Games for preschoolers for conflict-free communication. Development of conflict-free behavior skills in older preschoolers in play activities. Plan for organizing conflict-free communication for preschool children

Exercise "Pencil"

To familiarize participants with the rules of this game, you will need paper and pencil. The presenter explains to the players that the pencil can be controlled from a distance by giving it one of four possible commands: “Up!”, “Down!”, “Right!” or "Left!" On command, the pencil moves in the indicated direction, leaving a line on the paper. Another command follows, and the pencil, without leaving the paper, moves again. Thus, a broken line appears on the sheet. All pencil strokes must be equal in length.
At the preliminary stage of the game, the participants give their commands in turn, and the presenter “helps” the pencil to carry out its duties. Then, after making sure that all participants have understood the principle of the game, the presenter invites them to draw imaginary figures on an imaginary sheet, which everyone should imagine in front of them. Drawing begins with a simple figure, a sample of which the presenter first shows to the players, for example, a square. Commands are given in a circle.
The presenter must explain to the players that they do not have the right to agree on what point to start and in what direction to draw the broken line. Everyone must carefully monitor the commands and, when it is his turn, act in accordance with the situation. If during the drawing a participant was unable to follow the line or it seemed to him that one of his comrades made a mistake, he stops the game with the command “Stop!” With this command, everything that has already been drawn on imaginary sheets is automatically erased. The one who stops the game starts it over again - makes the first move. After the figure is drawn, the presenter suggests the next, more complex one.
As a rule, the game is very lively. The presence of a common goal and everyone’s responsibility for achieving it lead to a significant mobilization of the visual imagination.

Exercise "True or false?"
(atmosphere of openness, group cohesion)

Preparation
Group members sit in a circle; Everyone should have paper and pencil ready.
1. Invite participants to write three sentences that apply to them personally. Of these three phrases, two must be true, and one must not.
2. One by one, each participant reads out their phrases, everyone else tries to understand what is said is true and what is not. At the same time, all opinions must be substantiated. Advise the authors of phrases not to rush with their comments and listen carefully to the guesses of different players. After all, this is a great opportunity to understand how a person is perceived from the outside.

Exercise "Labyrinth" (feeling of trust)

The group is divided into pairs. In each pair, one of the participants, with the help of verbal instructions and commands, “leads” his partner into an imaginary labyrinth, the diagram of which in the form of a broken line with right angles he holds in front of him, but does not show to his “follower”. There are three commands in total.
The first, indicating the entrance to the labyrinth, is “Straight!” Next, depending on the shape of the labyrinth, follow the commands “Right!” or “Left!”, after which the person walking through an imaginary labyrinth must turn to the right or left, respectively.
Having gone through the labyrinth, the “follower” must turn 180 degrees and mentally exit it, loudly reporting all his movements (using the same three commands). At this time, the “starter”, according to his scheme, controls the partner’s path. If the “follower” completed the task successfully, then he is offered a labyrinth with a large number of turns, and so on. Then the partners change roles.
In some cases, it is better to work with the Labyrinth not in pairs, but as a whole group. In this case, some of the participants sitting in a circle (even numbers) will be led into the maze, and the remaining part will be led out of the maze. Then each of both the “initiators” and the “leaders” gets only a part of the common path.
During the discussion of the results, the coach should pay special attention to how each athlete, as a “follower,” coped with his task. Participants whose visual orientation in space predominates usually use an imaginary little man who, obediently following commands, walks through the maze. For those who have a predominant motor type, this is not enough. In order to determine where it is “to the left” and where it is “to the right,” they are forced each time to imagine themselves in the place of the “little man,” mentally climb inside the labyrinth and make imaginary turns there. Imagining various movements, people with a motor type of orientation do not so much see these movements as feel them with their bodies, feel themselves performing them.

Exercise "Wishes" (creating a group atmosphere)

All participants sit in a circle. Everyone in the circle expresses a wish to the sitting players. It is possible for one of the players, if desired. The leader of the training expresses his wish at the end of the circle.

Exercise “I want to give you a gift” (development of psychological climate)

The presenter begins the exercise by addressing the participant sitting to his right with the phrase “I want to give you...” and says what he wants to give to this person.

Exercise "Mirror" (development of psychological climate)

Participants are divided into pairs and face each other. One of the players makes slow movements with his hands, head, and whole body. The other’s task is to exactly copy all the movements of his partner, to be his “mirror image”. In each pair, participants independently select the desired complexity of movements and their pace.
During the game, participants working as “reflectors” quickly learn to feel their partner’s body and grasp the logic of his movements. From time to time it becomes easier to follow the “original” and copy its movements, and more and more often situations arise not only of anticipation, but also of anticipating its movements. Having mastered the skills of motor imitation, participants can try their hand at more difficult game: the task is the same, but the roles of “reflection” and “original”, follower and leader, are not defined. Flexibly adapting to each other, the players strive to move in unison.
This exercise is a very good means of developing psychological contact. By observing the progress of its implementation, the coach can identify the “natural” leader in each pair. Difficulties in achieving motor agreement are often associated with the presence of tense relationships between partners.

Exercise "Fact or Fiction" (ability to listen and understand)

The game enhances group cohesion and creates an atmosphere of openness.
Group members sit in a circle; Everyone should have paper and pencil ready. Invite participants to write three sentences that apply to them personally. Of these three phrases, two must be true, and one must not.
One by one, each participant reads out their phrases, everyone else tries to understand what is said is true and what is not. At the same time, all opinions must be substantiated.
Advise the authors of the phrases not to rush with their comments and listen carefully to the guesses: and different players. After all, this is a great opportunity to understand how a person is perceived from the outside.

Exercise "Reservoir" (understanding the interlocutor)

Purpose of the game- improving non-reflective listening.
In a conversation with a teacher, parents, older sister or brother, boyfriend or girlfriend, any person who is in a state of excitement or resentment towards you, play the role of an “empty form”, a “reservoir” into which your interlocutor “pours”, “lays” your words, thoughts, feelings, emotions. Try to achieve the internal state of a “reservoir”: you are a form, you do not react to external influences, but only accept them into your inner space. Throw away your personal assessments - it’s as if you are not in reality, there is only an empty form!
It's difficult. But play this 2-3 times and it will be easy for you. Then, when you are sure that you have formed the internal state of the “reservoir,” enter into a conversation with the most conflicting person and try to treat your interlocutor impartially and unbiasedly. Use the skills you acquired in the previous exercise.

Currently, education has new goals and objectives - the formation of the personality of a citizen of a democratic legal society. All qualities of a citizen (activity, tolerance, ability to self-determination, etc.) are associated with the functioning of certain psychological mechanisms of the individual as a subject of his own life and social life.

Turning points in the life of the younger generation (in this case, the crisis of adolescence and the transition to the stage of adolescence) are often accompanied by conflicts and conflict situations, which does not always depend on high level conflict potential of the child. Therefore, he simply needs to be socially competent in order to realize himself more successfully in future life and activities.

The program is intended for students in grades 5-7.

Purpose of the training: providing training participants with the opportunity to gain experience in constructively resolving conflict situations.

Course objectives:

1. Training in methods of finding solutions in conflict situations;

2. Familiarize yourself with ways to resolve conflict situations;

3. Help participants adjust their behavior in the direction of reducing its potential for conflict (remove conflict in the personal-emotional sphere);

4. Uniting the class team.

Number of students in the group – 10-15 people.

The training is designed for 3 sessions 1 hour 30 minutes

Methods and forms of work: simulation games, group discussion, practical exercises, work in pairs and mini-groups, mini-lectures, presentations.

Expected effects from participation in the training:

Understanding what can cause conflict;

Ability to choose a method of behavior in a conflict situation;

Formation of skills to manage emotions in a situation of communication with an interlocutor;

Mastering techniques for constructive resolution in interpersonal conflicts.

Training program “A world without conflicts”.

Lesson topic

“Conflicts in our lives"

Acquaintance with the concepts and mastery of the essence of the concepts “dispute”, “conflict”, “conflict situation”, “incident”, development of the skills of moral self-knowledge and self-analysis.

Self-test “Assessment of one’s own behavior in a conflict situation.”

Conflict management.

Familiarity with the rules and styles of conflict resolution. Test by K. Thomas “Conflict Resolution Styles”.

Self-control in communication.

Consideration of ways of constructive behavior in conflict, methods of conflict management. Self-test “Level of personality conflict”

Lesson No. 1

Topic: “Conflicts in our lives”

Introduction: Dear guys, you all know that communication accompanies us everywhere and always, and it is impossible to imagine how a person can do without this unique gift. It is only necessary to note that communication is not always pleasant: conflicts and quarrels often spoil our mood, and the problem of their occurrence is inability and ignorance of the rules of effective communication. The theme of this training is “A world without conflicts”, during the classes you will learn everything about conflicts and ways to resolve them positively.

Game "Snowball".

The duration of the exercise is 10-15 minutes.

Purpose of the game: positive greeting and unity of the game participants.

Leading: participants in a circle say their names as follows: the 1st participant says his name and comes up with a word characterizing it for the first letter of his name (for example, Lena - affectionate); The 2nd participant says the name and characteristics of the first and says his own - name and characteristics; The 3rd name names and characteristics of the 1st and 2nd and names his own, etc.

2. Acceptance of the training rules:

Learn to listen to each other.

This means looking at the speaker and not interrupting him. When someone finishes speaking, the next speaker can briefly repeat what the previous speaker said before going on to express his thoughts. To attract attention to the speaker, a hand ball can be used, which passes from hand to hand during the discussion. When someone speaks, everyone else remains silent.

Speak to the point

Sometimes students deviate from the topic being discussed. Instead of reprimanding the participant, the discussion leader might say, "I'm not sure how this relates to our topic. Could you explain what you mean?"

Show respect

Openness in statements will appear only when students learn that it is possible to disagree with someone’s opinion, but it is unacceptable to express assessments of other people only on the basis of the thoughts they express.

Law "zero-zero" (about punctuality)

All participants must arrive before the designated time.

Confidentiality

What happens in class remains between the participants.

Stop rule

If a discussion of some personal experience participants becomes unpleasant or unsafe, the person whose experience is being discussed can close the topic by saying “stop.”

Everyone speaks for himself, on his own behalf

It is worth saying not “Everyone believes that...”, but “I believe that...”, etc.

3. Mini-lecture.

Introduction of theoretical concepts:

Leading: Here are the following concepts: dispute, conflict, conflict situation, incident. Try to define these words yourself, what they mean.

After the training participants have expressed their opinions, the facilitator presents theoretical definitions on a slide.

DISPUTE - A verbal competition, a discussion of something between two or more persons, in which each party defends its opinion, its rightness.

CONFLICT is a clash of oppositely directed, mutually incompatible opinions associated with acute negative emotional experiences.

CONFLICT SITUATION - conflicting positions of the parties on any issue.

INCIDENT - an incident, incident (usually unpleasant), misunderstanding, collision.

Children are asked to correlate the test results with their self-assessment of their level of conflict, and think about what causes most often give rise to conflicts between people.

TEST “Assessment of one’s own behavior in a conflict situation”

Guys! Try to sincerely answer the question: “How do you usually behave in a conflict situation or dispute?” If this or that behavior is typical for you, put the appropriate number of points after each answer number that characterizes a certain style of behavior.

If you behave this way

OFTEN - give 3 points;

FROM CASE TO CASE - 2 points;

RARE - 1 point.

QUESTION: “How do you usually behave in a dispute or conflict situation?”

ANSWERS:

1. I threaten or fight.

2. I try to accept the enemy’s point of view and treat it as my own.

3. I am looking for compromises.

4. I admit that I am wrong, even if I cannot completely believe it.

5. Avoiding the enemy.

6. I wish to achieve my goals at all costs.

7. I'm trying to figure out what I agree with and what I absolutely don't agree with.

8. I compromise.

9. I give up.

10. Changing the subject...

11. I persistently repeat one thought until I achieve my goal.

12. I’m trying to find the source of the conflict, to understand where it all started.

13. I will give in a little and thereby push the other side to make concessions.

14. I offer peace.

15. I'm trying to make a joke out of everything.

Processing test results. Count the number of points under numbers 1, 6, 11 - this is type “A” behavior. When we calculate the scores for all indicators, you will learn the characteristics of different types of behavior in a conflict situation and determine your style.

Type “A” - the sum of points numbered 1, 6,11.

Type “B” - the sum of points numbered 2, 7,12.

Type “B” - the sum of points numbered 3, 8,13.

Type “G” - the sum of points numbered 4,9,14.

Type “D” - the sum of points numbered 5,10, 15.

If you scored the most points under the letters: “A” is “a tough type of conflict and dispute resolution.” You stand your ground until the last moment, defending your position. You strive to win at all costs. This is the type of person who is always right. "B" is a "democratic" style. You are of the opinion that it is always possible to reach an agreement. During a dispute, you try to offer an alternative, look for solutions that would satisfy both sides. “B” is a “compromise” style. From the very beginning you agree to compromise. "G" - "soft" style. You “destroy” your opponent with kindness. You readily accept the enemy's point of view, abandoning your own. “D” is the “outgoing” style. Your credo is “leave on time.” You try not to aggravate the situation, not to bring the conflict to an open clash.

Host: Now that you know your results, I propose to analyze the test results yourself and correlate them with your self-assessment of your behavior.

Reflective activity.

The guys in a circle express their opinions, answering the questions, what new have you learned about the conflict? What have you learned?

Lesson 2.

The topic is “Conflict Management”.

1. Procedure "Greetings for today."

Let's start our work by expressing wishes to each other for today. It should be short, preferably one word. You throw the ball to the person to whom you are addressing the wish and at the same time say it. The one to whom the ball was thrown, in turn, throws it to the next person, expressing his wishes for today. We will carefully monitor that everyone gets the ball and try not to miss anyone.

Introduction: Dear guys, we continue to work on self-development, today in class we will look at ways to manage conflicts, why do you need to know this? (we listen to the guys’ opinions).

2. Conversation.

Questions:

What are the similarities and differences between the concepts of DISPUTE and CONFLICT?

What is a CONFLICT SITUATION?

Have you ever found yourself in a conflict situation?

Which people do you most often conflict with? Why?

What most often causes conflict for you?

Is it possible to resolve a conflict without violating the rights and dignity of all people involved in the conflict?

Have you witnessed such a successful conflict resolution?

3. Mini-lecture.

There are rules of conduct for conflict-ridden people, the implementation of which will help avoid provoking conflicts:

1. Remember that straightforwardness is good, but not always. Criticize, but don't gloat. In everything you need to know when to stop. You also need to be able to tell the truth! Be independent, but not arrogant. Don't turn persistence into importunity.

2. Be fair and tolerant of people. Do not overestimate your abilities and capabilities and do not belittle the abilities and capabilities of others.

3. Do not show initiative where it is not needed.

4. Realize yourself in creativity, not in conflicts.

5. Show restraint and master self-regulation skills. Respect for people, knowledge of the rules of dispute, discussion, and communication rules help prevent unnecessary conflicts.

Special rules for preventing conflicts:

Do not immediately speak to a nervous, agitated person;

Before talking about something unpleasant, try to create a friendly atmosphere, note the person’s merits, his good deeds;

Try to look at the problem through the eyes of your opponent, try to “stand in his place”;

Do not hide your kind attitude towards people, express approval to your comrades more often, do not skimp on praise;

Know how to force yourself to remain silent when you are hurt in a petty quarrel, be above petty squabbles!

Reflective activity b will help teenagers remember when following these rules really helped them avoid conflict.

4. Practical exercise: Typewriter

Purpose of the exercise: warm-up, development of skills for cohesive action. Participants are given a word or phrase. The letters that make up the text are distributed among group members. Then the phrase must be said as quickly as possible, with everyone calling out their letter, and in the intervals between words everyone clapping their hands.

If..., I would...

The exercise takes place in a circle: one participant sets a condition that specifies a certain conflict situation. For example: “If I were shortchanged in a store...”. The next person sitting next to him continues (finishes) the sentence. For example: "... I would demand a complaint book."

The presenter notes that both conflict situations and solutions to them can be repeated.

5. Test by K. Thomas “Conflict resolution styles”.

Everyone is given a test form, the children complete it independently. At this time, light, calm music may sound.

Instructions: For each of the thirty questions, choose one option (A or B) that best suits what you want How you usually act or act (circle, check).

Instead of discussing where we disagree, I try to focus on what we both agree on.

I try to settle the matter taking into account the interests of the other and my own.

I'm trying to find a compromise solution.

Sometimes I sacrifice my own interests for the interests of another person.

When resolving a controversial situation, I always try to find support from someone else.

I try my best to avoid unnecessary tension.

I'm trying to avoid getting myself into trouble.

I'm trying to get my way.

I try to postpone the resolution of a controversial issue in order to finally resolve it over time.

I believe it is possible to give in on something in order to achieve something else.

Usually I persistently strive to achieve my goal.

I first try to clearly define what all the interests and issues involved are.

I'm taking steps to get my way.

I am determined to achieve my goal.

I'm trying to find a compromise solution.

The first thing I do is try to clearly define what the interests and issues involved are.

I try to reassure the other and mainly preserve our relationship.

I often avoid taking positions that might cause controversy.

I give the other person the opportunity to remain unconvinced in some way if he also meets me halfway.

I propose a middle position.

I insist that it be done my way.

I tell the other my point of view and ask about his views.

I am trying to show the other the logic and advantage of my views.

I try to reassure the other and mainly preserve our relationship.

I try to do everything necessary to avoid tension.

I am trying to convince another of the superiority of my positions.

Usually I try to get my way.

I try my best to avoid unnecessary tension.

I give the other person the opportunity to remain unconvinced in some way if he also meets me halfway.

The first thing I do is try to clearly define what all the interests and issues involved are.

I try to postpone the resolution of a controversial issue in order to finally resolve it over time.

I'm trying to overcome our differences immediately.

I'm trying to find best combination benefits and losses for both of us.

I always tend to discuss the problem directly.

I try to find a position that is in the middle between my position and the other person's point of view.

I stand up for my desires.

As a rule, I am concerned with satisfying the desires of each of us.

Sometimes I let others take responsibility for resolving a controversial issue.

If the position of another seems very important to him, I will try to meet his wishes.

I try to convince the other to come to a compromise.

I try to show the other the logic and advantages of my views.

When negotiating, I try to be attentive to the wishes of the other.

I propose a middle position.

I almost always strive to satisfy the interests of each of us.

I often avoid taking positions that might cause controversy.

If it makes the other person happy, I will give him the opportunity to have his way.

Usually I persistently strive to achieve my goal.

When dealing with a situation, I usually try to find support from the other person.

I propose a middle position.

I think that you shouldn’t always worry about any disagreements that arise.

I try not to hurt the other person's feelings.

I always take a position on a controversial issue so that we, together with another interested person, can achieve success.

Exercise : Now read all the statements that you marked in a row, try to determine, using the lesson material on conflict resolution styles, which conflict resolution style is typical for you.

Exercise : Check your findings against the test key.

For each style (column), the number of matches of the answer options with the attached key is counted, and if there is a match, 1 point is awarded.

Question no.

Rivalry

Cooperation

Compromise

Avoidance

Device

Interpretation :

The number of points scored by an individual on each scale gives an idea of ​​the severity of his tendency to display appropriate forms of behavior in conflict situations: styles of competition, cooperation, compromise, avoidance, adaptation.

The point totals corresponding to each of the five styles should be ranked. The dominant style is the one for which the highest number of points is scored, the style that is used frequently is in second place, etc. to the last – the least characteristic.

6. Role-playing game "Smoothing out conflicts"

Purpose of the exercise: to develop skills in resolving conflicts. The presenter talks about the importance of such skills as the ability to quickly and effectively resolve conflicts; announces that now it is worth trying to experimentally find out the basic methods of conflict resolution.

Participants are divided into threes. For 5 minutes, each trio comes up with a scenario in which two participants represent conflicting parties (for example, quarreling spouses), and the third plays a peacemaker, an arbiter.

The facilitator brings up the following questions for discussion:

What conflict resolution techniques have been demonstrated?

What interesting things do you think the participants used during the game?

How should those participants who failed to smooth out the conflict behave?

7. The result of the lesson is reflection.

Lesson 3.

Topic: “Self-control in communication.”

1. Exercise – greeting: Last meeting

Purpose of the exercise: improving communication culture, stimulating the activity of participants.

2. Self-test “Level of personality conflict”

Instructions: Guys! When answering a question, select one answer option,

under a specific letter, write down the letter after the question number.

1) Is it typical for you to strive for dominance, that is, to subjugate others to your will?

a) no

b) when how

c) yes

2) Are there people in your team who are afraid of you, and perhaps hate you?

a) yes

b) I find it difficult to answer

c) no

3) Who are you most?

a) pacifist

b) principled

c) enterprising

4) How often do you have to make critical judgments?

a) often

b) periodically

c) rarely

5) What would be most characteristic of you if you headed a team that was new to you?

a) would develop a team development program for the year ahead and convince team members of its promise;

b) would study who is who and establish contact with the leaders;

c) would consult with people more often.

6) In case of failures, what state is most typical for you?

a) pessimism

b) bad mood

c) self-resentment

7) Is it typical for you to strive to defend and observe the traditions of your team?

a) yes

b) most likely yes

c) no

8) Do you consider yourself to be one of the people who would rather tell the bitter truth to their face than remain silent?

a) yes

b) most likely yes

c) no

9) Of the three personality traits that you struggle with, you most often try to get rid of them in yourself

a) irritability

b) touchiness

c) intolerance of criticism of others

10)Who are you most?

a) independent

b) leader

c) idea generator

11)What kind of person do your friends think you are?

a) extravagant

b) an optimist

c) persistent

12)What do you most often struggle with?

a) with injustice

b) with bureaucracy

c) with selfishness

13)What is most characteristic of you?

a) I underestimate my abilities

b) I evaluate my abilities objectively

c) I overestimate my abilities

14) What leads you to clash and conflict with people.

a) excessive initiative

b) excessive criticality

c) excessive straightforwardness

Processing test results. All answers to each question have their own score. Replace the letters you choose with points and calculate your total points.

A

A certain amount of points characterizes the level of conflict of an individual:

14 – 17 points -

Very low

18 – 20 points -

21–23 points -

Below the average

24 – 26 points -

Closer to average

27 – 29 points -

30 – 32 points -

Closer to average

33 – 35 points -

Above average

36 – 38 points -

39 – 42 points -

Very tall

2. Discussion of test results.

3. Group cohesion exercise “Unity”

Participants sit in a circle. Everyone clenches their hand into a fist, and at the leader’s command, everyone “throws out” their fingers. The group should strive to ensure that all participants, independently of each other, choose the same number. Participants are prohibited from talking. The game continues until the group reaches its goal.

Introductory word: Today in class we will look at ways of constructive behavior in conflict, methods of conflict management, but first I suggest you take a test to find out the level of conflict in your personality.

Practical exercise “Learning to resolve conflicts”

Exercise: The children are asked to describe on separate pieces of paper the conflicts that happened to them. There is no need to sign the leaflets. These situations will be examined collectively in order to jointly find the optimal solution to each analyzed conflict.

Mini-lecture.

Methods and rules for resolving conflict.

Conflict resolution is the process of finding a mutually acceptable solution to a problem that has common significance for the parties to the conflict, and on this basis the harmonization of their relations.

Methods of conflict resolution (humor, “psychological stroking”, compromise, analysis of the situation, “arbitration” court, ultimatum, suppression of the partner and severance of communication).

Rules for resolving conflict.

a) analysis of the conflict situation;

b) conflict resolution.

Reflective activity.

Practical exercise - debate.

“Conflict Resolution Styles”

1. You have to take an exam, and suddenly the teacher asks five students to defend an essay rather than study papers. Four topics were chosen immediately. There's only one topic left and you want to take it. What will you do if your friend is interested in her? just a classmate, etc.?

Mini-lecture.

Constructive conflict resolution is a source of human personality development; it contributes to the enrichment of a person’s inner world and his social experience. Recommendations for constructive conflict resolution: controlling emotions.

Game "Cultural Conversation"

Presenter: Two people (from different groups) sit opposite each other. In writing on paper, within two minutes, everyone must state the topic and purpose of the conversation. For example, I want to know what film my interlocutor watched last time, and what opinion he had about this film.

(The presenter asks you to structure your conversation in such a way that you can listen carefully to your partner, help him uncover the topic, and at the same time solve the tasks that they have set for themselves. The dialogue time is 4 minutes.)

In conclusion, reflective activity.

Secret friend

Materials: small identical sheets of paper, pens.

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

The game can last for several days.

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

Compliment

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

ME AND YOU

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

Present

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

Media/Rumors

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

Praise yourself

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

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

JEFF Exercise

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

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

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

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

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

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

Communication options

Participants are divided into pairs.

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

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

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

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

Discussion:

How did you feel during the first three exercises?

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

What prevented you from feeling comfortable?

How did you feel during your last exercise?

What helps you communicate?

Sun

A game to identify conflict and mistrust among participants.

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

Friendship

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

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

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

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

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

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

Discussion:

Which company names best reflected who a good friend was?

What qualities are important for good friends?

What can each of us do to become better friends?

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

Stomp your foot!

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

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

Goals and main tasks:

v Develop relationships built on equality or the willingness (ability) to constructively solve problems related to their position (status) in the group, to help children feel unity with others.

v Develop openness, the ability to express interest in each other and their attitude towards others.

v Show children what mutual recognition and respect means.

v Develop communication skills and the ability to resolve conflicts without violence.

v Create interest in a common goal.

v Develop a willingness to contribute to the common cause.

v Develop a willingness to meet each other halfway.

v Learn to be patient with the shortcomings of others.

Download:

Preview:

BLOCK OF INTERACTIVE GAMES FOR COHESION, COOPERATION

Goals and main tasks:

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

Game "Good Animal"

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

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

Game "Locomotive"

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

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

Outdoor game “The dragon bites its tail”

Target: group cohesion.

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

Game "Bug"

Target: disclosure of group relations.

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

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

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

Game "Hug"

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

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

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

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

After the game, questions are asked:

Did you like the game?

Why is it good to hug other children?

How do you feel when another child hugs you?

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

Game "Applause in a circle"

Target: formation of group cohesion.

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

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

BLOCK OF GAMES FOR TEACHING EFFECTIVE WAYS OF COMMUNICATION

Game "Ask for a toy"

Target: development of communication skills.

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

Game "Good Friend"

Target: develop the skill of establishing friendly relationships.

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

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

Further discussion:

How does a person find a friend?

Why are good friends so important in life?

Do you have a friend in the group?

Game "I Like You"

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

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

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

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

Further discussion:

Is it easy to say nice things to other children?

Who told you anything nice before this game?

Are the children in the group friendly?

Why is every child worthy of love?

Did anything surprise you about this game?

BLOCK OF GAMES REFLECTING A CLAIM FOR SOCIAL RECOGNITION

Main goals:

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

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

Game "King"

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

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

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

Further discussion:

How did you feel when you were king?

What did you enjoy most about this role?

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

How did you feel when you were a servant?

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

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

How far can a good king go in his desires?

BLOCK OF GAMES AIMED AT REMOVING CONFLICT

Main goals:

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

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

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

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

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

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

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

Game "Quarrel"

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

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

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

We quarreled

My friend and I had a fight

And they sat down in the corners.

It's very boring without each other!

We need to make peace.

I didn't offend her -

I just held the teddy bear

Just ran away with the teddy bear

And she said: “I won’t give it up!”

(A. Kuznetsova)

Issues for discussion:

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

Have you ever quarreled with your friends? Because of which?

How do those who quarrel feel?

Is it possible to do without quarrels?

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

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

(A. Kuznetsova)

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

Game "Reconciliation"

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

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

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

Questions for discussion with children performing roles:

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

What happens when you get angry with someone?

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

Why is it so important to forgive others?

Sketch with the content of a problem situation

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

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

Issues for discussion:

Why did Katya cry? (She felt offended.)

Did Natasha do the right thing?

What would you do in her place?

Let's help the girls make peace.

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

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

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

Game "Sweet Problem"

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

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

Educator. Children, sit in a circle. The game we have to play is related to sweets. To get cookies, you first need to choose a partner and solve one problem with him. Sit opposite each other and look into each other's eyes. There will be cookies between you on a napkin, please don’t touch them yet. There is one problem with this game. Cookies can only be received by someone whose partner voluntarily refuses the cookies and gives them to you. This is a rule that cannot be broken. Now you can start talking, but you have no right to take cookies without your partner’s consent. If consent is received, then the cookies can be taken. Then the teacher waits for all the pairs to make a decision and observes how they act. Some people may eat the cookie immediately after receiving it from their partner, while others break the cookie in half and give one half to their partner. For a long time, some people cannot solve the problem of who will get the cookies.

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

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

Issues for discussion:

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

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

What do you expect when you treat someone politely?

Was everyone treated fairly in this game?

Who took the least time to reach an agreement?

How did that make you feel?

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

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

Game "Peace Rug"

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

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

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

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

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

Issues for discussion:

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

What happens when the stronger one wins an argument?

Why is it unacceptable to use violence in a dispute?

What do you understand by justice?

Peaceful poems

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

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

If you fight -

I will bite!

And there’s nothing to do with biting,

I'll fight with a brick!

We don't need a brick

Let's make friends with you!

2. Hand by hand

We'll take it tightly

We used to fight

And now it doesn’t matter!

3. We won’t quarrel.

We will be friends

Let's not forget the oath

As long as we live!

4. Stop being angry for us already,

Everyone around is having fun!

Let's make peace quickly:

You are my friend!

And I'm your friend!

We will forget all the insults

And we will be friends as before!

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

And I don't fight anymore.

Well, if I fight, -

I'll end up in a dirty puddle!

6. Let's put up with you

And share everything.

And who will not put up -

Let's not deal with that!

7. To make the sun smile,

Tried to warm you and me,

You just need to become kinder

And let us make peace soon!

8. Peace, peace forever,

You can't quarrel anymore

And then grandma will come,

And it hits you in the butt!

9. How to swear and tease

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

Let's smile together

Songs to sing and dance,

Swim in the lake in summer

And pick strawberries

Ice skating in winter

Make babies, play snowballs,

Divide the candy between two people

All the problems and secrets.

It's very boring to live in a quarrel,

Therefore - let's be friends!

References:

1. Antsupov A. Ya., Shipilov A.I. Conflictology. – M.: Unity, 2000.

2. Zedgenidze V. Ya. Prevention and resolution of conflicts in preschool children: a manual for practical workers of preschool educational institutions. – M.: Iris-press, 2009.

3. Klinina R. R. Training for the development of the personality of a preschooler: classes, games, exercises. – St. Petersburg: Rech, 2001.

4. Klyueva N.V., Kasatkina Yu.V. We teach children to communicate. - Yaroslavl: Development Academy, 1996.

5. Fopel K. How to teach children to cooperate. Psychological games and exercises: - M.: Genesis, 2003.

Lyubov Mikhailovna Pechikina
Games for overcoming conflict situations in preschoolers. Part 2

A game "Sweet Problem"

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

Move games: In this game, each child will need one cookie, and each pair of children will need one napkin.

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

Then the teacher waits for all the pairs to make a decision and observes how they act. They can eat the cookie straight away after receiving it from their partner, but break the other cookies in half and give one half to their partner. Some people can’t solve the problem for a long time, who will get the cookies after all.

“Now I’ll give each couple one more cookie. Discuss what you will do with the cookies this time."

The teacher observes that in this case, too, children act differently. Those children who split the first cookie in half usually repeat this "strategy of justice". Most children who gave cookies to their partner in the first parts of the game, and having not received a single piece, now expect their partner to give them the cookies. There are children who are ready to give their partner the second cookie.

Issues for discussion:

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

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

What do you expect when you treat someone politely?

Was everyone treated fairly in this game?

Who took the least time to reach an agreement?

How did that make you feel?

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

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

Reflection

Parting.

A game "Give the gift of movement"

Target: strengthening emotional contacts between children, developing trust and mutual understanding.

Move games: A presenter is selected. The rest of the children stand in a circle, and the leader stands in the center of the circle. The leader begins to perform some similar movements for 10-15 seconds, and the rest repeat these movements after him. Then the leader changes and the game continues

Reflection

Parting

A game "Reconciliation"

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

Progress of the game:

"In life often people try to solve their problems according to the principle "an eye for an eye, an eye for an eye". When something offends us, we respond with even stronger offense. If someone threatens us, we also react with a threat and thereby strengthen our conflicts. In many cases, it is much more useful to step back step by step, admit your share of responsibility for the occurrence of a quarrel or fight and raise each other’s hands as a sign of reconciliation.

Phil and Khryusha will help us in this game (toys). One of you will speak in the words of Fili, and the other - Piggy. Now you try to act out a scene of a quarrel between Phil and Piggy, for example, over a book that you bring to Phil’s group. (Children act out a quarrel between television characters, showing resentment and anger). Well, now Filya and Khryusha are not friends, they sit in different corners of the room and do not talk to each other. Guys, let's help them make peace. Suggest how this can be done. 9Children offer options: sit next to you, give the book to the owner, etc. Yes, guys, you are right. In this situations You can get by with a book without a quarrel. I suggest you play the scene differently. Khryusha needs to invite Fila to look at the book together or in turn, and not tear it out of his hands, or offer him something of his own for a while - a typewriter, a set of pencils, etc. (Children act out the scene differently). And now Filya and Khryusha must make peace, ask each other for forgiveness for offending each other, and let them shake hands with each other as a sign of reconciliation.”

Questions to discuss with children performing roles:

Have you found it difficult to forgive others? How does this make you feel?

What happens when you are angry with someone?

Do you think saying goodbye is a sign of strength or a sign of weakness?

Why is it so important to forgive others?

Exercise "Housewarming"

Target: creating a sense of unity with the group

Description: Children are invited to draw their portraits and "settle" them into a house, the drawing of which is on the board. Then the children all paint the house together.

A game "Good Wizard"

Target: development of a sense of collectivism, the ability to make friends, cooperate with peers

Description: “If you were a good wizard and could work miracles, what would you give us all together?” The game continues until everyone becomes a wizard, wishes cannot be repeated

At the end, you can hold a competition for the best wish for everyone.

Reflection

Parting

A game "Good Animal"

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

Description: Presenter in a quiet mysterious voice speaks:

“Please stand in a circle and hold hands. We are one big, kind animal. Let's listen to how it breathes! Now let's breathe together! When you inhale, take a step forward, when you exhale, take a step back. Now, when you inhale, take 2 steps forward, and when you exhale, take 2 steps back. Inhale – 2 steps back. This is how the animal not only breathes, its big, kind heart beats just as clearly and evenly. A knock is a step forward, a knock is a step back, etc. We all take the breath and heartbeat of this animal for ourselves.”

Drawing "My friends"

Target: diagnostics of children's relationships

Description: The child is asked to draw his friends. You can draw them as people, or you can draw them in the idea of ​​animals, birds, flowers, trees, etc. After drawing, you can discuss the drawing with the child, asking him who is drawn here, why did he draw these particular children? The drawing can also provide information about your child's relationships with other children. Look who is drawn closest to the child, what are the sizes of the figures, etc.

Associations that a child has with his friends can also be interesting. For example, if one of the children is drawn as a spruce tree, this can be interpreted as the fact that your child has a tense relationship with him, maybe he even experiences some fear when communicating with him, because he is a child "prickly".

As a variation of this exercise, you can use a drawing "our group" which can be a good diagnostic indicator of children's relationships within a group

A game "Palm to palm"

Target: development of communication skills, gaining experience of interaction in pairs, overcoming fear of tactile contact

Material: table, chair, etc

Move games: Children stand in pairs, pressing their right palm to their left palm and their left palm to the right palm of the person standing next to them. Connected in this way, they must move around the room, avoiding various obstacles: table, chairs, bed, mountain (in the idea of ​​a pile of pillows, a river (in the form of a laid out towel or railway) etc

In this game, a couple can be an adult and a child. You can complicate the game if you give the task to move by jumping, running, squatting, etc. Players need to be reminded that they cannot unclench their palms.