train parents in building effective communication with children.
Lesson duration: 1 hour.
Materials: badges for each participant, pens for each participant, paper, markers, tasks for each participant, reminders.
Plan of implementation.
Introduction.
The psychologist tells parents about the importance of communication with the child for his development.
“In recent decades, psychology has made a number of remarkable discoveries. One of them is about the importance of communication with a child for his development. It has now become an indisputable truth that communication is as necessary for a child as food. A baby who receives adequate nutrition and medical care, but is deprived of communication with an adult, develops poorly not only mentally, but also physically: he does not grow, loses weight, and loses interest in life. And if we continue the comparison with food, we can say that communication can be not only useful, but also harmful. Bad food poisons the body, and improper communication “poisons” the child’s psyche, putting his emotional well-being and psychological health at risk.
“Problematic”, “difficult”, “disobedient”, “children with complexes”, “downtrodden” - this is the result of incorrect relationships in the family. Practical psychologists discovered an important fact: it turned out that most parents who seek help with difficult children themselves suffered from conflicts with their own parents in childhood. Based on these and other facts, psychologists have come to the conclusion that the style of parental behavior is involuntarily “recorded” in the child’s psyche. This happens very early, even in preschool childhood, and, as a rule, unconsciously. Having become an adult, a person reproduces it as completely “natural”, because he does not know anything else. “No one bothered with me and nothing grew up,” says dad, not noticing that he grew up as a person who does not know how to study and be friends with his son.
Another part of the parents is more or less aware of what exactly their children need, try to behave differently, quickly “break down”, and again pour out their irritation on the child.
From all that has been said, it follows that parents need to be taught how to properly communicate with their child.
In our country, the most famous, accessible, effective and useful book is “How to Communicate with a Child?” Yu.B. Gippenreiter. At our meeting today, we will get acquainted with the main provisions from this book.”
But before we continue our training, let's get acquainted.
Acquaintance.
The psychologist invites parents to design their business cards, where it is advisable to colorfully write their name, which they would like other participants to call them during classes. Then everyone sits next to each other, forming a large circle, and introduces themselves one by one.
Practical part.
The psychologist invites parents to speak in a circle on the following issues:
What makes you happy about your child?
What is upsetting about him and his behavior?
Do you have problems communicating with your child, if so, what are they?
After all the parents have spoken, the psychologist concludes that the problems that parents have in communicating with their children are similar. Then he distributes instructions “How to communicate with a child?”, which reflect the basic principles of communication with a child.
The psychologist draws the parents' attention to the first principle, “Unconditional acceptance of the child.” Parents are asked the question: “What, in your opinion, is unconditional acceptance of a child?” After listening to the opinions of the parents, the psychologist concludes that unconditional acceptance of a child means loving him not because he is beautiful, smart, capable, helpful, and so on, but simply because he is.
It is not uncommon to hear from adults such an address to a child: “If you are a good boy (girl), then I will love you” or “Don’t expect good things from me until you stop being lazy...” In these phrases, the child is directly informed that his they accept conditionally that they love him, “only if.”
Let's see how successful you are in accepting your children.
1). Diagnostics.
Parents are asked to close their eyes and remember how many times over the previous day they addressed their child with an emotionally positive statement (joyful greeting, approval, support) and how many times with a negative one (reproach, remark, criticism).
If the number of negative calls is equal to or outweighs the number of positive ones, then all is not well with your communication.
The reasons for a child's difficulties are often hidden in the sphere of his feelings. Then practical actions - showing, teaching, guiding - will not help him. In such cases, it is best to listen to him. The next principle that we will introduce you to is called active listening - this means “returning” to the child in a conversation what he told, while identifying his feeling. The following situations will help us understand this.
2). Problem situations.
A mother is sitting on a bench in the park, and her 3-year-old baby runs up to her in tears: “He took my car!”
A mother and her 5-year-old daughter are going for a walk; Mom says that she needs to dress warmly, it’s cold outside, but her daughter is capricious and doesn’t want to put on “that ugly hat.”
Parents are invited to express themselves on how they would act and what they would say in these situations. Then the correct phrases are suggested:
You are very sad and angry with him.
You don't like her very much.
If you want to listen to your child, be sure to turn your face to him. It is very important that his eyes and yours are at the same level. If the child is small, sit down next to him, you can slightly pull the child towards you, or move your chair closer to him.
If you are talking to an upset or upset child, you should not ask him questions. It is advisable that your answers sound in the affirmative. The fact is that a phrase framed as a question does not reflect sympathy. It is also important to “pause” in a conversation. After each of your remarks it is better to remain silent. In your response, it is also sometimes helpful to reiterate what you understand happened to the child and then identify his or her feelings.
An example is read from the book “Communicating with a Child. How?" Yu.B. Gippenreiter from page 65.
3). Replaying the situation.
Parents are asked to play out the situation: “The son says to his father: “I won’t hang out with Petya anymore.”
(You don’t want to be friends with him anymore, you’re offended by him).
You, dear parents, can ask me: “But what about our feelings? We are people too, we get tired, angry, worried and offended. We also have a hard time with children. Who will listen to us? So, in such cases, “I-messages” or “I-statements” help very well. What it is? When you talk about your feelings to your child, speak in the first person. Report about yourself, about your experience, not about him, not about his behavior. “I-messages” contain personal pronouns: I, me, me.
“I-statements” scheme:
1. We report our feelings in the first person (“I’m upset...)
2. We talk about the reason for the negative feeling, in a generalized form (when children do not clean up their toys after playing...)
3. We talk about our desire, wish, action for the child (... I would like you to put all the toys in their place after the game)
Example from pp. 109-112. Now let’s practice, we offer everyone a situation with a child, and you need to express your emotions and wishes to the child on your own behalf, using the “I-statement.”
4). Exercise.
Choose from the parents’ answers the one that most closely matches the “I-message” (p. 126).
5). Game "My ideal child".
The psychologist suggests that parents identify themselves in the third person and talk about their child in a positive way, and transform the undesirable (in the parents’ opinion) qualities of the child into positive ones during the story; you can also name qualities that the child does not yet have, but they will definitely be formed . For example: “Natalya Ivanovna has a wonderful son, Maximka. He is a very kind boy and helps his mother wash the dishes. He plays together with the kids in kindergarten, he is a leader, he always comes up with new games, and he already listens to adults better, he has become
Reflection.
As you pass the ball, tell us about your impressions and feelings that arose during the training. What did you like? What do you remember? What should you take note of and practice when communicating with your child?
Psychologist: “Dear parents, if you want to learn more about the rules of communication with your child, then you can take a closer look at the book “Communicate with your child. How?" Yu.B. Gippenreiter."
Situations for the exercise
Situation
Your feeling
"I-statement"
The child was naughty at the table and, despite the warning, spilled the tea.
A child is going to kindergarten wearing dirty trousers. And he refuses to put on other, clean ones.
In the evening, you invite your child to put away his toys, but he refuses.
You enter a room (9th floor) and see your preschooler son sitting on the windowsill of an open window.
You are expecting guests. The daughter took and ate a piece of the cake that you prepared for the celebration, and also licked all the “flowers” from the cake.
You just washed the floor, your son walked by and left behind.
infourok.ru
Training script for parents “Me and my child”
GBOU kindergarten No. 430
Teacher - psychologist, Svetlana Aleksandrovna Radosteva.
Training script for parents “Me and my child.”
Goal: improving parents’ understanding of their child, the characteristics and patterns of his development; achieving the ability to empathize, to understand each other’s experiences, conditions and interests; developing skills of adequate and equal communication, the ability to prevent and resolve interpersonal conflicts.
Time: 1.5-2 hours. In a free isolated room.
Materials: diagram sheet for each parent, sheets of blank A4 paper for writing, pens.
The presenter invites parents to come into the classroom and take any place in the circle. Gives an introductory speech on the topic of training for parents.
Presentation of the training participants in a circle; in conclusion, everyone is asked to complete the phrase: “I came here...”
Warm-up game “Greetings while moving”
We greet each other:
- eyes,
- smile,
- nod of the head,
- handshake,
- elbows of the right hand,
- left shoulder,
- knees,
- like old friends,
Reflection
How did this exercise make you feel?
How have your feelings changed?
Game "Aborigines and Aliens".
Goal: developing the ability to make contact using verbal and non-verbal means of communication.
Description. The facilitator invites the group to split into two teams. One of them leaves the room. The remainder become the aborigines who live on the island. They need to visually imitate the island using available materials. They have two rules on the island.
- They can only say “yes” and “no”.
- When asked a question with a smile, they answer “yes,” when asked a question without a smile, they say “no.”
The second group of participants become aliens. They want to develop this island and make friends with the natives. Presenter: “Now we will land on the island of the aborigines. You need to make contact and find out what the two rules are on their island.”
Presenter: “There are positive and negative stroking. Many children, without receiving positive strokes, learn to receive negative ones, i.e. behave in such a way that they provoke adults into angry shouts and spankings. Moreover, a child accustomed to a negative pattern may not perceive positive stroking.
If a child receives only positive strokes, then as a result he does not distinguish between negative and positive behavior. The child simply does not understand what is good and what is bad. And when demands are made on such a child, he begins to protest: scream, stomp his feet. As a result, the nervous system is weakened and psychosomatic disorders arise. Thus, only positive and only negative strokes are equally harmful.”
Exercise “Scold and Praise.” Participants split into pairs and agree who will be first and who will be second.
Praise yourself
Praise another
Scold yourself
Scold another.
During the exercise, the facilitator notes what the participants praise and scold each other for.
Reflection.
How did you feel while doing the exercise?
What was easier? Praise or scold?
Praise yourself or others?
How do you feel about this?
We all make mistakes and that's okay. The one who does nothing makes no mistakes. But mistakes can and should be corrected. Let's start right now. We propose to develop rules for “stroking.”
Brainstorm. “Rules of “stroking”.
The presenter invites the participants to develop rules for positive and negative stroking. The rules could be as follows:
- Scold once, but praise ten times.
- You can scold immediately after an offense, but not after a while.
- We scold the action, not the child.
- When reprimanding a child’s complaints, we speak from ourselves (I think...)
- We scold a child according to the scheme: +++ - - - + ++
- Scolding is prohibited before bedtime and after sleep. This leads to psychosomatics.
- You need to praise immediately after the action, in a friendly tone.
- You need to praise the action, not the child (you can praise it in the presence of others).
Psychologists note in their writings that it is necessary to stroke and love your child at least 8 times a day (morning and evening do not count).
In addition to stroking, we use rewards and punishments. How can we reward our children and how can we punish them? (participant responses)
It is better to punish a child by depriving him of good things than by giving him bad things.
There should be no physical punishment.
Limits to the prohibition request must be agreed upon between adults.
Dealing with a conflict situation.
The group is divided into two subgroups. Parents are given an example of a conflict situation. The family sits down in front of the TV in the evening, but everyone wants to watch their own. For example: son - a football match, mother - a TV series. An argument flares up: mom can’t miss the episode, she “has been waiting for it all day”; son - can’t refuse the match: “He’s been waiting for it even longer!”
Parents need to find a way out of the conflict situation. The presenter offers several ways to resolve conflicts.
The first way (not constructive) “The parent wins.”
The second way (not constructive) “Only the child wins.”
The third method (constructive) “Both parties win: the child and the parent.”
The latter method is based on two communication skills: active listening and “I-messages”. Scheme for constructive conflict resolution:
- Clarification of the conflict situation.
- Collection of proposals.
- Evaluating proposals and selecting the most acceptable one.
- Details of the solution.
- Execution of the decision, verification.
In conclusion, the presenter offers a diagram of the sequence of steps in resolving a conflict situation (see appendix).
The presenter proposes a second conflict situation, which the parents independently resolve using the diagram.
Conflict situation No. 2.
Mom enters the bathroom where the children are playing and sees that all the toys are scattered and there is a puddle on the floor, the children are arguing among themselves. Nobody wants to clean the bathroom, it's worth screaming.
After the parents find a way out of the current situation using the diagram, the presenter offers his own option.
MOTHER: You know, guys, I just went into the bathroom and it was very unpleasant for me to see a complete mess there: the towels were crumpled, there was water on the floor, the bathtub was not washed... (I-message).
MARINA: That's all Sasha, he never cleans up anything after himself!
SASHA (angrily): It’s not true, you left everything there yourself!
MARINA: No, you!
SASHA: No, you!
MOM: This scene (“I-message”) is unpleasant to me. Marina, do you want to say that you left the bathroom in order (active listening).
MARINA: Well, not quite in order, but not the same as after it...
SASHA: Exactly, “not quite orderly”!
MOTHER: Now, Sasha, I’ll listen to you too. This means that you didn’t remove something either (continuation of active listening).
MARINA: Well, maybe something...
MOM (to Sasha): And you, Sasha, are offended when you alone are blamed for everything (Sasha nods). So, I understood this: everyone agrees that he made his “contribution” to the disorder. (Mom summarizes what has been said.) And now it’s unpleasant for dad to go in there (actively listens to dad), and, frankly, for me too (“I-message”). What are we going to do? (The key question is when everyone has been listened to and the passions have subsided.) Sasha: Let everyone remove their own (mom waited until a proposal came from one of the children).
MOTHER: That is, on each sock and each puddle we will attach the inscription: “Sasha”, “Marina” (a sense of humor usually helps a lot to defuse the situation).
SASHA (smiling): Well, not to that extent.
MARINA: I'll wipe the floor and wash the bathtub, and let him clean up everything else (one more sentence).
SASHA: Okay, I agree.
MOTHER: Well, it seems to me that this decision suits everyone. When will you do this, now or after dinner? (Details of the solution.)
SASHA: Whatever, let’s do it now. (Marina nods.) What does it mean to “remove everything else”?
MOM: Let's go have a look. (They all walk together.) What do you think needs to be done here?
SASHA: Towels, socks... also soap and a washcloth... (Details of the solution.)
The children quickly cope with the cleaning, and dinner passes peacefully. The incident was forgotten, and the children gained valuable experience in resolving the conflict in a win-win manner.
Scheme of successive steps when resolving a conflict situation.
If you are afraid of something
Explain why he doesn't want to
Understand what your child doesn't want
If the child doesn't want something
Understand what the child wants
If a child wants something
fears
If he wants
something else
Other options
If you are afraid of something
Provide a sense of security
Explain why he doesn't want to
Understand what your child doesn't want
If the child doesn't want something
Maybe it’s so real that it comes true almost immediately
Understand what the child wants
If a child wants something
fears
If he wants
something else
Accept the child's wishes. Recognize his right to this desire “How great it is when...”, “How interesting if...”, “It’s good that you have such a desire”, “It’s great that you want this”
Constructive discussion of the possibilities of realizing desires
Possible implementation in a modified form. Modification option is being discussed
There may be a reaction later. The specific when is determined.
Realization of desire through fantasy, embodiment in fantasy
Other options
nsportal.ru
TRAINING FOR PARENTS. | Social network of educators
TRAINING FOR PARENTS.
CONDUCTED by teacher-psychologist Dr. No. 27 Elena Petrovna Churakova GOAL to introduce parents to different types of education of children of senior preschool age. HOD Hello, dear parents! Thank you for taking the time and coming to today’s training on raising children, communicating with them, and finding optimal methods for resolving conflict situations that often arise due to disobedience or bad behavior of a child. In order to make it easier for us to communicate, I suggest you make a business card that can be any shape, size, color and decorate according to your artistic taste. It is important that your name is indicated on the card, by which you want to be called. Take a piece of paper, scissors, choose pencils and design your badge in free form. I give 5 minutes for this task. Using a pin, secure your business cards to your clothes and you can return to your seats. And now we will get acquainted. I will hand over the toy, whoever has the toy in his hands will answer two questions: - what is his name? - why is the badge designed this way? ?Here you need to try to explain why such colors and shapes were used, what it means to you. Well, here we are, and we met. Each of you is individual. We saw this even from the design of your badges, you used different colors, decorated your business cards in different ways. It is also significant that each of you not only has different hair color, eyes, voice and your own unique and individual life experience, which we will share, you will share with each other.
In order to make it easier for us to communicate, I propose some rules for communication in a group: 1 Do not interrupt each other. 2 Confidential, friendly tone of communication. 3 Communication according to the “here and now” principle, we speak in the 1st person (“I...” ), we talk about our problems, and not about the problems of strangers who are not present at the training.4 Sincerity in communication: we speak the truth or remain silent.5 We remember that a person’s behavior and his personality are not the same thing. Each of us is individual, we should not criticize the personality of another. You can only evaluate his statements and actions.6 We try to see the speaker’s strengths. Do you agree with these rules?
Now, following these rules, we invite you to play. The game is called "Walnut". Now we will pour out the walnuts in front of you and everyone will take one for themselves. You are given one minute to examine it, pay attention to its size, shape, color, vein pattern, defects, etc. That is, remember your nut in order to find it later. Now I will collect the nuts and mix them. Find your nut (we do). Please answer the questions: - how did you find your nut? - what helped you, told you (color, shape, size, etc.)? At first glance, all nuts are the same, but if you look closely, they are the same no, but everyone is very different and individual. So are people, especially children: very different, memorable, each with their own unique “features2. You just need to feel and understand them. Each of us chooses his own tactics of behavior, which he applies in all areas of life - family, work, relationships in society, raising children.
Tell me. what kind of child do you want your child to be? Take turns naming the desired qualities, and we will write them down on the board. An example list: obedient, knows how to dress himself well, doesn’t fight, sleeps well, kind, sociable, affectionate, brave, knows how to stand up for himself, speaks well, draws well, etc. (if the parents don’t mention “obedient,” add yourself).
Let's take a closer look at this quality of obedience. Why is it needed? Pay attention to the approximate list of qualities of obedience - so that the child does not interfere with an adult going about his business - so that he learns to take into account the interests of other people - learns order and discipline - prevents possible negative consequences of disobedience for the personal safety of the child - has the opportunity to do something - teach him something - so that he follows the regime - does not conflict with peers and adults - is manageable, etc. You agree with these statements of such qualities of obedience. Would you like to add something? When raising certain qualities, you should understand for what purpose you are raising them in your children: with the aim of introducing them into society, developing personal positive qualities in them, or for the purpose of convenience and benefit for yourself. Look at the board and tell me which of the listed qualities of obedience imply convenience for an adult? Behind each of the formulations: “so that he does not interfere with an adult doing his own business,” and for example, “Learn to take into account the interests of other people,” different values are hidden. Obviously, this argument (did not interfere with the adult and..) does not carry the value of the development of the child’s personality, but implies the “convenience” of the adult. But the second argument contains value for the development of the child’s personality.
Tell us how you usually achieve obedience, by what methods (name possible methods of punishment). And we will write on the board: spanking, putting in a corner, scolding, depriving of entertainment, sweets, gifts, using shouting, giving lectures, trying to explain, persuading to switch attention, being offended, using game techniques, etc.
In order not to spoil the relationship with your most beloved, dearest and closest person, you need to punish correctly and fairly. Now we will practice: choose one of three answer options for a given pedagogical situation.
Situation 1: Children often steal toys or things from kindergarten. I really liked it. Option 1: the parents throw a scandal. Option 2: the parents don’t pay attention. Option 3: the parents go with the child and return the item to the owner. +
2 situation. Masha drew on the wallpaper with a felt-tip pen. 1: mom and dad are in admiration “An artist is growing up.” 2: read the notation “And our neighbor Lenochka never draws on the wallpaper.” 3: buy drawing paper and switch the child’s attention to other visual means . +
3situation.1: Happens to everyone. He waved his hand, the glass overturned, the milk spilled on the floor, on the table, on the T-shirt. 1: angrily scream about where the hands come from. 2: the child did not commit a bad act - give him a rag, let him wipe it himself. +3: put him in the corner for his offense.
Methods such as physical punishment, shouting, deprivation of communication, scaring a child - humiliates his dignity, deprives him of trust in an adult, and makes him feel unloved. As a result of such influences, an adult, pursuing a good goal, can actually harm the mental health of a child.
The right way out of this situation may be to use such methods in communication with the child as: - switching attention; - try to explain, persuade; - use game techniques; - do not pay attention to the child’s whims, step aside so that he can see what his behavior does not affect you. These methods are effective and positive in their consequences, i.e. the child does not experience oppression, resentment, fear, does not lose contact with adults. - receives positive patterns of action; - shows his own initiative; - retains positive feelings.
And now I will talk a little about the models of a child’s personal development. I think that you know that a fragment of personality is laid down at an early age and largely determines its characteristics in subsequent years of life. When adults implement the principles of authoritarian pedagogy, the child accumulates negative experience of contacts with adults, develops distrust in the world around him, has a low level of initialization and curiosity, develops self-doubt, inhibits the manifestation of children’s inconsistency, and often provokes the manifestation of timidity, colorism, and aggressiveness. On the contrary, following The principle of personality-oriented pedagogy contributes to the accumulation of a child’s positive experience of communicating with adults, gives him the opportunity to develop initialization, activity, cognitive abilities, self-confidence, and a friendly attitude towards others. For example: a child gets sick. When he feels bad, he is capricious, he can hit, be rude, break something, etc. He doesn’t listen and is mischievous because he’s sick. It is advisable not to scold the child in this situation, but to calm him down and redirect his attention.
Another situation: unfamiliar place, unfamiliar people. The child may experience personal stress (while visiting, transport). In this situation, it is inappropriate to scold or spank a child. It’s better to distract, calm, redirect attention. Often the problem of disobedience arises because adults underestimate the inherent desire to understand the world in children: they climb into the socket, eat lipstick, lean out of the window, etc. Until the age of 3, it is useless to punish, it is better to protect the surrounding objects , close the sockets, put away the iron, etc. At an older age, if the child does this consciously, it is better to sit him in a “chair of reflection.” Let him sit and think about what happened. when the time of punishment is over, he should come to you and say: “I sat in the thinking chair because...”. It is important that the child understands why this should not be done. Remember: standing in the corner is humiliating. Children often commit mean things. And these actions deserve serious attention. For example, children play hide and seek. Your child was caught first, and out of resentment he begins to run around or give hints to the leader, or comes up to an adult and talks about other acts of meanness. If the child does this for the first time, talk, tell him that you are very upset. If the child is being mean this is not the first time - punish: deprive of sweets, entertainment. But the main thing is to explain what is bad in such an act and make sure that the child understands. The main rule of punishment is to understand why your child got into a fight, ate lipstick, punched you in the eye, yelled in the store, etc. A fair punishment depends on the cause of the crime.
Muscle relaxation (training in self-regulation methods). Today we will perform some self-relaxation exercises. They will help you learn to relax and help you get rid of unpleasant sensations in your body. These exercises are short and simple. You can use them without others noticing. But there are some rules that must be followed for them to be useful: - you must do exactly what I tell you, even if it seems wrong to you - you must do it diligently - you must listen to the sensations of your body. Pay attention to how your muscles feel when they are tense or relaxed.
Exercise "Lemon".
Close your eyes. Imagine that you have a whole lemon in your hand. Squeeze it as hard as possible. Try to squeeze the juice out of it. Feel how tense your arm and palm are as you squeeze the lemon. Notice how it feels when your hand is relaxed. Now mentally take another lemon and squeeze it. Try to squeeze it harder than the first. Great. You are doing your best. Now throw it away that lemon, relax. Isn't it true how much better your arms and palm feel when they are relaxed. Again, take the lemon with your left hand and try to squeeze out every last drop of juice. Great. Now relax your hand and let it fall out. Stay relaxed . Let your whole body become weak and limp, feel how every “muscle unravels.” In a few minutes I will ask you to open your eyes. These exercises can be repeated at home and with your children. Slowly stretch and open your eyes.
Books about relationships between men and women, psychology
How to find harmony within yourself female psychology
Goal: Create a situation of acquaintance, effective interpersonal communication between parents.
Develop collective interaction skills, the ability to analyze and plan team activities.
Equipment: colored stickers, colored pencils, balloons, tape recorder, A4 paper (or Whatman paper), a bag with tasks, photos of children and parents.
Progress of kindergarten psychologist training for parents:
Good afternoon, dear parents and teachers! We are pleased to welcome you to our first junior group. The purpose of our training today is to get to know each other and unite. After all, throughout the education, upbringing and development of our children, we will walk with you side by side.
First, let's discuss the rules of interaction in the group, which we will adhere to during the training.
Participants then discuss and accept the following ground rules:
1. Rule of activity.
2. Time control rule.
3. Everyone expresses their opinion without interrupting others.
I am very interested in what you expect from our meeting.
Exercise "Stork"
Before the training begins, a large drawing of a stork carrying a baby in its beak is attached to the wall. Each participant receives a paper pen on which he is asked to write his expectations from the training.
After all participants have written down their expectations, they take turns going up to the stork, reading out their expectations and taping the feathers onto its wings.
Now is the time to meet.
Getting to know each other
Each participant in a circle says his name and, at the first sound, his character trait.
And during this exercise, I invite you to learn more about each other.
Exercise “Pass the bag”
Goal: to stimulate the attention of training participants, activate their creative abilities, and help parents get to know each other better.
Before we begin our work, let's get ready for joint activities. I offer you a bag in which the tasks are written. We pass the bag around in a circle accompanied by music. When the music stops, the one with the bag takes it out, reads the task and completes it. The game continues until all tasks are completed.
Tasks:
Do you sing lullabies to your baby?
What bedtime stories do you read to your child?
Name your child's favorite dish.
What kind of music do you listen to?
Sing your favorite song.
What time of year do you like best?
What do you do and where do you work?
What would you like to become as a child and did your dream come true?
What do you do in your free time?
What games does your child like to play?
Remember pleasant memories from your childhood.
Uncover the secret of your favorite hobby.
How do you spend time with your child?
Do you have any family traditions?
This is how we met. Therefore, it is time to move on to the main part of our meeting.
Exercise “Children's photo”
Participants are united into two groups - parents of girls and parents of boys. For each group, photos of the children are distributed, and photos of the parents are attached to the easel. Parents must find mother-child pairs.
Are your children like you? What exactly? (parents' answers). Before taking your child to kindergarten, you probably told him different stories from your own experience of visiting kindergarten. List some of your fond memories of kindergarten. (at the request of the parents).
class="eliadunit">
It's time to talk about our children. How happy do you see your kids? Next, the parents are divided into 3-4 groups according to the colored stars, or according to the seasons.
Remember! Communication with a child is the path to understanding him.
Each child is a one and only individual. In order for him to be happy and healthy, it is necessary to create conditions to maintain his mental comfort.
Exercise “Happy Baby”
On a piece of whatman paper, parents are invited to create an image of a happy baby and present their drawings, each group separately.
Discussion of drawings.
Now I suggest you relax a little and relieve tension.
Stress Relief Exercise “Balloon”
Training participants are given balloons. Questions are offered that indicate situations when parents become irritated when communicating with their child. If the above example occurs, the participant inhales air into the balloon.
Now we will do the “Balloon” exercise. I will name situations in which irritation may occur in adults.
If the above situation occurs in your communication with your child, inhale air into the balloon and hold it tightly so that the air does not escape.
Situations
You want to call, but your child constantly distracts you.
When a child unrestrainedly asks you for something.
You are talking to someone, and the child constantly interferes in your conversation.
You communicate with your child and do not feel an adequate response in response.
You are talking to a child, and he begins to demand something from you, starting to scream.
Or you are annoyed by children's requests.
After the balloons are filled with air, participants are asked to express their opinions on how to overcome irritation in communicating with their own child. As suggestions are made to overcome irritation, participants release air from the balloon, thereby conditionally eliminating irritation and stress.
Our training is ending. Were your expectations met?
Determining whether meeting participants' expectations are met.
- “New life... From him we expect something amazing and bright, definitely happy. Our stork carries a baby in its beak - each of us - along the path of new knowledge and discoveries. What can you wish for this child?
And now I would like to hear if your expectations have come true. If your expectations from the training have come true, you take a bow and, expressing your wishes to the children, attach it to the blanket of the baby carried by the stork.
I have a wishing tree here. Now you each write your wish on a piece of paper. What would you like your child to learn this year and pin it to the tree.
You probably noticed that our tree is autumn and these leaves will fall out, since children do not yet have this knowledge, skills and abilities. And by spring our tree should bloom. And you and I must make an effort to ensure that children receive this knowledge.
There is such a wonderful parable about raising a child:
The mother asked the sage when is the best time to start raising a child.
How old is he? - asked the sage.
Five.
Five years! Run home quickly! You're already five years late.
Remember for yourself: NOT ONE, EVEN THE GOOD TEACHER, WILL REPLACE A CHILD’S MOTHER AND FATHER.
Thank you to each of you for your active participation in the training, for your openness and desire to learn something new. Now you are a friendly team. I wish you to always understand your children, and for the kids - an interesting study within the walls of our institution. Goodbye!!! See you again!!!
Psychologist's advice
on creating emotional comfort for the development and education of young children.
Memo for parents
1. Address your child affectionately by name. Let your words ring with love for her.
2. Be interested in the child's wishes. Try to satisfy them intelligently and usefully.
3. Make your children’s childhood calm, protected, joyful, full of pleasant impressions.
4. Resolve conflicts with your child tactfully.
The most important thing is to love him! Children feel love differently, but every child needs it.
Download:
Preview:
Radikova A.A.
Municipal autonomous preschool educational institution of the municipal formation of the city of Krasnodar
“General developmental kindergarten No. 174 “Fairytale Country”.
Training as an effective form of working with teachers and parents of preschool educational institutions.
Toolkit
Prepared by:
Educational psychologist
Radikova A.A.
2016
1. Explanatory note
2. Plan-program of the training “Journey into the world of mutual understanding with teachers.”
3. Plan-program of the training “Journey to yourself” with preschool educational institution employees.
4. Plan-program of the training “Happy Motherhood” with parents of pupils”
5. Application
Training as an effective form of work with teachers and parents of preschool educational institutions
Explanatory note.
The process of raising and educating a child is humanity’s view of the future. We live in a rapidly changing world, in the era of information, and we can no longer imagine our life without computers, satellite television, mobile communications, the Internet, etc.
Information technologies give us new opportunities, but they also require a lot from us: to understand and accept the new realities of life, to quickly navigate, learn, accurately and competently express our thoughts and understand other people.
In modern society, there is a need to improve the competence of teachers in preschool educational institutions of both general developmental, combined, and compensatory types and to develop in them qualities that are professionally significant for teaching activities. Therefore, solving modern problems increasingly requires not a highly specialized, but a systematic approach, the ability to see the problem as a whole and the long-term consequences of one’s actions. To do this, it is necessary to learn new ways of communication, aimed at attentive attitude towards the partner, understanding the purpose of communication and the desired result of interaction.
Thus, education and training in preschool educational institutions should be aimed at the comprehensive development of the child’s personality, in which the teacher improves himself, improving the development of his students.
Psychological training is exercises, an atmosphere, a special state of mind for each participant. But first of all, training is a certain concept of human relations. A concept personally perceived and technologically implemented by the presenter.
With proper organization and training, even a small number of professionals can make our society healthier and better. Let's raise professionals.
There are certain rules in this training, compliance with which guarantees the effectiveness of achieving the desired result.
Training rules:
1. Communication based on the “here and now” principle- for many, the desire for general considerations, discussion of what happened with other people, etc. this triggers a psychological defense mechanism. But the main idea of the training is to turn the group into a kind of three-dimensional mirror, in which each member of the group could see themselves during their various manifestations and better know themselves and their personal characteristics.
Therefore, we talk about what worries the participants right now and discuss what happened to them in the group.
2. The principle of openness and sincerity- we say only what we feel, only the truth, or we remain silent. At the same time, we openly express our feelings towards the actions of other participants.
3. Principle of confidentiality- everything that happens during classes should not be taken outside the group. This facilitates the inclusion of participants in group processes and promotes their self-disclosure. Participants should not be afraid that the content of their communication may become publicly known.
4. Personification of statements(participants speak on their own behalf in the present tense) - rejection of impersonal speech forms that help people in everyday communication to hide their own position and evade responsibility. Therefore, let’s replace statements like: “Most of my friends believe that...”, “some think...” with judgments: “I believe that...”, “I think...”, etc.
5. Inadmissibility of direct assessments of a person- when discussing what is happening in a group, you should not evaluate the participants, but only their actions. You should not use statements like “I don’t like you.” You should say: “I don’t like your style of communication,” etc.
6. Active participation– participants must take an active part in the proposed exercises in order to acquire the necessary qualities and skills through personal experience.
7. The principle “the coach is always right”- while performing tasks in a group, controversial situations may arise, in which the last word remains with the coach, since he is the leader.
The set of classes of the training program is designed for different categories: teachers, employees and parents in preschool educational institutions.
The number of groups is determined by 7-12 people, the age composition is not limited.
This manual allows you to develop:
- active listening skills
- verbalization skills
- argumentation skills
- self-presentation skills
- adequate behavior style
- empathy
- feelings of awareness and self-acceptance
- nonverbal communication skills
It would be more appropriate to present the training program plan in tables:
Table 1
Training program plan
“Journey into the world of mutual understanding” with teachers
Lesson no. | Purpose and objectives of the lesson | Exercises |
Target : Acquaintance and conclusion of the “agreement” Tasks : | 1. Training rules |
|
Target: Improving communication skills Tasks : | 1. Greeting |
|
Target: Improve communication skills Tasks : | 1. Greeting |
|
Goal: Learn develop collective solutions Tasks : | 1. Greeting |
|
Target: Formulate conclusions about the training conducted Tasks : | 1. Greeting |
table 2
Plan of the “Path to Yourself” training program with preschool employees
Lesson no. | Purpose of the lesson | Exercises |
Target: Introduction of all training participants. Tasks: | 1. Training rules |
|
Target: Personal self-disclosure Tasks: | 1. Greeting |
|
Target: Acquiring Effective Communication Skills Tasks: | 1. Greeting |
|
Target: Acquiring internal comfort and external confidence. Tasks: | 1. Greeting |
|
Target: Strengthening confident communication and interaction skills Tasks: | 1. Greeting |
Table 3
Training program plan
"Happy Motherhood"
With parents of pupils
Lesson no. | Purpose of the lesson | Exercises |
Target : Introduction and setting training goals Tasks : | 1. Greeting. |
|
Target : Teach training participants to relax Tasks : | 1. Reflection |
|
Target : Unlocking internal reserves Tasks : | 1. Greeting |
|
Target : Development of non-verbal ways of communicating and expressing emotions Tasks : | 1. Greeting |
|
Target : Consolidation and generalization of acquired skills Tasks : | 1. Greeting |
Application
"Acquaintance"
The training participants sit in a circle. Any participant is invited to start by saying his name and the plant with which he associates himself. Then the next one says his name and plant. And then he repeats the name and plant of the previous speaker. And so on.
"Clarification of goals"
Each participant answers two questions: 1. What do you expect from attending the training? 2. What do you want to achieve in the training? At the end of the exercise, everyone must formulate an affirmative statement: “In this training I will achieve (acquire, learn) ...”
"Siamese twins"
The training participants are divided into pairs. After which the trainer gives the instructions: “Imagine that you and your partner are one whole, that you, like Siamese twins, are joined side to side. Hold your partner tightly around the waist with one arm and pretend that you don’t have that arm. There is only one hand for each. The legs are also partially fused, so you have to walk as one creature - first a step with two fused legs, then a single step with two “side” legs. Walk around the room, get used to each other."
Then the couples are invited to have breakfast (a plate of sausages and cabbage, a glass of coffee, a bun) and sit down at the table.
Remember that you need to be attentive to your partner’s actions!
"Overcoming obstacles"
Participants are divided into pairs. The first half is given the task: “your friend is sad today, not talkative. Your task is to talk to him and find out why he is like this today.”
To the second half: “Your friend is crazy and can talk all sorts of nonsense. Your task is not to talk to him or even listen.”
At the end of the lesson, a reflection of feelings is carried out.
"Third wheel"
Participants are divided into pairs and stand in a circle. One person eats a biscuit and the other runs away. As soon as the runner becomes third to another pair, the first of this pair begins to run away. The task of the bully is to slap the runner.
Greetings
The training participants stand in a circle. One of the participants greets a neighbor by touching any part of his body. This movement goes in a circle. The one who laughs is eliminated. Then the next participant greets in his own way, etc.
"Atoms"
“Let’s imagine that we are all atoms. Atoms look like this (the trainer shows by bending his elbows and pressing his hands to his shoulders). Atoms are constantly moving and from time to time they combine into molecules. The number of atoms in a molecule can be different, it will be determined by what number I name. We will all now begin to quickly move around this room, and from time to time I will say a number, for example 3. And then the atoms should unite into molecules of 3 atoms each. Molecules look like this (the trainer, together with two group members, shows what a molecule looks like: they stand facing each other in a circle, touching each other with their forearms).”
During an exercise in which the coach participates with the group, he does not name such numbers when one group member can remain outside the molecule, for example 3 with a total number of 10 people (including the coach). At the end of the exercise, the coach calls a number equal to the number of everyone participating in the exercise.
When the exercise is completed and everyone is seated, the trainer can ask the group, “How are you feeling?” or “Can we get started? " etc.
"Line up"
The group members stand in one line, facing in one direction.
“I will count and for each count you must jump, turning 90 degrees. We will complete the task silently, without talking to each other. The task is for everyone to turn their faces in one direction and try to do it as quickly as possible.”
The coach stops counting when all group members are facing the same direction.
Exercise brings the group together, improves mood, reduces tension and stiffness. In addition, it gives everyone the experience of participating in joint activities, during which group members must “agree” and come to a common decision. Questions: “What helped the group cope with the task?”, “What prevented them from completing the task faster?” (“What could help complete the task faster?”), etc. - make it possible to identify points in behavior that are important in a situation when the group is developing a joint decision, must agree on something, etc. Usually in this case the need to focus on each other, coordinate your actions with the actions of others, delve into the logic and position of others is revealed; It turns out that it is not worth applying pressure in situations that involve cooperation as the most effective way of behavior.
Break out of the circle
The training participants are divided into two groups, and a volunteer is selected from each group. Volunteers go out the door and are given instructions: to break out of the circle by any means. To the remaining groups and to the audience: release the one who is struggling only if he politely asks to be released, saying “please.”
"Agree silently"
All participants sit in a circle,
“I will name the numbers. Immediately after the number is called, exactly as many people as the number was announced should stand (no more and no less). For example, if I say “four,” then four of you should stand up as quickly as possible. They can sit down only after I say “thank you.” The task must be completed silently. Tactics for completing a task should be developed in the process of work, focusing on each other’s actions.”
The coach tells the group different numbers several times. At the beginning it is better to call 5-7, in the middle - 1-2. During the exercise, the trainer blocks attempts by group members to discuss and accept any form of algorithmization of the work.
During the discussion, the coach can ask the group several questions: “What helped us cope with the task and what made it difficult to complete it?”, “What were you guided by when you decided to get up?”, “What were your tactics?”, “How can you could we organize our work if we had the opportunity to discuss in advance how to solve this problem?
Discussion allows group members to realize that in order to complete a common task it is necessary to quickly navigate the intentions, tactics, and state of other people, and coordinate their actions with the actions of others. In a more detailed discussion, we can talk about taking initiative and the problem of taking responsibility for what happens in the group.
T-shirt
Each of the participants takes turns talking about what T-shirt he imagines himself wearing, what color it is, what is written on it.
"Orange"
The group stands in a circle. You need to pass the orange around in a circle without using your hands, holding it only with your chin.
"Talk"
The group sits in a circle.
“We will create pairs for this exercise. The coach can invite the group to form pairs at will, or he can make pairs himself. If there is an odd number of participants in the group, the coach can take part in the exercise himself. Let each couple take a place convenient for them so as not to disturb anyone. You are given 6 minutes to talk (the trainer may suggest context-related groups or neutral topics for discussion). According to my instructions, during the conversation we will change positions without stopping the conversation. Now let’s turn our backs to each other and start a conversation.”
Participants talk for 1.5 minutes, sitting with their backs to each other, 1.5 minutes - one sitting, the other standing and vice versa (facing each other), 1.5 minutes - sitting facing each other.
When discussing the exercise, the trainer can ask questions about in what position the conversation was most difficult, complex, and in what position was most comfortable. Participants quite reasonably articulate ideas about the greatest comfort of equal positions (for example, both are sitting). This allows us to express the importance for the effective establishment of contact of equal positions of the participants, the absence of barriers between them, and the presence of eyes on the same level.
"Piano"
Participants sit in a circle and place their palms on the knees of their neighbors. The coach starts the movement, one clap to the right, two claps to the left.
"Convince"
The group is divided into two subgroups. In each subgroup, one “teacher” is selected, and the rest are “parental committee”. The task of the teacher is to convince the parent committee that they can collect funds from parents to buy toys for the group, and the task of the parent committee is to “deny and be indignant.” At the end of the exercise, impressions are discussed, what worked and did not work, what arguments were more convincing.
"Lizard"
The group is divided into 2 teams, each of which chooses a “head” and a “tail”. Participants stand one after another, clasping the waist of the person in front. The goal of the “head” is to slap the other team’s “tail,” while at the same time protecting his own “tail.” That is, whoever was hit by the “head” of the opposing team leaves the game.
"Lyrics"
In a circle, everyone gives their neighbor a poem
"Circle of Trust"
Training participants sit or stand in a circle and join hands with partners on the left and right, close their eyes, relax and begin to slowly sway. In this case, the leader makes a suggestion by creating an image of a ball in the solar plexus area of each participant, warm rays emanating from the ball and transferring this heat to partners on the left and right by shaking hands.
"Shipwreck"
Everyone writes down the text for themselves:
You are drifting on a yacht in the South Pacific Ocean. As a result of the fire, most of the yacht and its cargo were destroyed. The yacht is slowly sinking. Your location is unknown due to the breakdown of the main navigation devices. But you are approximately 1000 km from the nearest shore. You have a durable inflatable raft with oars, as well as a pack of cigarettes and several boxes of matches. In addition, there are still 15 items left that you need to classify according to their importance. These are the items:
1. sextant 15
2. shaving mirror (for signals) 1
3. canister with 20 liters of water 3
4. mosquito net (no mosquitoes) 14
5. one box of army rations 4
6. map of the Pacific Ocean (tactics - report your location) 13
7. Lifebag associated with coast guard 9
8. canister with 8 liters of gasoline 2
9. small transistor radio 12
10. repellents (shark repellent) 10
11. 20 square meters of opaque plastic (collecting rainwater as drinking water) 5
12. 1 liter of 80 proof rum 11
13. 2m. nylon rope (to hold other objects) 8
14. 2 boxes of chocolate 6
15. fishing tackle 7
Stage 1: everyone ranks individually
Stage 2: rank in a small group and make one decision from the group
Stage 3: there is a discussion in the whole group
Discussion: When was it easier to work: alone, in a small group, all together? Were your interests taken into account during the general discussion?
"Cat dog"
The group sits in a circle. The coach takes two pens of different colors. One is a cat, the other is a dog. And he sends them in different directions. He gives a red pen to the first participant, and he asks “Who is this?”, The coach answers - Cat. Also in the opposite direction the blue pen: Who is this? - Dog. Participants must pass the pen to each other, with the question from each participant “Who is this?” must reach the coach, and the coach gives the answer: Cat and the answer must also be transmitted to the participants who asked the question. Task: make sure that both handles reach the trainer after completing a circle. At the end, when the hands are handed over to the coach from the participants, the coach asks: Who is this? The question is passed around the circle and comes to the trainer and the trainer answers: To the right is a cat, to the left is a dog. And the answers again go in a circle, and reach the coach, and only then the coach takes his hands and the exercise ends. This relieves emotional stress and develops an attentive attitude towards each other.
"Suitcase"
"Acquaintance"
Participants are divided into pairs with the help of a trainer. The couples are given the task: to tell each other about themselves for 10 minutes. A chair is placed in the middle of the room, the couple comes out: one sits on the chair, and the other stands behind it. The one standing speaks on behalf of the person sitting: “I, ... (full name of the person sitting), came to the training in order to ....” All other participants, after the story, ask their questions of any nature, and the person standing must answer them on behalf of the person sitting. Then they change places, and the rest of the pairs do the same.
"Switching Places"
One chair is removed from the circle. They select a leader whose task is to name some sign, property, quality, external or internal (for example: all blondes, change places, or those who love oranges, change places) and the group members with this quality must quickly change places, whoever is left without a chair becomes the leader.
Being confident means:
Participants take turns expressing their assumptions about what a confident person should be. Then the trainer provides information from the scientific literature:
* Do what you want, how you want and when you want
* When comparing yourself to others, do not allow a big gap
* Don't worry too much about what others think of you
* Know your rights and be able to defend them
* Be persistent in getting what you want
* Be able to say “No” if you don’t want to do something
* Allow yourself to make mistakes and lose with dignity
* Believe in yourself and your capabilities
* Act confidently, even if you're really worried
* Do not compensate for uncertainty with aggression
* Give compliments and accept them gratefully
Enjoy new contacts and be able to maintain old ones
"Bridge"
Now we will all line up in a row, one after another. The first participant will cross to the other side of the imaginary bridge, and the next participant will try to get to the other side, using only verbal means. The skipper's task is to listen to the arguments of the other and decide whether to skip him or not. The task of the passer-by is to persuade him to let him through, using any verbal means.
"Wish, compliment"
Each group member takes turns making a compliment to the neighbor on the right and a wish for the rest of the day to the neighbor on the left. In this case, it is necessary to pay attention to how the participant being addressed showed himself during the training.
Exercise “Who Am I?”
Group members stand in a circle. The coach has cards in his hands with names written on them; objects, states, any concepts, for example, sleep, fun, night, spring, pharaoh, accounting, organism, etc. “Now I will pin a card with a word written on it on the back of one of us, say Svetlana, and I will do it like this so that she does not see what is written on it. We will all be able to read the written word, but at the same time we will not say anything to Svetlana. Her task is to find out what is written on the card. To complete this task, she can name any of us, of her choice, and the one she names will try, using only non-verbal means, to “tell” Svetlana what is written on the card.” Those who will be in the center of the circle and will guess word, try to pay attention to how the answer arises, as well as what states you will have during the task and how they will change as the task progresses, the guesser can express the hypotheses that arise in him and, as soon as the correct word is called. , the trainer informs him about this. The exercise involves all participants in the training. At the end of this exercise, participants express their feelings, thoughts, and sensations in a circle about what difficulties they had in the process of completing these tasks.
"BOASTING"
Participants sit in a large circle and receive a task (preparation time 2-3 minutes). “Everyone should brag to the group about some of their qualities, skills, abilities, talk about their strengths - about what they love and value in themselves.” 1 minute is allotted for the presentation. At the end of all presentations, the group discusses the sensations that arose during the exercise.
"Projection"
Participants in the training are given a task: select any object in this room. They choose and receive a new task: talk about this subject in the first person.
"Clew"
Participants stand in a circle “Let’s stand closer to each other, form a tighter circle and all stretch out our hands to the middle. At my command, we will all join hands at the same time and do it so that in each hand of each of us there is one hand. At the same time, we will try not to join hands with those who are standing next to you. So let's get started. One, two, three.” After the coach is sure that all hands are connected in pairs, he invites the group participants to “unravel” without separating their hands. The trainer also takes part in the exercise, but does not have an active influence on the “unraveling”. During the exercise, quite often the idea of the impossibility of solving the problem arises. In this case, the coach should calmly say: “This problem is solvable, you can always unravel.” The exercise can end in one of three ways: 1. All group members will find themselves in one circle (someone can stand facing the circle, someone with their back, it doesn’t matter, the main thing is that everyone consistently forms a circle).2. Group members form two or more independent circles.3. Group members form circles that are connected to each other, like links in a chain. At the end of the exercise, participants answer the questions: What helped them and what hindered them in completing the task.
"A View from the Other Side"
Participants are offered a situation:
“Your good friend lost her job a long time ago, her family clearly doesn’t have enough money. And now a vacancy has appeared in the organization where you work. They pay very good money for basic work that your friend could easily handle. You talked with your boss and recommended your friend as a conscientious, efficient woman. The boss invited you for an interview at 12 o’clock. At 12 o’clock, your friend was not at the door of the boss’s office. She didn’t show up at 15 minutes past twelve, and you tell her: ... "
Participants are asked to play out this situation. Next comes a discussion of the exercise and a discussion of the results obtained. Then the trainer makes recommendations on the optimal resolution of the current situation:
"Yesterday we agreed to meet you at 12 o'clock. Now my watch shows half past twelve. Having agreed on this job for you, I was very proud and thought that I could help you. When I realized that you were late, I, of course, first I got very angry, then I started to worry and thought that some kind of misfortune had happened. Now the only thing I feel is fatigue and I’m very worried about what my boss will think of me in connection with this recommendation. so that you yourself explain to your boss the reason for your lateness, and if he still hires you, from now on you will be very punctual at our work.” That is, it is necessary to express your opinion, pointing out the feeling you are experiencing.
"Find out the subject"
Participants sit in a circle. The trainer begins: non-verbally shows an object and performs an action with it. Then this object is passed around the circle and everyone performs certain actions with it. And when the item returns to the trainer, the participants make assumptions about what it was. Each participant is expected to launch their own subject.
"Pros and cons"
Participants are divided into pairs so that there is a maximum age difference. Then they choose a topic that concerns both participants and begin to discuss it, but with the condition: one of the participants is a defender of this topic, and the other is an opponent.
“Staging a confident gait”
Participants form a semicircle in the shape of a horseshoe. the trainer begins demonstrating the exercise on one of the participants. The participant stands at the base of an imaginary podium along which he will have to walk. The trainer asks the participant to walk. Then he asks those watching what a confident gait should be and what the participant is missing. Listens to suggestions. For example: a smile is missing. The trainer asks the participant to smile as much as possible and walk, and then relax the smile as much as possible and walk again. After that, just choose the most comfortable smile and walk again. He asks the observers: To what extent does the smile correspond to the expected one? And they do this with every recommendation from observers. At the end of the choreographed gait, the subject is asked to combine everything acquired and walk with the gait of a confident person. Then fix this state at the bodily level (for example, by pressing on the thumb). Next, the participants divide into threes and match each other’s gait.
"Talk to me"
The group is divided into two subgroups, which are located in a semicircle (standing or sitting). “Participants (this applies to both subgroups) will alternately leave their semicircle and turn their backs to it. Members of his subgroup will ask him any questions that need to be answered, giving the name of the questioner. Set the order in the subgroups yourself.”
"Meet me"
Participants are divided into pairs and a situation is played out: one is in a hurry to go somewhere, and the other needs to get to know him. After the exercise, the results are discussed.
"Typewriter"
The group sits in a circle. “Let's imagine that we are all a big typewriter. Each of us is the letters on the keyboard (a little later we will distribute the letters, each of us will get three letters of the alphabet). Our machine can print different words and does it like this: I say a word, for example, “train,” and then the one who gets the letter “p” claps his hands, then we all clap our hands together, then the one who gets the letter “p” claps his hands. who has the letter “o”, and again there is a general clap, etc. (The trainer distributes the letters.) If our typewriter makes a mistake, then we will print the word from the very beginning.” The trainer begins the exercise, selecting the following words: so that all members of the group can take part in it. During the exercise, the trainer can complicate the task: in one word, invite everyone to clap their hands between letters 2 times, and in the next - 1 time after consonants and 2 times after vowels, you can replace the claps. to get up.
Reflection
Group members sit in a circle. In turn, each participant expresses their thoughts, feelings, sensations about everything that happened today in the group.
"My condition"
Participants sit in a circle “Let’s start today like this: while throwing a ball to each other, we will say out loud the name of the person we are throwing to. The one who receives the ball takes a pose that reflects his internal state, and everyone else, reproducing the pose, tries to feel and understand the state of this person.” If you use this modification, after completing the exercise, you can ask the group a question: “What do you think is the state of each of us?” After several hypotheses have been expressed regarding each person, you should turn to the person himself so that he himself can say what his condition is.
"Public Speaking"
Participants sit in a semicircle. Then, one by one, they stand in the center and tell their life story. Then the rest of the participants begin to ask questions to the speaker, and the speaker’s task is to confidently answer these questions and not get confused. At the end of the exercise, difficulties are discussed.
"Tale about myself"
Participants sit in a circle. “Let each of you think about what quality he values most in himself. After you make your choice, come up with (or remember) a short story, a story that would convey information about the quality you have chosen. Having heard your story (story), the rest of the group should understand what kind of quality we are talking about.”
"Suitcase"
The participants leave the room one by one, and the rest, by a majority vote, collect a “suitcase” for him, into which they put those qualities that help or hinder him from adapting to the team. In this case, the following rules are observed:
Put the same number of positive and negative qualities
Indicate those qualities that appeared during the lesson
You can only put those qualities that can be corrected.
The coach does not participate in the training camp. The selected secretary records the specified qualities on paper. The person to whom the suitcase was packed can ask any question if he does not understand what the secretary wrote. Each participant receives their own suitcase.
Autotraining
The psychologist introduces the participants to the purpose and content of auto-training. Then he invites everyone to sit down more comfortably and close their eyes. While reading the text, the psychologist changes the sound of his voice. It takes on shades of suggestion and suggestion: “Take a comfortable position. Relax completely. Focus only on my voice. Try to do what I say. Just listen to me. Take a break from all your problems. Don't be afraid, it's only for a few minutes. In a few minutes you will be able to return to them. But now there are no such problems. There is only you and your feelings. Feel how your body relaxes, every part of your body. The head is light, it is free from heaviness and problems. Relax your chest - it's easy for it. Feel how easily your chest breathes. Breathe deeply and freely (3 times). Relax your hands. Feel the lightness in your hands. Your hands are light, agile, strong. Feel your legs relaxed. All the heaviness and fatigue of your legs went down to the floor, into the ground. You have light, fast, nimble legs. Breathe deeply and freely (3 times). You are light, agile and strong (3 times). Your whole body is light, agile, strong (3 times)... And you are rested... Open your eyes. How are you feeling?"
Then the psychologist conducts a survey of each participant, determining the degree of her involvement in this form of work.
Musical relaxation
Psychologist: “Today you and I will dance. Don't be embarrassed. Don't be afraid that you haven't danced in a while. You will simply move freely to the music, listening to its rhythm. Your movements can be very different, whatever you want to perform. Improvise. The main thing is the feeling of freedom. Remember your youth and how you once danced. Feel the joy of movement and move to the beat of the music. Let's start." The waltz “Blue Danube” by I. Strauss sounds. The group members dance to the music.
Parting
Psychologist: “And now, in parting, I want to say that I was very pleased to work with you. And you? (Group members express their opinions). I thank everyone for their assistance." The psychologist invites everyone to stand in a circle, say kind words to each other goodbye and express the need to meet again.
"Wand"
Tools: wooden stick 20-30cm long. and 5-8 cm wide.
Procedure: Passing a stick around in a circle without using your hands in 3 ways
* Elbow bend
* Knee bend
* Holding your chin
"Who am I"
The psychologist invites each participant to choose any object in the room. Then imagine yourself as this subject and write a short story about yourself on behalf of the chosen subject. Be sure to indicate the condition of this item, tell us about its life, its feelings, its activities.
When the stories are written, the psychologist talks about the mechanism of projection and reports that everything that was said on behalf of the selected subject relates directly to the author himself.
The psychologist reads out the first two paragraphs of the text: 1. Today I will have a calm day, and I will be happy. Happiness is the internal state of every person. Happiness does not depend on external circumstances. My happiness lies within me. Every person is as happy as he wants to be.
2. Today I will join the life that surrounds me and will not try to adapt it to my desires. I will accept my child, my family, my work and the circumstances of my life as they are and will try to fully comply with them.
Musical relaxation.
Theme: “Summer Morning”. Musical accompaniment: one of F. Chopin's waltzes.
Psychologist: “This is a new form of work. Now you will close your eyes again and try to imagine the images and pictures that I will describe. Try to tune out your problems and focus on what you hear. So, let's start...
Text: “Summer morning. The sun has already risen. You are lying in a clearing. The smell of blooming wildflowers and herbs slightly intoxicates your head. You can hear the chirping of birds and the chirping of grasshoppers. Gradually it starts to get hot. There is a blue, blue sky above. From below the ground it seems endless. Individual small clouds seem to stand still, as if stuck to the sky. It's hot in the grass. Beads of sweat form on your forehead. You wipe them with your hand. (Run your hand over your forehead - you are very hot. Wipe off the sweat.) Then you rise up - finally a refreshing breeze blows on your face. You feel bliss throughout your whole body. The sun pleasantly warms, the skin pleasantly cools and the light breeze moves your hair. You rest, rest, rest. (Take a deep, deep breath.) Everything in your life is wonderful, wonderful, wonderful! How beautiful this clearing is, the flowers, the sky and the sun. But most importantly, YOU are beautiful! You are beautiful, beautiful, beautiful! Your life is wonderful, wonderful, wonderful! Repeat after me without opening your eyes: MY LIFE IS BEAUTIFUL, BEAUTIFUL, BEAUTIFUL!.. Open your eyes... Tell me what you saw and felt?
After musical relaxation, the psychologist asks the following questions to each of the parents: Were you able to disconnect from real problems and for how long?
Were you able to rest during the relaxation?
Has the image suggested by the psychologist appeared in your mind?
What other images arose during relaxation?
What is the nature of these images: positive or negative?
"Line up along the lines"
The group members stand in a line, facing in one direction. The coach stands near one end of the line. “We will carry out all tasks silently. We must strive to complete each task as quickly as possible and at the same time as accurately as possible. Task one: I need to position myself in a line so that here, next to me, stands the tallest of us, and at the opposite end of the line stands the one who is the shortest among us. Let's start." After the group has completed the task, the coach walks along the line and checks the accuracy of its completion. “Task two: next to me there should be a person with the darkest hair, at the opposite end of the line - with the lightest hair.” “Third task: at the beginning of the line there should be a person with the darkest eyes. In the end - with the brightest."
Rock
The group members stand in a line shoulder to shoulder and put their legs and arms out in a chaotic manner. Then the first of the line must “climb” along this rock, while he can cling to the participant who creates an imaginary rock, and step on the floor only in the place where the line of participants is located. When he reaches the end, he stands up last and “turns into a rock.” Each participant must do this.
“Charging positive thinking TODAY”
The psychologist reads paragraphs 3 and 4 of the text:
1. Today I will take care of my health. I will do exercises, take care of my body, and avoid unhealthy habits and thoughts.
2. Today I will pay attention to my overall development. I'll do something useful. I will not be lazy and will make my mind work.
The group then discusses the importance of these rules. Each participant makes his own assumptions about what hinders him and what helps him follow the specified rules.
"My coat of arms." "My problem".
Psychologist: “And now we will be silent for a while and express our feelings with the help of pencil and paint. I suggest drawing you a symbol (goal) of your life, your own coat of arms. Do not be alarmed by your inability or lack of drawing technique. The main thing is sincerity and the desire to define the IMAGE of this symbol.”
After completing the drawing, the psychologist presents all the drawings for discussion and asks each of the participants, except the author of the drawing, to reveal its content. Then, what is seen is compared with the author's intentions.
Using the same scenario, drawing on the topic “My problem” is carried out. After completing the drawing, the participants are invited to exchange drawings and complete the drawing, without talking about the problem depicted (they can pass the drawings around until they are returned to the owners). Then, the resulting “solutions” to the problem are analyzed.
My name
Each participant writes their name on a piece of paper, and then comes up with a positive characteristic for each letter of the name.
"Pantomime"
The psychologist invites the participants to imagine (and then show) themselves walking barefoot on broken glass, cold snow, scalding sand, etc.
The psychologist suggests portraying yourself (playing this scene in front of everyone) rushing home after work, riding in a crowded transport, entering the boss’s office, etc.
“Charging positive thinking TODAY”
The psychologist reads points 5, 6, 7 and 8 of the text:
6. Today I will be friendly to everyone. I will look my best, be gracious and generous with praise. I will not find fault with people and try to correct them.
7. Today I will live only with the problems of this day. I will not strive to immediately solve the problem of my child’s health.
8. Exactly today; I will outline a program of my affairs that I want to implement. This program will save me from haste and indecisiveness even if I cannot follow it exactly.
The group then discusses the importance of these rules. Each participant makes his own assumptions about what hinders him and what helps him follow the specified rules.
Together we are strength (two fingers)
One of the participants lies down on the table, everyone else stands around and lifts the person lying down with the index and middle fingers of both hands. And they keep it suspended for some time. Then each participant is invited to play the role of the one being lifted.
"My child"
Drawing on the theme “My child. How I imagined him before birth and how he is now.”
Psychologist: “Remember your feelings with which you were expecting your child. Draw them with paints. Don't be afraid of the imperfections of your technique. The main thing for you is to improve sensations and feelings. How do you see your child now? Do not try to convey in the drawing all the problems that are associated with it in your mind. Whatever he is, he is still a CHILD, your child. He needs your love and care. And these feelings have always been BEAUTIFUL at all times of human existence. I wish you success on this path and begin...”
"Find your match"
Participants sit in a circle.
“I will give you cards with the name of the animal written on them. The names are repeated on two cards. For example, if you get a card that says “elephant,” you know that someone else has a card that also says “elephant.”
The coach distributes cards (if there is an odd number of participants in the group, the coach also takes part in the exercise).
“Please read what is written on your card. Make it so that only you can see the inscription. Now the card can be removed. Everyone's task is to find their match. In this case, you can use any means of expression, you just can’t say anything or make the characteristic sounds of “your animal.” In other words, everything we do, we will do in silence.
When you find your match, stay close, but remain silent, do not talk over each other. Only when all the pairs are formed will we check what we have done.”
After all group members have found their pair, the coach asks each pair in turn: “Who are you?”
“Charging positive thinking TODAY”
The psychologist reads paragraphs 9 and 10 of the text:
9. Today I will spend half an hour in peace and solitude, completely relaxing.
The group then discusses the importance of these rules. Each participant makes his own assumptions about what hinders him and what helps him follow the specified rules.
What is my attitude towards my child
The psychologist invites parents to answer the questionnaire: What is my attitude towards my child. The results are then discussed in the group.
What is my attitude towards my child:
1. What makes me uncomfortable about my child:
His appearance;
His intellectual capabilities;
His speech;
His behavior;
His motor awkwardness;
2. Do I think that I have a kind, loving child:
Yes;
No;
Don't know.
3. How does my child show his love for me:
He (eyes) caresses;
Kisses, hugs me;
Tells me he loves me;
He likes it when I caress him;
Does something I like.
4. When I am irritated by something about my child, I:
I scream at him;
I can spank;
I suppress my anger, but I feel bad myself.
5. When I suppress my anger about something about my child,
I feel:
Severe irritation;
The desire to attack him and do everything your way;
Weakness, depression;
Feeling of one's own defenselessness;
I want to cry;
Desire to leave it for a while;
The need to be alone.
6. How do I get my child to love me?
Musical relaxation
Musical accompaniment: “Ave Maria” by F. Schubert, instrumental arrangement by R. Clayderman and D. Last.
Psychologist: “Mother and child are an eternal theme in literature, painting, music, and art in general. A woman who has not yet become a mother, but who has already given birth to a future life, perceives the world differently. She feels it as if for two. Remember how you felt your baby's first movements. Remember how you listened to them and rejoiced at each new push. A woman who carries a new life within herself looks at the world with two pairs of eyes, breathes, feels, touches and comprehends the surroundings both for herself and for her future baby. Remember what transformations happened to you at that time.
A woman has been waiting for 9 long months for the birth of her little miracle, her happy continuation in life. Remember how you were gradually filled with happiness in anticipation of this miracle.
And finally, the moment comes when HE appears into the world, long awaited, but already dearly loved, flesh of flesh, blood of blood, her BABY. Remember the bliss into which your entire being was immersed after the birth of your child. After pain and possible tears, HAPPINESS came.
HE WAS BORN!!! Remember how happy you were then. Smile at your baby. Smile. Take him in your arms. Press it to your chest. Rock it. HE IS YOURS, ONLY YOURS, FOREVER YOURS. YOUR LOVE FOR HIM IS ALL-POWERFUL AND LIMITLESS!!!
Take a deep breath... Open your eyes.”
Suitcase
The participants leave the room one by one, and the rest, by a majority vote, collect a “suitcase” for him, into which they put those qualities that help or hinder him from adapting to the team. In this case, the following rules are observed:
Put the same number of positive and negative qualities
Indicate those qualities that appeared during the lesson
You can only put those qualities that can be corrected.
The coach does not participate in the training camp. The selected secretary records the specified qualities on paper. The person to whom the suitcase was packed can ask any question if he does not understand what the secretary wrote. Each participant receives their own suitcase.
Present
The psychologist thanks everyone for their active participation and, in memory of the training, gives everyone a reminder: “Charging positive thinking.”
Charging positive thinking “EXACTLY TODAY”
Say this text to yourself every morning. Stimulate yourself to take action. Don't forget to tell yourself encouraging words. Think of courage and happiness, strength and peace. I wish you success.
3. Today I will have a calm day and I will be happy. Happiness is the internal state of every person. Happiness does not depend on external circumstances. My happiness lies within me. Every person is as happy as he wants to be.
4. Today I will join the life that surrounds me and will not try to adapt it to my desires. I will accept my child, my family, my work and the circumstances of my life as they are and will try to fully comply with them.
5. Today I will take care of my health. I will do exercises, take care of my body, and avoid unhealthy habits and thoughts.
6. Today I will pay attention to my overall development. I'll do something useful. I will not be lazy and will make my mind work.
5. Today I will continue my moral self-improvement. I will be useful and necessary to my child, family, and myself.
10. Today I will be friendly to everyone. I will look my best, be gracious and generous with praise. I will not find fault with people and try to correct them.
11. Today I will live only with the problems of this day. I will not strive to immediately solve the problem of my child’s health.
12. Exactly today; I will outline a program of my affairs that I want to implement. This program will save me from haste and indecisiveness even if I cannot follow it exactly.
13. Today I will spend half an hour in peace and solitude, completely relaxing.
10. Today I will not be afraid of life and my own happiness. I will love and believe that those I love love and believe me.
If you want to develop a mindset that will bring you peace and happiness, follow these rules:
2. Never think about those people who are unpleasant to you. Do not remember those events that
You are unpleasant.
3. The only way to find happiness is not to wait for gratitude, but to do good for the sake of your own joy.
4. Count your successes, not your troubles.
5. Don't imitate others. Find yourself and be yourself.
Literature
1. Vachkov I.V. Fundamentals of group training technology. Psychotechnics: textbook. allowance / I.V. Vachkov. – M.: Publishing house “Os-89”, 2000. – 224 p.
2. Rudestam K. Group psychotherapy / K. Rudestam. – St. Petersburg: ZAO Publishing House “Peter”, 1999. – 384 p.
3. Kociunas R. Psychotherapeutic groups: theory and practice / trans. from lit. / R. Kociunas. – M.: Academic Project, 2000. – 240 p.
“Work experience in using mini-trainings, such as
technologies for organizing interaction
preschool educational institution with family"
Ivanova Olga Sergeevna
Municipal preschool educational institution
"MDOU No. 14 "Solnyshko"
Preschool childhood is a unique period in a person’s life. This is the period when health is formed and the comprehensive development of the individual takes place.
It is during this period that a person develops self-awareness, stable forms of interpersonal interaction, moral and social norms, and the first ideas about himself and the reality around him are formed.
Family and kindergarten are two components that stand at the origins of our future, but, as reality shows, they do not always have enough mutual understanding, tact, and patience to hear and understand each other. Misunderstanding between family and kindergarten falls heavily on the child. It is no secret that many parents are only interested in making sure their child is fed and clothed; they believe that kindergarten is a place where they only look after their children while parents are at work. And we, teachers, often experience great difficulties in communicating with such parents. How difficult it can be to reach such mothers and fathers! How difficult it is sometimes to explain to parents that a child must not only be fed and dressed beautifully, but that he must communicate with him and develop his ability to communicate with others, that the child must be taught to think and reflect.
In accordance with the Law “On Education”, “Model Regulations on a Preschool Educational Institution”, “Federal State Educational Standard for Preschool Education”, one of the main tasks facing a kindergarten is “interaction with the family to ensure the full and comprehensive development of the child.”
Times and morals are changing, scientific and technological progress is moving forward by leaps and bounds. But at all times, the main, unchanging value remains family.
Currently, the level of pedagogical culture of the majority of parents is not high enough; parents often experience difficulties in raising children and because of this they make mistakes in upbringing, which undoubtedly negatively affects the results of their educational activities and is manifested in the low level of education of many children.
Most families raise their children spontaneously, unconsciously, irresponsibly, following the behavior patterns of their parents, shifting education to kindergarten, then school, often not knowing what and how to do to raise children in the family.
To solve the problem that arose, I was faced with the need to find new forms of working with families, since traditional methods are not always effective.
The purpose of my work is:
Finding effective forms of interaction with parents and children to prevent and overcome difficulties in family education;
Creation of a single space “Kindergarten and family”.
In my work I use many forms of working with parents. In my opinion, the most effective are those forms and methods that, in practice, help parents evaluate different ways of interacting with a child, choose the most successful ones, help correct mistakes in raising children, and gain experience communicating with them.
This is a themed watch;
Fifteen minutes;
Seminars and workshops;
Round tables;
Questions and answers evenings;
Open days;
Relaxation evenings;
Creative competitions and exhibitions;
Family sports and intellectual competitions;
Matinees;
One of the features of the technology for organizing interaction between a preschool educational institution and a family is the use of mini-trainings.
I would like to give as an example one of these mini-trainings, the purpose of which is:
Increasing the effectiveness of interaction between parents and children.
This mini-training can become part of a parent meeting.
Mini-training with parents.
(The teacher addresses the parents)
Any training begins with a greeting. Let's not change traditions.
1. Let’s start with the greeting “Stand up…”.
Its goal is to create an optimistic mood and a mood for active interaction.
This exercise will also help us get to know your children and you. I will ask questions, and only those whose answer corresponds to reality will stand up.
"Stand up...":
Who has a son;
Son and daughter;
2 daughters;
2 sons, etc.
(depending on family composition)
Whose child has blue eyes;
Now stand up, those whose children are brown-eyed;
There are parents whose children have gray eyes;
Whose children love bananas;
Semolina porridge;
Whose child loves to wash dishes;
Stand up, those who in childhood wanted to be an astronaut, a doctor;
Maybe someone wanted to be a cook;
I dreamed of becoming a teacher;
Stand up, those who believe in Santa Claus.
So we learned a little about your children and about you.
2. Very often it turns out that we, parents, often come home from work in a bad mood, irritated, embittered. And our children become hostages of this bad mood.
I suggest the “Burst the Bubble” exercise.
It will help you get rid of anger and negative emotions.
Take a balloon. While inflating, fill it with all the bad things that ruined your mood.
Are you ready to let go of your anger, irritability, all bad emotions, are you ready to get rid of them?
Whoever is ready, say: “I let go of my negative emotions” and release the air from the balloon.
3. Everyone was freed from negative emotions, no one wanted to stay with them and now we continue in a good mood.
I propose an exercise-auction “Name it affectionately.”
Goal: to encourage parents to use kind words when dealing with their children.
Take a card with a number. Stand in a circle.
Each of you, if you know an affectionate way to address a child, quickly, like at an auction, raises a card and gets the right to respond.
So, let's begin.
(the teacher hurries the participants like at an auction)
The winner stands in the center of the circle, the rest of the participants say good wishes to the winner. The winner receives a sweet prize (for example, Chupa Chups).
4. And now “Blitz survey”.
I ask a question, you, passing the toy, quickly answer, giving 3 answers each:
What is your child like?
Give 3 qualities to your child, starting the answer with the words: “My child...”
My child loves (also 3 answers)
I dream that my child will become...
What do I expect from my child?
You've talked about your expectations of your children, but the truth is:
A child is not obliged to live up to the expectations of his parents. These are often your unfulfilled desires. The child must be accepted as he is, given the opportunity to be himself and go his own way.
In the words of a wise poet I want to say:
Your children are not your children:
They are the sons and daughters of life itself.
They came through you, but not from you.
And although they are with you, they do not belong to you.
You can give them your love, but not your thoughts.
You can give them shelter to their bodies, but not to their souls,
'Cause souls live in tomorrow's house
Which you can visit even in your dreams,
You can aspire to be like them
But do not strive to make them like you,
'Cause life doesn't move backwards
And does not linger in tomorrow.
So that you remember our meeting today, I want to offer you a reminder that will help you in raising your children.
Memo for parents.
9 commandments for parents.
1. If a child is constantly criticized, he learns to hate.
2. If a child lives in hostility, he learns aggressiveness.
3. If a child is ridiculed, he becomes withdrawn.
4. If a child grows up in reproaches, he learns to live with guilt.
5. If a child grows up in tolerance, he learns to understand others.
6. If a child is encouraged, he learns to believe in himself.
7. If a child is praised, he learns to be grateful.
8. If a child grows up in honesty, he learns to be fair.
9. If a child lives in safety, he learns to believe in people.
Some parenting tips:
1. Don't expect the child to be the way you want.
Help him become himself.
2. Don’t take your grievances out on your child.
3. Don't look down on his problems.
4. Never humiliate.
5. Know how to love not only your own, but also someone else’s child.
6. Love your child as untalented, unsuccessful, weak.
Communicate with him, rejoice, because a child is a holiday that is still with you.
Remember!
The child expects from you: tenderness, affection, love, warmth, support, understanding, kindness, care, praise, smile, and not the suggestion of saving rules, the intrusive transfer of experience, control over the implementation of rules, dictate, management, rejection, condemnation, punishment, making decisions for him.