Introduction……………………………………………………………3

The purpose and objectives of the GCD ……………………………………………………………..5

Structure and form of GCD…..………………………………………….5

Expected results……………………………………………………………6

Thematic planning……………………………………………………7

GCD notes:

Lesson 1 “Soap Bubbles”……………………………………10

Lesson 2 “Ladybug”…………………………………………………….12

Lesson 3 “Walk in the autumn forest”……………………………….15

Lesson 4 “Ball”…………………………………………………..17

Lesson 5 “Leaf fall”……………………………………………….20

Lesson 6 “Kittens”………………………………………………….21

Lesson 7 “Balls”………………………………………………….23

Lesson 8 “Kolobok”…………………………………………………25

References……………………………………………………………………..29

Appendix 1………………………………………………………...30

Maintaining.

Relevance of the program.

The main task of a child psychologist in our stressful times is to preserve the psychological health of children. This problem is very extensive, multifaceted, and is far beyond the scope of this program. However, I believe that the main component of maintaining and preserving the psychological health of our children is the development of their emotional sphere.

Adaptation- this is the body’s adaptation to a new environment, and for a child, kindergarten is undoubtedly a new, still unknown space, with a new environment and new relationships. Adaptation includes a wide range of individual reactions, the nature of which depends on the psychophysiological and personal characteristics of the child, on existing family relationships, and on the conditions of stay in a preschool institution. Therefore, each child gets used to it in his own way.

However, some regularities can be noted :

Firstly, we must remember that until the age of 2-3 years, a child does not experience the need to communicate with peers; it has not yet formed. At this age, an adult acts as a play partner for the child, a role model, and satisfies the child’s need for friendly attention and cooperation. Peers cannot give this, because they themselves need the same.

Therefore, a normal child cannot quickly adapt to a nursery, since he is strongly attached to his mother, and her disappearance causes a violent protest from the child, especially if he is impressionable and emotionally sensitive. It is very important that the child gains his first experience in a preschool institution with the emotional support and friendly attitude of all employees of the group and kindergarten.

Secondly, children 2-3 years old experience fears of strangers and new communication situations, which is fully manifested when the child moves from the nursery to the kindergarten group (junior). These fears are one of the reasons for the child’s difficulty adapting to kindergarten. Often, fear of new people and situations in a kindergarten group leads to the child becoming more excitable, vulnerable, touchy, whiny, and getting sick more often, because stress depletes the body’s defenses. Prolonged stay in a stressful state can lead to emotional disturbances or slower psychophysical development.

To prevent this from happening, it is necessary to help the child adapt to the situation of transition from a nursery to a kindergarten group of a preschool institution; developmental and preventive classes of a psychologist play an important role during this period.

Carrying out a search for new forms of integration of different types of activities, ways to introduce games into the learning process, a search for new (non-traditional) forms of organizing children (the number of students in public educational institutions is 25-27 children), I came to the idea of ​​​​the need to conduct a comprehensive educational activity with children. It is also not always possible to move from frontal GCD with the entire group of children to GCD with subgroups. By conducting educational activities together with the teacher, the quality of education is ensured: an individual approach to children, taking into account the characteristics of their progress in the formation of cognitive and communicative competencies.

I have studied the following programs and technologies for this problem:

Ronzhina A.S. “Psychologist classes with children 2-4 years old during the period of adaptation to a preschool institution”;

Kazakova T.G. “Classes for preschoolers in visual arts”;

Gribovskaya A.A. "Applique in kindergarten."

The experience of the authors of the above programs and technologies helped me develop a system of developmental and preventive complex classes aimed at preventing maladaptation of children of the second youngest group and developing the creative abilities of each child through appliqué, modeling and drawing.

The program “Complex classes of a teacher-psychologist with children 3-4 years old during the period of adaptation to kindergarten” is based on the program of Ronzhina A.S. Classes of a psychologist with children 2-4 years old during the period of adaptation to a preschool institution. - M .:Book lover, 2004.

To make it easier for children to perceive and assimilate the material, educational games and exercises in each lesson were united by a single theme. And the presence of a certain topic or a single plot tunes and interests the children, creates a certain emotional microclimate, which affects the quality and desire to participate in the proposed tasks. And it is the awareness of the game purpose of the task and the interested participation of children that gives positive results in development, both for the child himself and professional satisfaction for the psychologist.

Brief description of the developed programs.

Ronzhina A.S. “Psychologist classes with children 2-4 years old during the period of adaptation to a preschool institution” is a series of classes the purpose of which is to help children 2-4 years old adapt to the conditions of a preschool educational institution.

Main tasks:

Overcoming stressful conditions in young children during the period of adaptation to kindergarten;

Training teachers in methods of conducting group classes during the adaptation period;

Formation of an active position of parents in relation to the process of adaptation of children.

Objectives of comprehensive development of children:

Relieving emotional and muscle tension;

Reducing impulsivity, excessive physical activity, anxiety, aggression;

Development of children’s interaction skills with each other;

Development of attention, perception, speech, imagination;

Development of a sense of rhythm, general and fine motor skills, coordination of movements;

Development of gaming skills and voluntary behavior.

Classes lasting 10-20 minutes are held 2-3 times a week.

Kazakova T.G. “Classes for preschoolers in visual arts” is a system of various artistic activities. The essence of this system is an integrated approach, which assumes the pedagogical process in the interconnection and interdependence of all its sides. The main goal is to develop creativity in preschoolers.

Formation of aesthetic perception;

Development of a sense of color;

Training in methods of action, mastering technical skills.

Gribovskaya A.A. "Applique in kindergarten"- pedagogical technology aimed at organizing application classes.

During application classes the following tasks are carried out:

Distinguish and name geometric shapes: circle, square, triangle;

Distinguish and name colors: red, yellow, green, blue, black, white and their shades (pink, blue, gray, etc.);

Make patterns from geometric shapes on a strip, square, circle;

Learn to lay out and paste in a certain sequence.

The duration of classes in kindergarten is 15-20 minutes, held once a week.

The purpose and objectives of the GCD.

Purpose of GCD– help children adapt to the conditions of a preschool educational institution.

This determines main tasks of GCD:

♦ overcoming stressful conditions in children 3-4 years old during the transition from nursery to kindergarten group;

♦ training teachers in methods of conducting group activities during the adaptation period.

In parallel with solving the main problems, they are solving tasks of comprehensive development of children:

♦ relieving emotional and muscle tension;

♦ reduction of impulsivity, excessive motor activity, anxiety, aggression;

♦ development of children’s interaction skills with each other;

♦ development of attention, perception, speech, imagination;

♦ development of a sense of rhythm, general and fine motor skills, coordination of movements;

♦ development of gaming skills, voluntary behavior;

♦ development of creativity.

Since babies often get sick and need to adapt again after illness, it is recommended to conduct classes during the first three months. The basic means of work are a variety of games with speech accompaniment: round dances, nursery rhymes, rhymes, “catch-ups”. They quickly involve children in their rhythm, switch them from friendly crying to friendly clapping and stomping their feet, unite the children, and set a positive emotional mood.

Structure and form of GCD.

As a rule, activity begins with exercises that require coordination of the actions of the whole group: children walk together, run, and perform other tasks in accordance with the rhythm and words of the poem. These exercises create a positive emotional background, increase children’s speech and motor activity, and help them get ready for joint group work.

IN the main part of the GCD includes games and exercises that give children the opportunity to move intensively, freely express their emotions, and actively interact with peers.

GCD ends calm, sedentary games and exercises.

All games and exercises included in one GCD are united by a fairy-tale game plot to constantly maintain interest in GCD.

The composition and number of exercises and games that make up the GCD are varied by the psychologist. He can shorten the GCD to avoid overtiring the children, change the sequence of parts according to the mood of the children.

GCD lasting 10-20 minutes are carried out 2 times a week for 3 months, each GCD is carried out in three stages. Each game and exercise is repeated 4-5 times so that children remember the words of nursery rhymes and songs, and the rules of the games. In addition, young children love repetition; familiar games and exercises are easier for them to understand.

The teacher takes an active part in the educational activities. He adopts the methods and techniques used by the psychologist in various situations, notes the games that children like the most and uses them in his work.

Expected results.

1. Successful adaptation of children during the transition from nursery to kindergarten group;

2. Improving the psychological climate in the group, team unity;

3. In the field of development of cognitive processes:

Increasing the level of development of attention, perception, speech, imagination;

Increasing the level of development of a sense of rhythm, general and fine motor skills, coordination of movements;

Increasing the level of development of creative abilities.

Mechanisms for tracking results: Based on observation of children's behavior, teachers fill out adaptation sheets. (Diagnostic techniques “Adaptation sheet” is attached - Appendix 1).

Thematic planning of GCD

teacher-psychologist in the 2nd junior group.

Month	Week	GCD theme	GCD number	Games and exercises used in GCD
September		Soap bubbles		1. Greeting 2. “Blowing soap bubbles” 3. “Palms-Palms” 4. “Flight of bubbles” 5. Application “Multi-colored bubbles” 6. Farewell
	1. Greeting 2. “Blowing soap bubbles” 3. “Blow up a bubble” 4. “We are stomping with our feet” 5. Application “Big and small bubbles” 6. Farewell
		1. Greeting 2. “Blowing soap bubbles” 3. “Bubbles, gather in a jar” 4. “One ball” 5. Group drawing “Soap bubbles” 6. Farewell
Ladybug		1. Greeting 2. “Meet the Ladybug” 3. “Catch the Ladybug” 4. Little fingers 5. “Ladybug” applique 6. Farewell
		1. Greeting 2. “Meet the ladybug” 3. “Ladybug, fly to heaven” 4. “Warm the ladybug” 5. Drawing “Dots on the backs” 6. Farewell
	1. Greeting 2. “Meet the Ladybug” 3. “Ladybug, fly to the sky” 4. “Ladybugs and the sky” 5. Modeling “Legs for the Ladybug” 6. Farewell
	Walk in the autumn forest		1. Greeting 2. “Walk in the autumn forest” 3. “Hedgehog” 4. “Maple leaves” 5. Applique “Maple leaves” 6. Farewell
	1. Greeting 2. “Walk in the autumn forest” 3. “Hedgehog” 4. “Song for a hedgehog” 5. Drawing “Prickly hedgehog” 6. Farewell
October			1. Greeting 2. “Hedgehog” 3. “Mushroom picker” 4. “Mushrooms” 5. Application “Mushrooms for a hedgehog” 6. Farewell
Ball		1. Greeting 2. “What a ball” 3. My funny ringing ball” 4. “Bouncing balls” 5. Application “Multi-colored balls” 6. Farewell
		1. Greeting 2. “What ball” 3. “Bouncing balls” 4. “Hide and seek” 5. Application “Big and small balls” 6. Farewell
	1. Greeting 2. “What ball” 3. “Hide and seek” 4. “Find the ball” 5. “Wonderful bag” 6. Modeling “Colorful balls” - team work 7. Farewell
	Leaf fall		1. Greeting 2. “Walk through the autumn forest” 3. “Rain and sunshine” 4. “Falling leaves” 5. Drawing “Falling leaves” 6. Farewell
	1. Greeting 2. “Walk through the autumn forest” 3. “Leaf fall” 4. “Rain and sunshine” 5. Drawing “Rain” 6. Farewell
		1. Greeting 2. “Rain and Sun” 3. “Falling Leaves” 4. Group drawing “Maple Leaves” 5. Farewell
Kittens		1. Greeting 2. “Guess who’s meowing” 3. “Cat with kittens” 4. “Butterflies” 5. Drawing “Butterfly” 6. Farewell
November			1. Greeting 2. “Cat with kittens” 3. “Butterfly” 4. “Catch a butterfly” 5. Application “Multi-colored butterflies” 6. Farewell
	1. Greeting 2. “Guess who’s meowing” 3. “Cat with kittens” 4. “Butterfly” 5. “Butterfly, fly!” 6. Farewell
	Balls		1. Greeting 2. “Compare the balls” 3. “Draw a ball” 4. “Balls” 5. Applique “Pattern of balls” 6. Farewell
	1. Greeting 2. “Balls” 3. “Breeze” 4. “Ball in the air” 5. Drawing “Blue and red balls” 6. Farewell
		1. Greeting 2. “Compare the balls” 3. “Wonderful bag - 2” 4. “Don’t lose the ball” 5. Farewell
Kolobok		1. Greeting 2. “The fairy tale “Kolobok”” 3. “What kind of vegetable? What kind of fruit? 4. “The bun rolled” 5. Farewell
		1. Greeting 2. “The Tale “Kolobok”” 3. “Hide the Kolobok” 4. “The Gingerbread Man Rolled 2” 5. “Treat the Bear” 6. Farewell
	1. Greeting 2. “The Tale “Kolobok”” 3. “Silence” 4. Modeling “Kolobok” 5. Farewell

Soap bubbles.

Goals: relieving emotional stress and aggression; reduction of excessive physical activity; teaching children to establish contact with each other, uniting the group; development of a sense of rhythm, general and fine motor skills; development of attention, speech, imagination, memory; development of a sense of shape and color.

Equipment: 2 sets for blowing soap bubbles; tape recorder and cassette recording a smooth melody; balls or marbles; Whatman paper with drawn colored contours of soap bubbles of different sizes, colored paints and brushes; ½ album sheet with drawn colored contours of circles (soap bubbles), ready-made shapes (colored circles-liners of the same diameter and different ones), glue, glue brush, oilcloth, rag, tray.

Progress of activities:

☺ Greetings.

☺ Exercise “Blowing soap bubbles.”(1)

The psychologist shows the children a set for blowing soap bubbles and asks them to guess the riddle:

Born in soapy water

Turned into a ball.

I flew towards the sun,

Yes, it didn’t make it - it burst!

The psychologist, teacher and children blow soap bubbles, watch them, and catch them. At the end of the exercise, the psychologist asks questions. Children answer them.

How many bubbles did I blow? - A lot.

What shape are the bubbles? - Round.

How big were the bubbles? - Big and small.

What color did you see the bubbles? - White, blue, green, yellow.

Multi-colored (summarizes the psychologist). - Multi-colored.

What did the bubbles do? - They flew, burst, circled, fell.

What did you do? - They cheated, caught, jumped...

! It is necessary to try to ensure that children give complete answers.

☺ Exercise “Palms-Palms”.(1)

Children sit in a circle on the carpet. The psychologist sings the song “Palms, Palms” and shows the movements. The children repeat after him.

Palms, palms, ringing clappers... They clap their hands rhythmically.

They clapped their hands, clapped a little.

Yes... Place your palms on your knees.

They stirred the foam, blew bubbles, imitated movements.

Bubbles were flying and the kids were amused.

Yes... Place your palms on your knees.

They put their fists together and beat with their fists: They put their palms into fists. They're knocking

“Knock-knock, knock-knock!” fists against each other.

“Knock-knock, knock-knock!”

Yes... Place your palms on your knees.

The little girls danced, the children were amused, their fists clenched and unclenched.

So they danced and amused the children.

Yes... Place your palms on your knees.

The little ones are tired, the little ones are asleep, put their palms cupped

Bye-bye-bayushki, bye-bye-okay. under the right, then under the left cheek.

Yes... Place your palms on your knees.

☺ Exercise “Flight of bubbles.”(1)

The psychologist invites the children to lie on their backs, clasp their arms around their legs bent at the knees, and pull their heads towards their knees.

Children complete the task.

Remember how the bubbles swayed smoothly in the air. Try to picture it.

Children complete the task.

A psychologist and a teacher help children rock back and forth.

☺ Application “Multi-colored bubbles”.

1) examine the insert circles on the trays of the same size and different colors. Draws children's attention that the circles are the same in size, but different in color. Children must name the colors themselves.

3) place the inset circles in the colored contours of the corresponding color. The child must find the colored outlines of the circles on the sheets of paper and paste a circle of the corresponding color into each colored outline.

☺ Exercise “Inflate, bubble.”(1)

Everyone joins hands and stands in a small circle. The psychologist recites a poem and slowly steps back. The children repeat after him.

Blow up, bubble,

Blow up big

Stay like this

Don't burst!

The circle expands until the psychologist says: “The bubble has burst!” Then everyone claps their hands, says in unison: “Clap!”, runs into a small circle and joins hands again.

The game is repeated 2-3 times.

☺ Exercise “We kick stomp, stomp, stomp.”(2)

Children speak together with adults and perform the following movements:

We stomp, stomp, stomp, Children and adults walk around the room, high

And clap-clap-clap your palms! raising their legs, clapping their hands.

We walk along the path. They follow the psychologist and clap their hands.

And we hit our palms.

Top-top, legs, top! Standing still, stomping their feet,

Clap-clap, hands, clap! clap their hands.

Hey kids, hey guys! Handles on the belt, spinning.

☺ Application “Big and small bubbles”.

Children sit at tables on which everything is prepared for appliqué. The psychologist offers children:

1) look at the circle inserts of different colors and different sizes on the trays. Draws children's attention that the circles are different in size and different in color. Children must name the size and colors themselves.

2) consider the contours of the circles on the sheets.

3) place inset circles in colored contours of the appropriate size and color. The child must find the colored outlines of the circles on the sheets of paper and paste a circle of the appropriate size and color into each colored outline.

☺ Exercise “Bubbles, gather in a jar.”(1)

Come on, bubbles, gather them in a jar. (Children run up to the psychologist and stand close to each other).

I take the bubble blower and put it in the jar. (The psychologist strokes the children's hair with his hand.)

Let's check if all the bubbles have collected in the jar. (Calls children by name, meets their eyes).

One, two, three, I'm blowing bubbles! (Children scatter around the group. Loud and smooth music sounds - the children pretend to fly soap bubbles).

☺ Exercise “One ball”.(1)

The psychologist divides the children into pairs, gives each pair a ball and says:

Imagine that the ball/ball is a soap bubble that cannot be dropped, otherwise it will burst. Hold the ball together and perform movements together (jumping, raising your arms up, squatting, etc.).

☺ Group drawing “Soap bubbles”.

Children come to the table on which everything is prepared for drawing. The psychologist offers children:

1) consider the contours of the circles on whatman paper. Draws children's attention that the circles are different in size and different in color. Children must name the size and colors themselves.

2) choose a contour that will need to be decorated

3) the child must choose a paint that matches the selected contour of the circle and decorate it without stepping over the edges or disturbing other children.

☺ Farewell.

Children and adults remember what games and exercises were played during NOD and discuss what they liked most.

Ladybug.

Goals: creating a positive emotional mood in the group; developing the ability to act in accordance with the rules of the game; development of coordination of movements, general and fine motor skills, orientation in one’s own body; development of visual perception (color, shape); development of attention, speech, memory and imagination.

Equipment: toy ladybug (preferably round); black finger paint or gouache mixed with toothpaste (so that the paint does not absorb into the skin and is easily washed off); ½ sheet, glue, glue brush, oilcloth, cloth, tray, ready-made molds (red circles) (for each child), black plasticine, modeling board.

Progress of activities:

☺ Greetings.

☺ Exercise “Getting to know the ladybug.”(1)

The psychologist shows the children a toy ladybug and says:

A ladybug came to visit us. Look how beautiful she is! Let's say hello to her.

Children look at the ladybug and say hello to it.

The psychologist suggests determining the color, shape, and size of the toy. If children find it difficult to answer, the psychologist himself names the color, shape, size.

☺ Exercise “Catch a ladybug.”(1)

Guys, imagine that our ladybug has flown. Come on, let's try to catch her!

The psychologist, pretending that he is trying to catch an imaginary bug, performs grasping movements above his head: with one hand, the other, with both hands at the same time. Children repeat the movements shown.

Let's unclench our fists and see if we could catch the ladybug.

The children, following the psychologist, slowly unclench their fists.

Here's our bug! Give him both palms.

Children, following the psychologist, join their open palms, imagining that they are holding an imaginary bug.

☺ Exercise “Little fingers”.(3)

Now show me your right hand, and now your left. Let's make friends with our fingers.

The girls and boys in our group are friends. Children clasp their hands

You and I will make friends with little fingers. and alternately connect their fingers

One, two, three, four, five! right and left hands, starting from

Let's start counting again. little fingers.

One, two, three, four, five!

☺ Application “Ladybug”.

Children sit at tables on which everything is prepared for appliqué. The psychologist offers children:

1) look at the red circles on the trays. Children must name the color themselves.

2) compare the finished forms and the image of the ladybug. Children must independently say what the finished shapes look like (a circle on a body).

3) place the circle in the center of the sheet and then glue it.

☺ Exercise “Ladybug, fly to the sky.”(1)

The psychologist tells a nursery rhyme and shows the movements. The children repeat after him.

Ladybug, swaying their palms rhythmically.

Fly to the sky, They make waves with crossed hands.

Bring us bread, They wave their hands at themselves.

Black and white, Rhythmically clapping their hands.

Just not burnt! They threaten with their index finger.

♦ As a rule, during the first NOD, many children are not able to repeat some of the movements of an adult. In this case, the psychologist or teacher sits the children on their laps and, supporting their palms, makes the above-described movements with them.

☺ Exercise “Warm the ladybug.”(1)

The ladybug is frozen and cannot fly. Let's warm her with our breath.

Children breathe on their palms.

♦ When teaching this breathing exercise, a psychologist can ask children to open their mouths wide and pronounce the sound “A” for a long time.

The ladybug has warmed up, let's blow it off our palm.

Children take several deep breaths through their nose and exhale through their mouth. As you exhale, stretch out your lips with a tube and place your palms under the cold streams of air.

♦ At the initial stage of mastering this exercise, you can ask children to pronounce the sound “U” for a long time while exhaling.

☺ Drawing “Dots on the backs”.

2) compare the applique and the image of a ladybug. Children must independently say what is missing on the back (black round dots).

3) children, following the psychologist, dip their index fingers (or hands) in black paint and draw circles on the backs of ladybugs.

☺ Game “Ladybugs and the Wind”.(1)

Now, guys, let's turn into ladybugs ourselves.

We circled around ourselves

And they turned into ladybugs. They're spinning. Showing different parts

Ladybugs, show me your bodies.

Heads, noses, mouths,

Winged arms, legs, tummies.

Amazing! Now imagine that the sun is shining and ladybugs are crawling on the leaves.

Children get on all fours and crawl on the floor.

An angry cold wind blew and turned the bugs over.

Children roll over onto their backs and move their relaxed arms and legs.

♦ If a psychologist observes tension, constrained, sudden movements in one of the children, then he can help the child relieve excess tension by stroking and gently shaking.

A kind, warm breeze blew and helped the bugs turn over.

The children are back on all fours and crawling.

The warm breeze blew stronger, lifted the ladybugs into the air, and they flew away.

Children, imitating the flight of ladybugs, run slowly, smoothly wave their arms, and buzz.

The sparrow is flying! Save yourself, ladybugs!

Children run into the arms of a psychologist and teacher.

♦ The game is repeated 2-3 times.

☺ Modeling “Legs for a ladybug”.

Children sit at tables on which everything is prepared for modeling. The psychologist offers children:

1) consider your application “Ladybug”, which was made in the last lesson.

2) compare the applique and the image of a ladybug. Children must independently say what the ladybug is missing (black legs).

3) children, following the psychologist, roll out thin sausages from black plasticine.

4) place them on the applique to form legs, press lightly so that they are secured to the base.

☺ Farewell.

Children and adults remember what games and exercises were done and discuss what they liked best.

Ladybug really liked it, but it's time to say goodbye. Goodbye!

A walk in the autumn forest.

Goals: group cohesion, development of empathy; development of auditory attention, arbitrariness, ability to quickly respond to instructions; reduction of excessive physical activity; learning to distinguish colors, correlating objects by color;
development of spatial concepts, the ability to display in speech using prepositions (on, under, in, for, etc.) the location of things; development of general motor skills, development of memory, speech and imagination.

Equipment: painting or photograph “Autumn Forest”, toy hedgehog; toys (bibabo dolls): fox, will, bear; red, yellow and green maple leaf (mushroom) - they are also ready-made forms for applique (for each child), red, yellow and green baskets (gift bags/boxes); colored base 10*20 cm, glue, glue brush, oilcloth, cloth, tray; ½ sheet of paper with an outline of a hedgehog, a black pencil for each child.
Progress of activities:

☺ Greetings.

☺ Exercise “Walk in the autumn forest.” (1)
The psychologist shows the children a picture depicting an autumn forest. Children look at the picture, name the season, explain by what signs they determined that autumn is depicted.
Psychologist says: - Let's imagine that we are going for a walk in the autumn forest.
Children stand one after another and walk in a circle.
The psychologist tells a nursery rhyme and shows the movements, and the children repeat after him.

Along a level path, They move at a normal pace.
On a flat path
Our feet are walking
Our feet are walking.
Pebble by pebble, pebble by pebble. They move with big steps.
Over bumps, over bumps, They perform jumps.
with moving forward.
On small leaves, moving in small steps.
In the hole - bang! Squat down.
♦ WITH In order to develop voluntary control over actions, the psychologist draws children’s attention to the fact that they need to squat, and not just sit on the carpet or fall to their knees.
- Well, here we are in the forest. A hedgehog should meet us... Where is he?
Children find a hidden toy and say where the hedgehog was (under the table, etc.).
♦ The game is repeated 2-3 times.

☺ Exercise “Hedgehog”. (1)

A psychologist examines a toy hedgehog with children and offers to touch it. Children touch the toy with their palm, pretend that they have pricked themselves, withdraw their hand, and say that the hedgehog is prickly.
The psychologist invites the children to learn a poem by V. Zakhoder.
- Why are you so prickly, hedgehog?
- This is me just in case.
Do you know who my neighbors are?
Foxes, wolves and bears!

The psychologist explains how the hedgehog defends itself from “its neighbors” and invites the children to play.
Children, pretending to be hedgehogs, crawl on all fours around the group. When the psychologist shows a toy (fox, wolf or bear), children should group and sit still.
♦ The game is repeated 2-3 times.
♦ It is difficult for some children to comply with the conditions of the game: do not move when a fox (wolf, bear) appears - they try to run away and hide. Getting into character will help you overcome impulsiveness. Children are reminded that hedgehogs cannot run like hares or climb trees like squirrels, but they have a reliable shelter - needles.

☺ Exercise “Maple leaves”. (1)
Psychologist says:
- The hedgehog collected maple leaves in the forest. He asks you to help him arrange the leaves correctly in the baskets.
The psychologist gives each child a set of maple leaves and sets out three baskets (gift bags/boxes) - red, yellow and green. Children place the leaves in baskets of the appropriate color.

☺ Application “Maple leaves”.

Children sit at tables on which everything is prepared for appliqué. The psychologist offers children:

1) examine the prepared forms on the trays - maple leaves. The psychologist notes that they are different colors. Children must name the colors themselves.

2) arrange the elements on the base as shown on the sample.

3) stick the elements to the middle of the base in a certain sequence (red, yellow, green).

☺ Exercise “Song for a hedgehog.” (1)

The psychologist suggests singing a song to the hedgehog.
A child is selected to portray the hedgehog. He sits down and wraps his arms around his knees (or lies down and curls up). The psychologist and the other children stand around him and sing a song.
We walked slowly through the forest,
Suddenly we saw a hedgehog.
- Hedgehog, hedgehog, we are friends,
Let us pet you.
Everyone bends down and affectionately touches the “hedgehog.”
♦ The game is repeated 2-3 times.

For each child to play the role of a hedgehog, you can invite several children to sit in the center of the circle at once.

☺ Drawing “Prickly hedgehog”.

Children sit at tables on which everything is prepared for drawing. The psychologist offers children:

1) examine the contours of the hedgehog on the sheet. Draws children's attention that the hedgehog is missing something. Children must say “needles” on their own.

2) children complete the hedgehog’s needles with a pencil.

☺ Exercise “Mushroom picker”.(4)

Sasha walked, walked, walked, They imitate the movements of a mushroom picker: they walk,

Found a porcini mushroom, bend down and put the mushrooms in the box.

One is a fungus, two is a fungus, three is a fungus,

I put it in the box.

☺ Exercise “Mushrooms”.

Psychologist says:
- The hedgehog picked mushrooms in the forest. He asks you to help him arrange the mushrooms correctly in the baskets.
The psychologist gives each child a set of mushrooms and sets out three baskets (gift bags/boxes) - red, yellow and green. Children place mushrooms in baskets of the appropriate color.

☺ Application “Mushrooms for a hedgehog”.

Children sit at tables on which everything is prepared for appliqué. The psychologist offers children:

1) examine the prepared forms – mushrooms – on the trays. The psychologist notes that they are different colors. Children must name the colors themselves.

2) arrange the elements on the basis - the drawing of a hedgehog from the last lesson, as done on the sample.

3) stick the elements onto the base.

☺ Farewell.

Children and adults remember what games and exercises were played during the lesson and discuss what they liked most.
Everyone says goodbye until next time

Ball.

Goals: group cohesion, development of the ability to interact with peers;
increased emotional tone; development of a sense of rhythm, coordination of movements; development of orientation in space; learning to reflect in speech one’s location, the location of other children, objects;
development of visual and tactile perception, speech and imagination.

Lesson notes for a teacher-psychologist in the younger group (3–4 years).

Program for the development of the social and personal sphere of a preschool child

"I can! I know! I will!"

Educational area in which the program can be used: “Socialization”, integration with the areas of “Communication”, “Health”, “Safety”, “Cognition”.

The goal of this program is to develop in children a caring attitude towards their health, to increase the child’s socio-psychological culture, and to increase the socio-psychological competence of their parents.

Systematic work on this program allows the child to more easily adapt to a peer group, helps to increase self-esteem, reduce anxiety, develop cohesion in the children's team, and introduces self-regulation skills.

In classes conducted according to the program, children get acquainted with their body, gain a holistic understanding of health and ways to preserve it, learn about a person’s emotional life, learn to manage their emotions, receive information about the desires of other children and adults, and learn to communicate their experiences.

Conducting classes throughout the preschool period contributes to the development of a feeling of sympathy towards peers; developing the ability to understand and appreciate the individuality of other children, developing a sense of empathy, the ability to interact with each other in play, work, study and other activities.

With the help of this program, we want to introduce the child into the complex world of human relationships with an established caring attitude towards their health.

Lesson 1

Subject"Let's get acquainted"

Target: promote team unity, emancipation and disclosure of children.

Tasks:

– introduce children to a new form of activity;

– teach children to say their name;

– teach children to interact with each other.

Progress of the lesson. The teacher invites the children onto the carpet and tells them that during class they will sit in a circle so that everyone can be clearly seen and heard. The Little Bunny (or another toy) comes to class with his little friend (smaller toy) or brings a small ball.

Exercise “Say your name”

The little hare says his name and hands the toy or ball to the child and asks him to say his name, so, in a circle, the children say their names. The teacher pays attention to the fact that only the one with the toy or ball speaks.

Imitation game “We are monkeys”

The teacher invites two children (optional) to come out in a circle. One of them is asked to show a movement, and the other child must repeat, then the whole group repeats. If the children do not come into the circle, the Bunny shows the first movement.

Exercise "Massage"

Children stand on the floor in a circle, and the teacher begins to massage the child standing in front of him, and asks the children to give the same massage to their neighbors (tapping with fingers on the back - “rain”, stroking with palms - “breeze”, etc.) .

Lesson summary: The teacher says that today in class the children got to know each other and learned new rules (the one with the toy says, the children sit in a circle).

Lesson 2

Subject"Who am I?"

Target: developing knowledge about the differences between boys and girls.

Tasks:

– promote the child’s self-awareness;

– cultivate interest in one’s own personality.

Progress of the lesson. The teacher shows the children the Little Bunny. The kids recognize him and are happy. The little hare tells the children that he wants to find out what the children know about themselves. Who are they - boys or girls, how old are they?

Diagnostic exercise “Tell me about yourself”

Children talk about themselves. The results of this exercise provide the teacher with information about what the children know about themselves.

Final exercise “Those who...” will change places.

Conducted in a circle. Each phrase begins with the words “Those who will change places...” Then the signs in clothing, hairstyle, and games that traditionally relate to girls or boys are listed.

Today we learned to distinguish between girls and boys. Thank you, Bunny, for an interesting lesson.

Lesson 3

Subject"Sweets"

Target: promote the formation of responsibility for one's health.

Tasks:

– explore the level of children’s awareness of the undesirable consequences of eating sweets;

– develop food culture skills.

Progress of the lesson. The teacher invites the children to sit in a circle on the carpet.

Exercise “Those who…” will change places(repetition of what was covered in the last lesson).

Exercise “Guess who called”

The child comes out into the circle, is blindfolded, and the children take turns calling him by name. The child must guess.

A Tale of Sweets

One day the Little Bunny saw a box. He really wanted to see what was in this box. The little bunny looked into the box and saw there... a lot, a lot (shows the children) sweets and cookies. They were all wearing beautiful, bright candy wrappers. The little bunny started eating candy and cookies and couldn’t stop, but suddenly he felt sick...

Why did the Bunny feel bad? The teacher listens to the children’s answers (he ate too much, his teeth hurt, his stomach hurt, etc.).

The little hare went to the forest doctor, and he told him...

What do you think Doctor said to Hare? Listens to children's answers. Right.

The doctor told the Little Bunny that he shouldn’t eat too many sweets. The little hare tells the children that he will never eat so many sweets again, and he doesn’t advise the children either.

The teacher offers to treat the Little Bunny with other foods.

Game exercise “Edible – inedible”

The teacher shows the children different pictures. If the picture shows an edible object, the children clap their hands; if it is inedible, they do not clap.

Lesson summary: The little bunny with the teacher and the children sum it up: you can’t eat a lot of sweets, you need to eat different foods, but always healthy ones.

Lesson 4

Subject"We're having fun today"

Target: contribute to the formation of the ability to correctly assess mood based on external signs.

Tasks:

– discuss situations when a person is having fun.

Progress of the lesson. Discussion of a picture with the face of a joyful person (how children guessed that the person was happy, signs of an emotional state).

Children show a joyful expression on their faces. The Little Bunny arrives.

"The Tale of Cheerful Dwarves." The little hare says that little gnomes live in the forest. They are very kind and cheerful and love to play different games.

Game "Clap and Jump"

If the gnome sings “la-la-la”, the children clap their hands, and if he doesn’t sing, then they jump

(children perform the movements).

Game "We walk in single file"

The teacher shows how gnomes can walk in single file (heels to toes). Children perform the movement.

Gnomes love to walk in the clearing where bells grow. Let's listen to the bells ringing (head tilts with the words “ding-ding-ding”). The gnomes had a lot of fun. Let them turn their heads left and right, right and left. These are such funny gnomes.

Final exercise “When we have fun.” Consolidation and discussion of situations.

Children, with the help of the teacher, name situations when they are having fun and are in a good mood.

Lesson 5

Subject"Little Cleanies"

Target: developing personal hygiene skills in children.

Tasks:

– promote the formation of responsibility for one’s behavior;

– develop personal hygiene skills.

Progress of the lesson.

Outdoor game "Merry round dance"(repetition of covered material)

The teacher stands with the children in a circle, reads a short poem, accompanying it with movements and gestures. Children repeat the movements.

They stamped their feet,

Walked across the floor

Top-top-top,

Top-top-top.

They jump like bunnies -

Jump, jump, jump -

Girls and boys.

Jump, jump, jump.

Children walk with their feet

Legs and boots.

Top-top-top.

Top-top-top.

The Little Bunny appears. He is all dirty (dirty face, paws). The little hare talks about what happened to him. He was playing with his friends and got all dirty. His friends stopped playing with him. But he doesn’t know what to do.

The teacher offers to help the Little Bunny.

Game “What is needed for what”

The teacher shows hygiene products and asks what is needed for what. For example: soap - to wash your face, a toothbrush - to clean your teeth, etc.

The little bunny washes himself, becomes clean, thanks the children for their help.

Exercise "Clean"

Children depict all the actions of the poem.

In the morning the kids all woke up,

We stretched, smiled,

We went to brush our teeth

We brushed our teeth

They washed their face and became clean!

Lesson summary: The Clean Bunny thanks the children for their help and promises that he will never walk around so dirty again, and the children must be clean and tidy.

Lesson 6

Subject"I'm sad today"

Target: developing the ability to correctly assess mood based on external signs.

Tasks:

– introduce facial expressions, gestures and voice intonations during emotional manifestations of sadness;

– discuss situations when a person is sad.

Progress of the lesson. Discussion of a picture with the face of a sad person (how children guessed that the person was sad, signs of an emotional state).

Children show a sad expression. The Little Bunny appears.

A Tale of a Sad Mood

The little hare woke up early in the morning. He was in a good mood.

Show what mood the Bunny was in. Children show.

He was about to go for a walk with his friends, but suddenly a strong wind blew and it started to rain. The little hare was upset, he became in a sad mood.

Show what mood the Bunny is in.

The little hare began to ask the rain: “Rain, rain, stop dripping, otherwise I won’t be able to go for a walk.” I feel blue". And the rain answered: “I’ll water the trees and flowers now and stop, and everyone will be in a good mood.” Soon the rain stopped, and the Little Bunny went for a walk. That's how different moods are.

Sketch for the expression of cheerful and sad moods

Capricious boy Mark,

There is no way to stop him.

(Eyebrows lowered, head slightly tilted down, shoulders slumped)

He will smile for a moment -

The face of the sun will shine.

(Eyebrows raised, lips touched with a smile, head slightly thrown back, shoulders turned).

Lesson summary: The teacher tells the children that the mood can be different and, if the mood is sad, then it can be changed: by playing an interesting game, reading a funny book.

Lesson 7

Subject"Bitter Pill"

Target: formation of ideas about the consequences of uncontrolled use of drugs.

Tasks:

– create in children the idea that only adults can give medications;

– promote the formation of responsibility for one’s health.

Progress of the lesson.

Exercise “Happy, Sad Name”(consolidation of the material covered)

Children stand in a circle, the teacher throws a ball to the children one by one and asks them to say their name sadly or cheerfully.

The Little Bunny appears.

The Tale of the Bitter Pill

One day the Little Bunny was left alone at home. At first he played with toys, then he sat down to draw, but he got bored and decided to see what was in the box that was on the shelf. When he opened the box, he saw beautiful round tablets. But the Little Bunny didn’t know that these were pills, he thought they were candies. He chose the largest red pill and put it in his mouth. But when he bit into it, his mouth felt very bitter. The little hare didn’t know what to do and began to cry. Mom came, gave the Little Bunny some sweet tea and explained that he should never take pills without asking.

Exercise-interview “How to behave with pills” (diagnostic)

The little hare asks the children:

– Why did my mouth feel bitter?

– Why can pills be confused with candy?

– Who can allow you to eat the pill?

Final exercise: “Massage”

In order not to get sick and not to drink bitter medicine, we will give a massage together with the Little Bunny. (Game massage)

Lesson 8

Subject"Horror Stories"

Target: identify the presence or absence of fears in children.

Tasks:

– teach children to overcome fears;

- develop courage.

Progress of the lesson. The Little Bunny appears. He is very scared.

The Tale of What the Little Bunny Was Scared of

The little bunny was left alone at home. Mom was late. It became dark outside and the room also became dark. The little hare was very scared. He sat in a corner and cried until his mother returned.

The teacher feels sorry for the Little Hare and says that many children are afraid of something: some of the dark, some of Baba Yaga, some of the doctor.

The teacher asks the children to name what they are most afraid of.

After this, the teacher tells the children and the Little Bunny that there is no need to be afraid of many “scary” things: if you are afraid of the dark, you need to turn on the light; dogs will not attack if you do not approach them; Baba Yaga lives only in fairy tales; spiders are very small, you just don’t need to touch them.

At the end of the conversation, the teacher reads an excerpt (optional) from the fairy tale “The Tsokotukha Fly” or “The Cockroach”, where the hero defeats the villain.

Drawing on the theme “Someone is very scary.” The teacher suggests drawing someone very scary, and then tearing up this drawing.

Lesson summary: The teacher tells the children that many fears are not scary at all, and every person, even if he is small, can overcome his fear.

Note: If after the lesson any fears are identified in children, further work to overcome fears, if necessary, is carried out by a kindergarten psychologist.

Lesson 9

Subject“One – ear, two – eye, three – nose”

Target: teaching children the ability to understand and appreciate the role of our “smart assistants” - ears, eyes, nose.

Tasks:

– introduce children to the organs of vision, hearing, and smell;

– give children an idea of ​​the role of vision, hearing, and smell.

Progress of the lesson. The Little Bunny appears. He brings with him pictures of an ear, eyes, and nose. Together with the children, look at the pictures with the questions:

-What are eyes for?

– How many eyes does a person have?

Didactic game “What’s missing?”

The teacher places 4-5 different items on the table (vegetables, fruits, toys, etc.). Asks the children to close their eyes and removes one object. When children open their eyes, they must name the object that they removed.

Look at the picture of an ear.

-What are ears for?

- How many ears do we have?

Exercise “What do you hear?”

The teacher turns on a tape with recordings of different sounds (birds singing, rain, waterfall). Children guess.

- Why do we need a nose?

They look at the picture of a nose, and the children give answers. “We need our nose to smell flowers, and most importantly, to breathe.”

These are the “smart assistants” we have.

Imitation game “Listen and Guess”

The teacher reads a poem, the words are accompanied by movements.

Let's go along the path into the forest,

Let's go around the puddle,

Let's jump over the stream.

We looked to the left

We looked to the right.

We looked up at the sun.

We looked down at the grass.

Oh, how beautiful!

Lesson summary: teacher: today in class we learned about our “smart assistants” and realized that we can’t do without them

educational psychologist MADOU No. 326

Ekaterinburg, Sverdlovsk region

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Explanatory note

1. Thematic planning of the work of a teacher-psychologist in the second junior group

2.1 Soap bubbles

2.2 Ladybug

2.3 Walk in the autumn forest

2.5 Leaf fall

2.6 Kittens

2.7 Balls

2.8 Kolobok

2.10 Fingers

2.11 Grandma's yard

2.12 Animals in the forest

2.14 Hen and chicks

2.15 We are friends

References

Appendix 1

Explanatory note

The main task of a child psychologist in an educational institution is to preserve the psychological health of children. This problem is very broad, multifaceted and very relevant in our stressful times. The development of the emotional sphere is one of the main components of maintaining and preserving the psychological health of our children.

Adaptation is the ability of a person to adapt to a new environment, and for a small child, a preschool institution is a new, mysterious space, with new people and new relationships. Adaptation makes such reactions work, the nature of which depends on the psychophysiological and personal characteristics of the child, on existing family relationships, and on the conditions of stay in a preschool institution. Therefore, each child adapts differently.

However, there are some regularities in this process. :

The first thing to remember is that a child under the age of 2-3 does not need to communicate with peers; this area of ​​activity has not yet been formed. For a child at this age, an adult is a play partner, a role model, he satisfies the child’s need for friendly attention and cooperation. Since peers themselves do not need communication, they cannot give this to another child.

Therefore, when a child goes to a preschool educational institution, he cannot quickly adapt: ​​he is strongly attached to his mother, her disappearance causes a protest from the child, and if this is an impressionable and emotionally sensitive child, then the stress is even stronger. The child should gain his first experience in kindergarten with the emotional support and friendly attitude of all adults (both kindergarten workers and parents), and this is a very important factor in the child’s normal adaptation.

Also, children 2-3 years old experience fears of new people and unfamiliar situations. These fears are one of the reasons for the child’s difficulty adapting to kindergarten. This often leads to the child becoming easily excited, becoming vulnerable, touchy, whiny, and as a result, he begins to get sick more often, because prolonged stress caused by his fears depletes the body’s defenses. All this together can lead to emotional disturbances or slower psychophysical development.

To prevent this from happening and for the child’s adaptation to proceed smoothly and painlessly, the child needs to be helped, and developmental and preventive sessions by a psychologist play an important role during this period.

In the search for new forms of integration of different types of activities, ways to introduce games into the learning process, and the search for new (non-traditional) forms of working with children, many psychologists came to the idea of ​​the need to conduct comprehensive classes. Such classes are conducted jointly with the group teacher, which ensures the quality of training, i.e. individual approach to children, taking into account their characteristics.

On this issueare already workingthe following programs and technologies:

Ronzhina A.S. “Psychologist classes with children 2-4 years old during the period of adaptation to a preschool institution”;

Kazakova T.G. “Classes for preschoolers in visual arts”;

Gribovskaya A.A. "Applique in kindergarten."

The authors of these programs and technologies help specialists work in a system of developmental and preventive complex classes aimed at preventing maladjustment in children and developing the creative abilities of each child.

The program of A. S. Ronzhina was taken as the basis for the developmental and preventive program of work of a teacher-psychologist on maladjustment of children aged 3-4 years in kindergarten. Classes of a psychologist with children 2-4 years old during the period of adaptation to a preschool institution. - M.: Knigolyub, 2004.

To make it easy for children to perceive and assimilate the material, educational games and exercises in each lesson were united by a single theme. the presence of a single plot sets up and creates an emotional microclimate. This increases children’s desire to participate in tasks and affects the quality of completion of the proposed tasks. And it is precisely the playful setting of the goal of the task that interests children to participate, which gives positive results in development, both for the child himself and professional satisfaction for the psychologist.

Targetcorrective and preventiveprograms- correction and prevention of maladjustment in children 3-4 years old in a preschool educational institution.

This determines main tasks:

¦ overcoming stressful conditions in children 3-4 years old when entering kindergarten;

¦ training teachers of the second junior group in methods of conducting group activities during the adaptation period.

In parallel with solving the main problems, they are solving objectives of integrated development children:

¦ relieving emotional and muscle tension;

¦ reduction of impulsivity, excessive physical activity, anxiety, aggression;

¦ development of children’s interaction skills with each other;

¦ development of attention, perception, speech, imagination;

¦ development of a sense of rhythm, general and fine motor skills, coordination of movements;

¦ development of gaming skills, voluntary behavior;

¦ development of creativity.

Since babies often get sick during the adaptation period and need to adapt again after illness, it is recommended to conduct classes during the first three to four months. The main means of work are a variety of games with speech accompaniment: round dances, nursery rhymes, finger games, rhymes - they quickly captivate children, switch their attention from uncontrollable crying to friendly clapping and stomping their feet. This unites children and gives them a positive emotional mood.

Structure and form of classes

The joint activity of a teacher-psychologist with children begins with a greeting, and then with exercises that require coordination of actions: children walk together, run, and perform other tasks in accordance with the rhythm and words of the poem. These exercises increase children’s speech and motor activity, help them get ready for work, and also create a positive emotional background.

The main part includes games and exercises that give children the opportunity to move intensively, freely express their emotions, and actively interact with peers.

Ends with calm, sedentary games and exercises.

The composition and number of exercises and games that make up the lesson can be varied by the educational psychologist: in order to avoid overtiring the children, he can reduce the time or change the sequence of parts in accordance with the mood of the children.

Lessons lasting 10-20 minutes are held 2 times a week for 4 months. It should be noted that the game and exercise should be repeated 4-5 times so that children remember the words of nursery rhymes and songs, and the rules of the games. In addition, young children love repetition; familiar games and exercises are easier for them to understand.

It was stated above that the group teacher takes an active part in the classes. He adopts the methods and techniques used by the psychologist in various situations, notes the games that children like the most and uses them in his work, which ensures the quality of learning, i.e. individual approach to children, taking into account their characteristics.

Expected results

1. Successful adaptation of children to kindergarten;

2. Improving the psychological climate in the group, team unity;

3. In the field of development of cognitive processes:

Increasing the level of development of attention, perception, speech, imagination;

Increasing the level of development of a sense of rhythm, general and fine motor skills, coordination of movements;

Increasing the level of development of creative abilities.

Mechanisms for tracking results: Based on observation of children’s behavior, teachers fill out adaptation sheets. (Diagnostic techniques “Adaptation sheet” is attached - Appendix 1).

exercise activity children garden

1. Thematic work planningeducational psychologist insecondyounger group

		Lesson topic	Lesson number	Games and exercises used in GCD
September		Soap bubbles		1. Greeting 3. “Ladushki-Palms” 4. "Flight of Bubbles" 5. Application “Multi-colored bubbles” 6. Farewell
				1. Greeting 2. “Blowing soap bubbles” 3. “Blow up a bubble” 4. “We stomp our feet” 5. Application “Big and small bubbles” 6. Farewell
				1. Greeting 2. “Blowing soap bubbles” 3. “Bubbles, gather in a jar” 4. "One ball" 5. Group drawing “Soap bubbles” 6. Farewell
		Ladybug		1. Greeting 3. “Catch the Ladybug” 4. Little fingers" 5. Application “Ladybug” 6. Farewell
				1. Greeting 2. “Meet the Ladybug” 4. “Warm the Ladybug” 5. Drawing “Dots on the backs” 6. Farewell
				1. Greeting 2. “Meet the Ladybug” 3. “Ladybug, fly to heaven” 4. "Ladybugs and the Sky" 5. Modeling “Legs for a ladybug” 6. Farewell
		Walk in the autumn forest		1. Greeting 2. “Walk in the autumn forest” 4. “Maple leaves” 5. Application “Maple leaves” 6. Farewell
				1. Greeting 2. “Walk in the autumn forest” 4. “Song for a Hedgehog” 5. Drawing “Prickly hedgehog” 6. Farewell
				1. Greeting 3. “Mushroom picker” 4. "Mushrooms" 5. Application “Mushrooms for a hedgehog” 6. Farewell
				1. Greeting 2. “What ball” 3. My funny ringing ball" 4. "Bouncing Balls" 5.Applique “Multi-colored balls” 6. Farewell
				1. Greeting 2. “What ball” 3. "Bouncing Balls" 4. “Hide and Seek” 5. Application “Big and small balls” 6. Farewell
				1.Greeting 2. “What ball” 3. "Hide and Seek" 4. “Find the ball” 5. “Wonderful bag” 6. Modeling “Multi-colored balls” - team work 7. Farewell
		Leaf fall		1. Greeting 3. "Rain and Sun" 4. "Leaf fall" 5. Drawing “Leaf Fall” 6. Farewell
				1. Greeting 2. “Walk through the autumn forest” 3. "Leaf fall" 4. “Rain and Sun” 5. Drawing “Rain” 6. Farewell
				1. Greeting 2. “Rain and Sun” 3. "Leaf fall" 4. Group drawing “Maple leaves” 5. Farewell
				1. Greeting 2. "Guess who's meowing" 3. “Cat with kittens” 4. "Butterflies" 5. Drawing “Butterfly” 6. Farewell
				1. Greeting 2. “Cat with kittens” 3. "Butterfly" 4. “Catch a Butterfly” 5.Applique “Multi-colored butterflies” 6. Farewell
				1. Greeting 2. "Guess who's meowing" 3. “Cat with kittens” 4. "Butterfly" 5. “Butterfly, fly!” 6. Farewell
				1.Greeting 2. “Compare the balls” 3. “Pretend to be a ball” 4. "Balls" 5. Application “Pattern of balls” 6. Farewell
				1. Greeting 2. "Balls" 3. “Breeze” 4. “Ball in the air” 5. Drawing “Blue and red balls” 6. Farewell
				1. Greeting 2. “Compare the balls” 3. “Wonderful bag - 2” 4. “Don’t lose the ball” 5. Farewell
				1.Greeting 2. “The Tale “Kolobok” 3. “What kind of vegetable? What kind of fruit? 4. “The bun rolled” 5. Farewell
				1. Greeting 2. “The Tale “Kolobok” 3. “Hide the bun” 4. “The bun rolled 2” 5. "Treat the Bear" 6. Farewell
				1.Greeting 2. “The Tale “Kolobok” 3. “Silence” 4. Modeling “Kolobok” 5. Farewell
				1.Greeting 2. “Guessing riddles” 3. “Colored pencils” 4. “Mur-mur - Meow-meow” 5. “The cat is dancing” 6. “The cat is tired” 7.Farewell
		Fingers		1.Greeting 2. “Brothers Sloths” 3. “Palm greeting” 4. “Hide and Seek” 5. “Colored handkerchiefs 6. Farewell
		Grandma's yard		1.Greeting 2. “Cheerful smile” 3. “Two people met...” 4. “Mystery bag” 5. “Making a fence” 6. Farewell
		Animals in the forest		1.Greeting 2. “Funny riddles” 3. “Guess who called you” 4. “Let’s check your posture” 5. "Carousel" 6. Farewell
				1.Greeting 2. “Hello, I’m Hedgehog” 3. “Two hedgehogs met” 4. “The hedgehog is angry” 5. “We walked, walked, walked...” 6. “Help the hedgehogs find the needles” 8. Farewell
		Hen and chicks		1.Greeting 2. "The Mother Hen and the Chicks" 3. "Find the chickens" 4. "Count the Chickens" 5. "Chicks in the Nest" 6. Farewell
		We are friends		1.Greeting 2. "Day and Night" 3. "Heron" 4. “Guess the riddles” 5. “Spark of kindness” 6. Farewell

2. Program content

2 . 1 Soap bubbles

Goals: relieving emotional stress and aggression; reduction of excessive physical activity; teaching children to establish contact with each other, uniting the group; development of a sense of rhythm, general and fine motor skills; development of attention, speech, imagination, memory; development of a sense of shape and color.

Equipment: 2 sets for blowing soap bubbles; tape recorder and cassette recording a smooth melody; balls or marbles; Whatman paper with drawn colored contours of soap bubbles of different sizes, colored paints and brushes; ½ album sheet with drawn colored contours of circles (soap bubbles), ready-made shapes (colored circles-liners of the same diameter and different ones), glue, glue brush, oilcloth, rag, tray.

Progress of activities:

Greetings.

Exercise “Blowing Soap Bubbles”

The psychologist shows the children a set for blowing soap bubbles and asks them to guess the riddle:

Born in soapy water

Turned into a ball.

I flew towards the sun,

Yes, it didn’t make it - it burst!

The psychologist, teacher and children blow soap bubbles, watch them, and catch them. At the end of the exercise, the psychologist asks questions. Children answer them.

How many bubbles did I blow? - A lot.

What shape are the bubbles? - Round.

How big were the bubbles? - Big and small.

What color did you see the bubbles? - White, blue, green, yellow.

Multi-colored (summarizes the psychologist). - Multi-colored.

What did the bubbles do? - They flew, burst, circled, fell.

What did you do? - They cheated, caught, jumped...

! It is necessary to try to ensure that children give complete answers.

Exercise “Palms-Palms”

Children sit in a circle on the carpet. The psychologist sings the song “Palms, Palms” and shows the movements. The children repeat after him.

Palms, palms, ringing clappers... They clap their hands rhythmically.

They clapped their hands, clapped a little.

Yes... Place your palms on your knees.

They stirred the foam, blew bubbles, imitated movements.

Bubbles were flying and the kids were amused.

Yes... Place your palms on your knees.

They put their fists together and beat with their fists: They put their palms into fists. They're knocking

“Knock-knock, knock-knock!” fists against each other.

“Knock-knock, knock-knock!”

Yes... Place your palms on your knees.

The little girls danced, the children were amused, their fists clenched and unclenched.

So they danced and amused the children.

Yes... Place your palms on your knees.

The little ones are tired, the little ones are asleep, put their palms cupped

Bye-bye-bayushki, bye-bye-okay. under the right, then under the left cheek.

Yes... Place your palms on your knees.

Exercise “Flight of Bubbles”

The psychologist invites the children to lie on their backs, clasp their arms around their legs bent at the knees, and pull their heads towards their knees.

Children complete the task.

Remember how the bubbles swayed smoothly in the air. Try to picture it.

Children complete the task.

A psychologist and a teacher help children rock back and forth.

Application “Multi-colored bubbles”.

Exercise “Inflate, bubble”

Everyone joins hands and stands in a small circle. The psychologist recites a poem and slowly steps back. The children repeat after him.

Blow up, bubble,

Blow up big

Stay like this

Don't burst!

The circle expands until the psychologist says: “The bubble has burst!” Then everyone claps their hands, says in unison: “Clap!”, runs into a small circle and joins hands again.

The game is repeated 2-3 times.

Exercise “We kick, stomp, stomp”

Children speak together with adults and perform the following movements:

We stomp, stomp, stomp, Children and adults walk around the room, high

And clap-clap-clap your palms! raising their legs, clapping their hands.

We walk along the path. They follow the psychologist and clap their hands.

And we hit our palms.

Top-top, legs, top! Standing still, stomping their feet,

Clap-clap, hands, clap! clap their hands.

Hey kids, hey guys! Handles on the belt, spinning.

Application “Big and small bubbles”

Children sit at tables on which everything is prepared for appliqué. The psychologist offers children:

1) look at the circle inserts of different colors and different sizes on the trays. Draws children's attention that the circles are different in size and different in color. Children must name the size and colors themselves.

2) consider the contours of the circles on the sheets.

3) place the inset circles in colored contours of the appropriate size and color. The child must find the colored outlines of the circles on the sheets of paper and paste a circle of the appropriate size and color into each colored outline.

Exercise “Bubbles, gather in a jar”

Come on, bubbles, gather them in a jar. (Children run up to the psychologist and stand close to each other).

I take the bubble blower and put it in the jar. (The psychologist strokes the children's hair with his hand.)

Let's check if all the bubbles have collected in the jar. (Calls children by name, meets their eyes).

One, two, three, I'm blowing bubbles! (Children scatter around the group. Loud and smooth music sounds - the children pretend to fly soap bubbles).

Exercise “One ball”

The psychologist divides the children into pairs, gives each pair a ball and says:

Imagine that the ball/ball is a soap bubble that cannot be dropped, otherwise it will burst. Hold the ball together and perform movements together (jumping, raising your arms up, squatting, etc.).

Group drawing “Soap bubbles”

2) choose a contour that will need to be decorated

3) the child must choose a paint that matches the selected contour of the circle and decorate it without stepping over the edges or disturbing other children.

Parting.

Children and adults remember what games and exercises were played during NOD and discuss what they liked most.

2. 2 Ladybug

Goals: creating a positive emotional mood in the group; developing the ability to act in accordance with the rules of the game; development of coordination of movements, general and fine motor skills, orientation in one’s own body; development of visual perception (color, shape); development of attention, speech, memory and imagination.

Equipment: toy ladybug (preferably round); black finger paint or gouache mixed with toothpaste (so that the paint does not absorb into the skin and is easily washed off); ½ sheet of paper, glue, glue brush, oilcloth, cloth, tray, ready-made molds (red circles) (for each child), black plasticine, modeling board.

Progress of activities:

Greetings.

Exercise “Getting to know the ladybug”

The psychologist shows the children a toy ladybug and says:

A ladybug came to visit us. Look how beautiful she is! Let's say hello to her.

Children look at the ladybug and say hello to it.

The psychologist suggests determining the color, shape, and size of the toy. If children find it difficult to answer, the psychologist himself names the color, shape, size.

Exercise “Catch a ladybug”

Guys, imagine that our ladybug has flown. Come on, let's try to catch her!

The psychologist, pretending that he is trying to catch an imaginary bug, performs grasping movements above his head: with one hand, the other, with both hands at the same time. Children repeat the movements shown.

Let's unclench our fists and see if we could catch the ladybug.

The children, following the psychologist, slowly unclench their fists.

Here's our bug! Give him both palms.

Children, following the psychologist, join their open palms, imagining that they are holding an imaginary bug.

Exercise "Little fingers"

Now show me your right hand, and now your left. Let's make friends with our fingers.

The girls and boys in our group are friends. Children clasp their hands

You and I will make friends with little fingers. and alternately connect their fingers

One, two, three, four, five! right and left hands, starting from

Let's start counting again. little fingers.

One, two, three, four, five!

Application "Ladybug"

Children sit at tables on which everything is prepared for appliqué. The psychologist offers children:

1) look at the red circles on the trays. Children must name the color themselves.

2) compare the finished forms and the image of the ladybug. Children must independently say what the finished shapes look like (a circle on a body).

3) place the circle in the center of the sheet and then glue it.

Exercise “Ladybug, fly to heaven”

The psychologist tells a nursery rhyme and shows the movements. The children repeat after him.

Ladybug, swaying their palms rhythmically.

Fly to the sky, They make waves with crossed hands.

Bring us bread, They wave their hands at themselves.

Black and white, Rhythmically clapping their hands.

Just not burnt! They threaten with their index finger.

¦ As a rule, during the first lesson, many children are not able to repeat some of the movements after an adult. In this case, the psychologist or teacher sits the children on their laps and, supporting their palms, makes the above-described movements with them.

Exercise “Warm the ladybug”

The ladybug is frozen and cannot fly. Let's warm her with our breath.

Children breathe on their palms.

¦ When teaching this breathing exercise, a psychologist can ask children to open their mouths wide and pronounce the sound “A” for a long time.

The ladybug has warmed up, let's blow it off our palm.

Children take several deep breaths through their nose and exhale through their mouth. As you exhale, stretch out your lips with a tube and place your palms under the cold streams of air.

¦ At the initial stage of mastering this exercise, you can ask children to pronounce the sound “U” for a long time while exhaling.

Drawing "Dots on the backs."

2) compare the applique and the image of a ladybug. Children must independently say what is missing on the back (black round dots).

3) children, following the psychologist, dip their index fingers (or hands) in black paint and draw circles on the backs of ladybugs.

Game "Ladybugs and the Wind"

Now, guys, let's turn into ladybugs ourselves.

We circled around ourselves

And they turned into ladybugs. They're spinning. Showing different parts

Ladybugs, show me your bodies.

Heads, noses, mouths,

Winged arms, legs, tummies.

Amazing! Now imagine that the sun is shining and ladybugs are crawling on the leaves.

Children get on all fours and crawl on the floor.

An angry cold wind blew and turned the bugs over.

Children roll over onto their backs and move their relaxed arms and legs.

¦ If a psychologist observes tension, constrained, sudden movements in one of the children, then he can help the child relieve excess tension by stroking and gently shaking.

A kind, warm breeze blew and helped the bugs turn over.

The children are back on all fours and crawling.

The warm breeze blew stronger, lifted the ladybugs into the air, and they flew away.

Children, imitating the flight of ladybugs, run slowly, smoothly wave their arms, and buzz.

The sparrow is flying! Save yourself, ladybugs!

Children run into the arms of a psychologist and teacher.

¦ The game is repeated 2-3 times.

Modeling “Legs for a ladybug”

Children sit at tables on which everything is prepared for modeling. The psychologist offers children:

1) consider your application “Ladybug”, which was made in the last lesson.

2) compare the applique and the image of a ladybug. Children must independently say what the ladybug is missing (black legs).

3) children, following the psychologist, roll out thin sausages from black plasticine.

4) place them on the applique to form legs, press lightly so that they are secured to the base.

Parting

Children and adults remember what games and exercises were done and discuss what they liked best.

Ladybug really liked it, but it's time to say goodbye. Goodbye!

2 . 3 Walk in the autumn forest

Goals: group cohesion, development of empathy; development of auditory attention, arbitrariness, ability to quickly respond to instructions;

reduction of excessive physical activity; learning to distinguish colors, correlating objects by color; development of spatial concepts, the ability to display in speech using prepositions (on, under, in, for, etc.) the location of things; development of general motor skills, development of memory, speech and imagination.

Equipment: painting or photograph “Autumn Forest”, toy hedgehog; toys (bibabo dolls): fox, will, bear; red, yellow and green maple leaf (mushroom) - they are also ready-made forms for applique (for each child), red, yellow and green baskets (gift bags/boxes); colored base 10*20 cm, glue, glue brush, oilcloth, cloth, tray; ½ sheet of paper with an outline of a hedgehog, a black pencil for each child.

Progress of activities:

Greetings.

Exercise “Walk in the autumn forest”

The psychologist shows the children a picture depicting an autumn forest. Children look at the picture, name the season, explain by what signs they determined that autumn is depicted.

Let's imagine that we are going for a walk in the autumn forest. Children stand one after another and walk in a circle.

The psychologist tells a nursery rhyme and shows the movements, and the children repeat after him.

Along a level path, They move at a normal pace.

On a flat path

Our feet are walking

Our feet are walking.

Pebble by pebble, pebble by pebble. They move with big steps.

Over bumps, over bumps, Perform jumps moving forward.

On small leaves, moving in small steps.

Into the hole - bang! Squat down.

¦ WITH In order to develop voluntary control over actions, the psychologist draws children’s attention to the fact that they need to squat, and not just sit on the carpet or fall to their knees.

Well, here we are in the forest. A hedgehog should meet us... Where is he?

Children find a hidden toy and say where the hedgehog was (under the table, etc.).

¦ The game is repeated 2-3 times.

Exercise "Hedgehogs"To"

A psychologist examines a toy hedgehog with children and offers to touch it. Children touch the toy with their palm, pretend that they have pricked themselves, withdraw their hand, and say that the hedgehog is prickly.

The psychologist invites the children to learn a poem by V. Zakhoder.

Why are you so prickly, hedgehog?

This is me just in case.

Do you know who my neighbors are?

Foxes, wolves and bears!

The psychologist explains how the hedgehog defends itself from “its neighbors” and invites the children to play. Children, pretending to be hedgehogs, crawl on all fours around the group. When the psychologist shows a toy (fox, wolf or bear), children should group and sit still.

¦ The game is repeated 2-3 times.

¦ Some children find it difficult to comply with the conditions of the game: do not move when a fox (wolf, bear) appears - they try to run away and hide. Getting into character will help you overcome impulsiveness. Children are reminded that hedgehogs cannot run like hares or climb trees like squirrels, but they have a reliable shelter - needles.

Control"Maple leaves"

Psychologist says:

The hedgehog collected maple leaves in the forest. He asks you to help him arrange the leaves correctly in the baskets. The psychologist gives each child a set of maple leaves and sets out three baskets (gift bags/boxes) - red, yellow and green. Children place the leaves in baskets of the appropriate color.

Application "Maple leaves"

Children sit at tables on which everything is prepared for appliqué. The psychologist offers children:

1) examine the prepared forms on the trays - maple leaves. The psychologist notes that they are different colors. Children must name the colors themselves.

2) arrange the elements on the base as shown on the sample.

3) stick the elements to the middle of the base in a certain sequence (red, yellow, green).

Exercise “Song for a hedgehog”

The psychologist suggests singing a song to the hedgehog.

A child is selected to portray the hedgehog. He sits down and wraps his arms around his knees (or lies down and curls up). The psychologist and the other children stand around him and sing a song.

We walked slowly through the forest,

Suddenly we saw a hedgehog.

Hedgehog, hedgehog, we are friends,

Let us pet you.

Everyone bends down and affectionately touches the “hedgehog.”

¦ The game is repeated 2-3 times.

For each child to play the role of a hedgehog, you can invite several children to sit in the center of the circle at once.

Drawing “Prickly hedgehog”

Children sit at tables on which everything is prepared for drawing. The psychologist offers children:

1) examine the contours of the hedgehog on the sheet. Draws children's attention that the hedgehog is missing something. Children must say “needles” on their own.

2) children complete the hedgehog’s needles with a pencil.

Exercise "Mushroom picker"

Sasha walked, walked, walked, They imitate the movements of a mushroom picker: they walk,

Found a porcini mushroom, bend down and put the mushrooms in the box.

One is a fungus, two is a fungus, three is a fungus,

I put it in the box.

Exercise "Mushrooms"

Psychologist says:

The hedgehog picked mushrooms in the forest. He asks you to help him arrange the mushrooms correctly into the baskets. The psychologist gives each child a set of mushrooms and sets out three baskets (gift bags/boxes) - red, yellow and green. Children place mushrooms in baskets of the appropriate color.

Application “Mushrooms for a hedgehog”

Children sit at tables on which everything is prepared for appliqué. The psychologist offers children:

1) examine the prepared forms of mushrooms on the trays. The psychologist notes that they are different colors. Children must name the colors themselves.

2) arrange the elements on the basis - the drawing of a hedgehog from the last lesson, as done on the sample.

3) stick the elements onto the base.

Parting.

Children and adults remember what games and exercises were played during the lesson and discuss what they liked most.

Everyone says goodbye until next time

2 . 4 Ball

Goals: group cohesion, development of the ability to interact with peers; increased emotional tone; development of a sense of rhythm, coordination of movements; development of orientation in space; learning to reflect in speech one’s location, the location of other children, objects; development of visual and tactile perception, speech and imagination.

Equipment: big ball; a cloth bag, a small plastic ball and a plastic cube (commensurate in size), ½ album sheet with drawn colored outlines of circles (balls) (2 for each child), ready-made forms (colored circles-liners of the same diameter and different), glue, brush glue, oilcloth, rag, tray, set of plasticine, modeling board, whatman paper with drawn colored contours of soap bubbles of different sizes.

Progress of activities:

Greetings.

Exercise “What ball”.

The psychologist shows the children a large and a small ball and asks them to determine their shape, size, and color.

Children complete the task.

Show the shape of the ball with your hand and name it (round ball).

Children draw a circle in the air: with one hand, with the other, with both hands at the same time.

Compare balls by size.

Children show a big ball and call (this is a big ball), show a small ball and call (this is a small ball).

Compare the balls by color.

Children name the color of the balls on their own.

Exercise “My funny ringing ball”

Let's sit around the ball and tell a poem about it.

Everyone sits around the ball and places their palms on it. Children repeat after the psychologist S. Marshak’s poem “My cheerful ringing ball” and rhythmically spank the ball, first with one hand, then with the other.

A psychologist helps children who spank the ball irregularly. He places his palm on the child's palm and helps him coordinate his hand movements with the rhythm of the verse.

My cheerful ringing ball. And then you rolled

Where did you run off to? And he didn’t turn back.

Yellow, red, blue. Rolled into the garden

Can't keep up with you. Got to the gate

I smacked you with my palm. rolled under the gate,

You jumped and stomped loudly. I reached the turn.

You got hit by a wheel there fifteen times in a row.

Jumped into the corner and back. It burst, popped - that's all!

Exercise “Bouncing Balls”

Now imagine that you have turned into balls. Katya, what color ball will you be? And you, Vova? Etc. Children look at their clothes and name the corresponding colors.

I will play with balls - lightly spank you with my palm, and you will jump like balls. The psychologist, reciting the poem “My merry ringing ball,” places his palm on each child’s head in turn. Children, feeling the touch, jump in place. In response to the words: “I can’t keep up with you,” children run away from the psychologist to the teacher. The game is repeated - and the children run away from the teacher into the arms of a psychologist.

Application “Colorful balls”

Children sit at tables on which everything is prepared for appliqué. The psychologist offers children:

1) examine the insert circles on the trays of the same size and different colors. Draws children's attention that the circles are the same in size, but different in color. Children must name the colors themselves.

2) consider the contours of the circles on the sheets.

3) place the inset circles in the colored contours of the corresponding color. The child must find the colored outlines of the circles on the sheets of paper and paste a circle of the corresponding color into each colored outline.

Game "Hide and Seek"

The psychologist invites the “balls” to play hide and seek. He reads the poem “My merry ringing ball.” Children are jumping. In response to the words: “I can’t keep up with you,” the children scatter around the group and hide. A psychologist is looking for children. The found child must say where he was hiding (under the table, behind the chair, in the corner, etc.).

¦ The game is repeated 2-3 times.

Application “Big and small balls”

Children sit at tables on which everything is prepared for appliqué. The psychologist offers children:

1) examine the circle inserts of different shapes and different colors on the trays. Draws children's attention that the circles are different in size and different in color. Children must name the size and colors themselves.

2) consider the contours of the circles on the sheets.

3) place inset circles in colored contours of the appropriate size and color. The child must find the colored outlines of the circles on the sheets of paper and paste a circle of the appropriate size and color into each colored outline.

Exercise “Find the ball”

Guys, you had so much fun playing hide and seek that the ball also wanted to play with you. Close your eyes and the ball will hide.

Children close their eyes, the psychologist hides the ball. At the psychologist's command, the children open their eyes and begin to look for the ball. Having found it, they say where he was hiding.

Exercise “Wonderful bag”

The psychologist shows the children a cloth bag containing a small ball and a cube.

A small ball was hidden in this bag. You need to find it without looking in the bag.

Children take turns finding the ball by touch and telling how they distinguished it from a cube.

Modeling “Colorful balls”(Toteamwork)

Children come to the table on which everything is prepared for modeling. The psychologist offers children:

1) consider the contours of the circles on whatman paper. Draws children's attention that the circles are different in size and different in color. Children must name the size and colors themselves.

2) choose a contour that will need to be “decorated” with plasticine.

3) the child must choose plasticine that matches the selected contour of the circle.

4) roll out the ball, place it in the center of the circle and press, then stretch the edges of the ball to the boundaries of the contour.

5) while working, try not to disturb other children.

Parting.

2 . 5 Leaf fall

Goals: creating an atmosphere of emotional safety; relieving emotional and muscle tension; decreased impulsivity, increased physical activity; developing the ability to move in the same rhythm with other children, adapt to their pace; development of auditory attention, arbitrariness, reaction speed; development of speech, imagination, creative abilities.

Equipment: large umbrella; a tape recorder, a cassette with a recording of the sound of rain, a cassette with a recording of slow, calm music; two maple leaves (for each child); yellow, red, green gouache, brush (for each child); sheet with an image of an autumn landscape.

Progress of activities:

Greetings.

Exercise “Walk through the autumn forest”

The psychologist invites the children to see what is happening outside the window. He draws the kids’ attention to the signs of autumn (yellowing trees, fallen leaves, cloudy sky) and says:

Imagine that we are going for a walk in the autumn forest.

Children line up in a column. Psychologist says:

Listen carefully to the words. Try to move together. Don't overtake each other.

The legs began to walk: stomping, stomping, stomping, walking one after another.

Straight along the path: thump, thump, thump.

Come on, more fun: stomp, stomp, stomp,

This is how we do it: top-top-top.

The legs started running, running, trying not to overtake

On a level path, each other.

They run away and run away, only their heels sparkle.

¦ The game is repeated 2-3 times.

Game "Rain and Sun"

Children walk around the room pretending to collect leaves. As soon as the psychologist turns on a cassette with the sounds of rain or gives the command “rain!”, the children run under a large umbrella held by the teacher and hide so that there is enough space for everyone. The psychologist can drum his fingers on the surface of the umbrella, imitating the sound of rain. The sound of the rain stops and the command “Sunshine!” sounds. - children run out from under the umbrella.

¦ The game is repeated 2-3 times.

Exercise “Leaf Fall”»

A cassette with a recording of calm music is turned on. Children take a maple leaf in each hand. Psychologist says:

Imagine that you are maple leaves. Autumn has come, the time for leaf fall, the wind tore the leaves from the trees, and they began to spin in the air. Show how the leaves dance in the wind. Children, depicting the flight of leaves, move smoothly to the music.

The psychologist reads a poem and shows the movements. The children repeat after him.

Leaf fall, leaf fall, Spinning, depicted leaves.

Yellow leaves are flying, Throwing leaves up.

They rustle and rustle underfoot, They walk on the leaves.

The garden will soon become bare. They lie down on the floor and listen to music.

Drawing "Leaf fall"

The children sit at the tables. The psychologist hands out paints, brushes and sheets depicting an autumn landscape and offers to draw flying leaves. Children, reciting the poem “Falling Leaves,” apply a brush to a sheet of paper in rhythm with the verse. Everyone looks at the drawings, the psychologist praises the children for their work.

Drawing "Rain"

The children sit at the tables. The psychologist hands out paints, brushes and sheets depicting an autumn landscape (from the last lesson) and offers to draw raindrops falling from the sky. Children apply a brush to a sheet of paper, depicting raindrops.

Everyone looks at the drawings, the psychologist praises the children for their work.

Game "Rain"

Rain, rain, what are you pouring? 4 claps.

You won't let us go for a walk. Floods.

It's raining, it's raining, it's pouring, 4 claps.

Children, wet the ground, forest. Jumping in place.

After the rain at the dacha Walking.

We'll jump through the puddles. Jumping over puddles.

Group drawing “Maple leaves”

Children come to the table on which everything is prepared for drawing. The psychologist offers children:

1) consider paint plates and maple leaf stencils. Draws children's attention that the paints are different in color (like the leaves). Children must name the colors themselves.

2) choose the color in which you will need to dip the stencil.

3) take turns dipping a maple leaf into a plate of paint and making an imprint on a large sheet of whatman paper, without touching the prints of other children.

Parting.

2.6 Kittens

Goals: formation of positive self-esteem; development of the desire to empathize, help, support each other; relieving muscle tension; development of the ability to express emotions (fear, sadness and joy); development of auditory perception, the ability to reproduce heard sounds; development of motor skills, coordination of movements, orientation in one’s own body; development of spatial concepts; development of attention, speech and imagination.

Equipment: yellow, red, blue, green butterflies the size of a child’s palm (according to the number of children); toys or object pictures in yellow, red, blue and green colors; ½ sheet of paper with the outline of a butterfly, colored pencils; cord with butterflies tied to it.

Progress of activities:

Greetings.

Exercise "Guess who's meowing"

The psychologist “meows” first like an adult cat, and then like a kitten.

Children, who is that meowing?

Children express their guesses.

That's right, you guessed it, it's a cat and a kitten meowing. The cat has a low voice, but the kitten has a high, thin voice, it almost squeaks. Let's try to meow like a cat and like a kitten.

Children complete the task.

Game "Cat with kittens"

Let's play, I'll be the mother cat, and you'll be the kittens.

Kittens, soon we will go for a walk in the yard. There is a dog in the yard, you must be able to defend yourself. Now we will learn to hiss and release claws.

Everyone squats down, clenches their fingers into fists, says: “Sh-sh-sh,” then unclench their fists, spread their fingers (“show claws”) and say: “Meow.”

¦ The exercise is repeated 2-3 times

It's time to go for a walk. Be careful, and when you hear the word dog, defend yourself, as I taught you. Children walk in a group. At the signal “Dog!”, children perform the above exercise.

The game is repeated 2-3 times.

Game "Butterflies"

The psychologist invites the children to come up to him, shows them butterflies and says: “Look, kittens, butterflies have flown to us. Let's look at them. This butterfly is yellow like the sun. And what color is this one? That's right, blue as a bell." etc.

¦ It is advisable that children have colorful objects or pictures in their field of vision, with which they could correlate the colors of butterflies.

The psychologist gives a butterfly to each child and says:

Butterflies want to play. Stand in a circle.

Children, holding butterflies in front of them, stand in a wide circle and, following the psychologist, say the words:

Butterfly, fly, fly, fly, Slowly perform

Fly, fly, fly! voluntary movements of the hand.

Rest on your head (shoulder, etc.)! which contains the butterfly

imitation of the flight of a butterfly) and follow it with their eyes.

¦ In subsequent lessons, you can invite children to hold the butterfly with their left hand or with both hands at the same time.

Drawing "Butterfly".

Children sit at tables on which everything is prepared for drawing. The psychologist offers children:

1) examine the contours of the butterfly on the sheet.

2) choose a pencil to use and name the color yourself.

3) decorate the butterfly without going beyond the edges of the outline.

Exercise “Catch a butterfly”

The psychologist invites the children to sit on their knees and says:

Now try to catch a butterfly without getting up from your seat.

The psychologist approaches each child in turn and, holding a butterfly over his head, offers him to reach for it. Children try to reach the butterfly with their right, left and both hands.

Application “Multi-colored butterflies”

Children sit at tables on which everything is prepared for appliqué. The psychologist offers children:

1) look at the butterfly inserts of different colors on the trays. Draws children's attention that the butterfly inserts are different in color. Children must name the colors themselves.

2) consider the contours of butterflies on the sheets.

3) place the butterfly inserts in the colored contours of the corresponding color. The child must find the colored outlines of butterflies on the sheets and paste a butterfly of the corresponding color into each colored outline.

Exercise “Butterfly, fly!”

The psychologist invites the children to come up to him, shows butterflies (2-3 brightly colored paper butterflies, each of which has a 50 cm long thread tied to it and attached to a cord at a distance of 30 cm from each other. The cord is pulled by the psychologist and the teacher so that the butterflies hang on face level of a standing child). Psychologist says:

Look how beautiful the butterflies are: red, yellow, blue. There are so many of them. They look like they're alive! Let's see if our butterflies can fly. (Blows on butterflies). Look, they're flying! Try to blow too. Which butterfly will fly farthest?

Children take turns approaching the butterflies and blowing on them.

¦ It is necessary to ensure that the child stands straight, does not raise his shoulders when inhaling, blows on one exhalation without taking in air, does not puff out his cheeks, and slightly pushes his lips forward. The child should blow for no more than 10 seconds with pauses to avoid dizziness.

¦ All children must take part in the exercise.

Parting.

2 . 7 Balls

Goals: development of communication skills (learn to establish contact with each other, act in concert, adapt to the pace of the partner’s movements); relieving emotional and muscle tension; developing the ability to coordinate your actions with the rhythm and text of the poem; development of orientation in one’s own body; development of general and fine motor skills; development of visual perception, speech and imagination.

Equipment: a big red ball and a small blue ball; medium-sized balls (for each pair of children); tape recorder, cassette recording calm music and rhythmic smooth melody; a sheet of paper and colored pencils (for each child); a cloth bag with two balls of different sizes, a cube and other toys; ½ album sheet, ready-made shapes (large red and small blue circles), glue, glue brush, rag for each child.

Progress of activities:

Greetings.

Exercisese “Compare the balls”

The psychologist shows the children a large red ball and a small blue ball. Children look at the balls, name their number, and compare them by size and color.

Exercise “Imagine a ball” The psychologist invites the children to stand in a circle, hold hands and depict first a large and then a small ball. Children complete the task.

Game "Balls" Psychologist says:

Guys, the balls want to play with you.

Children, following the psychologist, repeat the words and perform the movements mentioned in the text.

Girls and boys are jumping like balls.

They stomp their feet, clap their hands,

They nod their heads and then rest.

¦ The game is repeated 2-3 times.

Application “Pattern of balls”

Children sit at tables on which everything is prepared for appliqué. The psychologist offers children:

1) look at the large red and small blue circle inserts on the trays. Draws children's attention that the circles are different in size and different in color. Children must name the size and colors themselves.

2) look at the sample and pay attention to the sequence of the circles (big red, small blue, big red, small blue).

3) arrange the elements on the base as shown on the sample.

4) the child must glue the circles of the appropriate size and color in the given sequence.

Exercise "Breeze"

Children lie down on the carpet and close their eyes. The psychologist turns on calm music and says:

The balls rest, and the breeze flies around the room and touches them.

The psychologist strokes the children: one on the head, another on the knees, a third on the tummy, etc. Having opened their eyes, children must show and name the parts of the body that were touched by the breeze.

Exercise “Ball in the Air”

Psychologist says:

Now let's show you how we will draw the balls.

Children, following the psychologist, draw a spiral: first in the air, alternately with their right and left hands, then on the palm with their index finger.

Drawing "Blue and red balls"

The psychologist places a large red ball and a small blue ball in front of the children, distributes sheets of paper and pencils.

Draw a large ball with a red pencil and a small one with a blue pencil.

Exercise “Wonderful bag 2”

The psychologist shows the children a cloth bag containing a small and larger ball, a cube, and other small toys.

A small ball was hidden in this bag. You need to find it without looking in the bag. Children take turns finding the ball by touch and telling how they distinguished it from other toys.

Game "Don't lose the ball"

The psychologist turns on rhythmic, smooth music, divides the children into pairs and gives each pair a ball. At the psychologist’s command, the couples, without letting go of the ball, must walk around the group, jump, spin, sit down, etc.

Parting.

2 . 8 Kolobok

Goals: group cohesion, developing empathy, teaching children cooperation skills; removing fears of fairy-tale characters; development of general and fine motor skills, coordination of movements; development of perception (gustatory, tactile, visual, olfactory); development of spatial concepts; development of attention, speech and imagination.

Equipment:

bibabo dolls (characters from the fairy tale “The Adventures of Kolobok”); cloth bag; fruit and vegetable; plasticine ball (for each child); didactic set “Bowls”; wooden toys: mushroom, ball, cube (commensurate in size); sports equipment: tracks with different textured surfaces, gymnastic beams, gymnastic bench, hoop.

Progress of activities:

Greetings.

Exercise"The Tale "Kolobok"

The psychologist tells and dramatizes (with the help of toys) the fairy tale “Kolobok”. Children repeat the movements shown by the psychologist.

Once upon a time there lived an old man and an old woman. So the old man asks: “Bake me, old man, a bun.”

The old woman swept flour (perform smooth movements with their hands towards themselves), scraped salt (slowly clench and unclench their fists), salted (gather their fingers into a pinch, “salt” with the right, left, both hands), knead the dough (circular movements in different directions with the right , left and both hands), made a bun (imitate making a bun), rolled it (perform circular movements with one palm over the other clockwise, counterclockwise, change hands and repeat the movements), anointed it with oil (stroking the other with one palm), into the oven I put the hot one on (breathe warm air on the palms) and put it in the window to cool (blow on the palms). The little bun got tired of lying down: he rolled from the window to the hillside, from the hillside to the grass, from the grass to the path. The bun rolls towards the forest across the field (they lie down on the carpet and roll “like logs” with outstretched straight arms and legs, performing 3-4 turns back and forth). He rolled to the forest, and there the hare was already waiting for him.

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Class of a teacher-psychologist on socialization in the second junior group “Magic words”.

Second junior group.

Lesson of a teacher-psychologist on socialization “Magic words”.

Purpose of the lesson:

Development of cultural communication skills.

Lesson objectives:

Develop communication skills;

Develop voluntary attention;

Develop the musculoskeletal system.

Materials: bunny toy

Progress of the lesson “Magic words”:

Greetings.

The psychologist sits with the children in a circle and reports that today she came to them not alone, but with a bunny, whose name is Ushastik.

Bunny Ushastik greets children and gets to know each child, asking what his name is.

Main part.

Bunny Ushastik:

Guys, I came to visit you for a reason, I want to ask you to help me. The fact is that in our forest all the animals are very kind, good and polite. They know a lot of kind, polite words, for example: thank you, please, hello, goodbye, excuse me, excuse me. There are so many of these words that I am completely confused about what words to say when. Can you help me figure it out? (children's answer: yes)

Okay guys! Tell me, when you come to kindergarten, enter the group, what do you say? ( children's answers: hello, hello, good morning) And when you eat, say thank you? (children's answer: yes) And if they helped you get dressed for a walk, tied your shoelaces, put on a hat, what should you say? (children's response: thank you) This means that if someone did something good or helped you, you need to say thank you! I remember! If we want to ask for something, what word should we say? (children's answer: please) And if you accidentally offended or pushed someone, what should you say? (children's answers: apologize, say sorry, sorry) And when we go home, what should we say to the children who remain in the kindergarten? ( children's answer: goodbye)

Oh, how healthy! Now I remember everything, let's play a game called "Please".

Game "Please".

Bunny Ushastik:

Guys, I will give you various tasks, and you will have to complete them, but only if I say “please”. If I don't say this magic word, you will stand still.

Please place your hands on your waist;

Please have a seat;

Please stand up;

Raise your hands up;

Please circle;

Please stand on one leg;

Jump;

Please raise your hands up;

Spread your arms to the sides;

Please smile.

Well done! Guys, sit down on the chairs. Guys, you know, my friends, the hedgehog and the little squirrel, say that I sometimes do bad things, help me, tell me which actions are good and which are bad, how you can do it and what you can’t do.

Let me say what actions I do, and you, if it is a good action, clap your hands, and if it is a bad action, stomp your feet.

I say hello when I meet;

I push and don't apologize;

I help my grandmother;

When people give me gifts, I say thank you;

I interrupt when someone is speaking;

I call you offensive names;

I help mom and dad;

When I leave, I say goodbye.

Thank you guys! You helped me a lot today!

Psychologist:

Come on, guys, as a farewell, let’s play a game called “do as I do.” You and I will play, and the bunny will look at us.

Game "Do as I do"

Repeat the movements after me:

If you like it, then do it, let’s jump;

If you like it, then do it, let’s spin;

If you like it, then do it, let’s squat;

If you like it, then do it, hug yourself;

If you like it, then do it, clap your hands;

If you like it, then do it, smile at each other;

Bunny Ushastik:

It’s good that you guys are visiting, but it’s time for me to return to my home, thank you! Goodbye guys!

Psychologist:

The lesson is over,

See you soon.

We'll tell all our friends

Together: “Goodbye!”

Publications on the topic:

In the work of a kindergarten teacher-psychologist, there is such a form of work as group classes. At MBDOU "Kindergarten No. 99" (Taganrog, head.

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Open lesson of a teacher-psychologist in the first junior group “Visiting Fluffy”

Abstract open classes in the first junior group.

IN visiting Fluffy.

Target: relieving emotional and muscle tension.

Tasks:

1. Create an emotionally positive attitude in group.

2. Relieve emotional and muscular tension.

3. Promote the development of visual, tactile, and auditory analyzers.

4. Cultivate trust and goodwill towards peers and adults.

5. Development of attention, perception, speech, imagination.

6. Development of fine motor skills.

Progress of the lesson:

Introductory part.

Guys today Fluffy invites us to his guests, and we will get to it through a magical passage. Look how beautiful, shiny the rain is hanging. Let's look at it, touch it and walk through it. (children walk through the rain, teacher- the psychologist puts the toy on his hand at this time).

Surprise moment

Guys, look who is greeting you (In the hands of teacher- psychologist soft toy - Fluffy). Meet this Fluffy. He's waiting for us. TO Fluffy Not only you guys came, but also adults. Let's say hello to them. (Children greet guests) .

Main part:

Look how beautiful it is here, we found ourselves in a magical clearing. Look what she is like? Sit down. You feel how soft and beautiful she is. All dotted with colorful flowers and leaves. (Children look at the carpet on which flowers and leaves are depicted). Guys, let's sit down in the clearing and I'll tell you a fairy tale about our Fluffy how his day goes, what he likes to do. Do you love fairy tales? (children's answers).

Fairy tale: - in our kindergarten "Olympic" A toy lives in a magic room. Her name is Fluffy. He loves his room very much, that’s why it’s interesting and unusual. You can play magic games from morning to evening. In the morning he wakes up and does exercises.

Let's do it together Fluffy.

Greeting game: "I'm a baby".

These are the eyes. Here, here.

These are ears. Here, here.

This is the nose. This is the mouth.

There's a back there. There's a belly here.

These are pens. Clap, clap.

These are the legs. Top, top.

Oh, we're tired, let's wipe our brow.

After charging Fluffy loves to admire the fish that live in the aquarium. Let's admire it too. What kind of fish swims? What does the fish have? (answers children: head, tail, fins, etc. If children find it difficult to answer, educational psychologist helps, tells). Guys, what does the fish have on its head? (eyes, mouth). And look what bubbles are rising. (While the children are admiring the fish, you can turn on calm music).

Guys, see how great it is Fluffy. Also, he loves to draw. And he invites you to draw with him. Let's follow Fluffy let's walk along his magical path (tactile track) to the tables. (children walk along the path, at this time you can ask each child which square he stepped on and what he felt).

Look, on the tables in front of you there are leaves on which an aquarium with a fish is drawn, as well as bubbles. I suggest you color the bubbles. We are now with We'll show you Fluffy how to do it. In front of you are rosettes with paint. We will paint with our fingers. Show us your fingers (Which finger is this? – that’s right, index finger). We carefully dip our fingers into the gouache and paint over the bubbles. Like this.

(Children go to the tables and follow the pattern teacher-a psychologist paints over the bubbles in an aquarium.)

Final part:

Guys, let's say thank you Fluffy for hospitality let's tell him "Thank you". And we will definitely come to him again in guests.

Publications on the topic:

Integrated open lesson in the first junior group “Winter Fun” Integrated lesson in the first junior group Topic: “Winter fun” Types of activities: gaming, communicative, educational and research.

Goals: 1. Prevention of emotional excitability, anxiety, fear and other deep psycho-emotional experiences. 2. Harmonization.

Open educational lesson in the first junior group “Visiting the Bunny”"Visiting the bunny." Goal: development of cognitive, communicative, motor and emotional spheres. Objectives: Educational: - consolidation.

Pets Goal: to develop cognitive interest in the world around us, to form ideas about pets. Tasks:.

Open lesson of a teacher-psychologist in a sensory room. Theme "Flashlight for the firefly" Type: correctional and developmental. Form: subgroup. Goal: stimulation of sensory development of children, compensation of sensory impressions, preservation.

"The boat is sailing, sailing." Goal: learn to create a composition using gaming techniques. Objectives: to strengthen children’s ability to draw horizontal lines.