Game exercises for the development of sensory standards in preschool children

Once upon a time there lived children. They ran barefoot on the grass and sand, climbed trees, swam in the stream, built sand castles, swung on swings until dark, bungee jumped into the lake, picked and ate fruits in the garden, picked mushrooms, tasted wild honey, rolled from ice mountains... How many modern children can boast of such a rich life experience?

Technological progress and the development of megacities creates a shortage of many factors that positively affect the natural development of a child. In a simple game, a small person acquires those skills and methods of processing information that subsequently serve as the basis for more complex skills and abilities, which in turn allow them to form speech and regulate behavior. Children outside of an educational institution are often deprived of a significant peer group in which imitative play can be formed. A child in a metropolis is practically deprived of full-fledged play with natural materials and gaining a base of sensory experience (for example, playing with sand, water, clay, snow, etc.). Parents cannot always allow their baby to tumble, swing, run and jump as much as natural need dictates, and not general routine moments.

Course for the development of creative thinking for children 5–8 years old Program of developmental activities for children (5–8 years old)

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An understanding of the mechanisms of functioning of the child’s body in natural conditions will help the teacher create an optimal developmental environment and create truly useful play activity for the child. And the ability to model them in a game setting.

Games with sensory integration elements

Goals: develop, strengthen, balance the processing of sensory stimuli by the nervous system. In the long term this is:

• development of tactile, visual, auditory, gustatory and olfactory perception;
• development of higher mental functions;
• improving motor skills;
• stimulation of cognitive activity;
• formation and development of all components of speech;
• correction and development of the emotional-volitional and communicative sphere;
• improvement of gaming, subject-practical and labor activities;
• assistance in adapting the child to new conditions.

We use a variety of materials, games and equipment that can stimulate the senses and contribute to the development of basic types of perception: perception of body position in space, tactile perception, visual, auditory, gustatory and olfactory perception.

Let's consider the equipment and technologies used in this method.

Gravity perception (perception of position in space) can be developed using:

• swings of various modifications, on which you can swing in different positions;
• hammocks made of lycra, creating a tight-fitting effect and just hammocks;
• swing-nest where you can hide, swinging on a sheet (game “Sea”);
• balance boards, inflatable balance beams;
• fitballs of large diameter (made of non-slip material);
• paths made of ropes, “bumps”, low swinging boards, along which you need to walk while maintaining balance;
• straight, spiral, flat and tube-shaped slides, homemade from soft modules;
• trampolines;
• tunnels, mats you can crawl under;
• group activities with a silk multi-colored parachute (round dance “inflate a bubble”, hide and seek, running, diving under it, completing a task while it is in the air, dividing the task according to the color of the segment under which the child is located).

Someone will say that the necessary material base is not available everywhere, but any equipment can be replaced with something similar or having a similar effect. The main thing is the active participation and control on the part of an adult over the implementation and safety of the game. So, for example, instead of a hammock, a sheet can be used (ours has nautical motifs) on which we swing the child. We came up with a game by reworking the famous ancient text “The sea is troubled once.” Rocking the child in the sheet (with the help of two adults and a team of little helpers waiting for their turn), we rhythmically say, forcing the sound to the climax: “The sea is worried once, the sea is worried two, the sea is worried three (pause) ... Vanya, come to us! Glug, glug, glug…” and actively shake the baby in the sheet. And then carefully lower it onto the mat or carpet (be sure to put your feet first).

Education

Elena Yurievna Petrova

Author's program

Emotional disorders in children. Methods of psychological correction

Participate

This exercise usually ends the psychologist’s work in a circle. Children perceive it as relaxation and a reward for completing tasks. The game allows you not only to feel your body in an unusual position, but also to clearly feel the time interval of the impact due to the measured constant text and the highlighting of the culmination of the exercise in your voice. Children are also well involved in the game through imitation and the desire to follow a friend. Taking turns is excellent, and for those who find the gravitational experience difficult, all this allows them to overcome anxiety.

Sensory games for children 2-3 years old. Card index

Card index of author's sensory games for young children
Author: Yanchenko Elena Anatolyevna, teacher of MBDOU, "Kindergarten No. 11", Seversk, Tomsk region Implementing the priority directions of my activities, creating a subject-developmental environment in the group, I have developed original games that, as experience shows, they create an emotionally positive atmosphere in the group, enrich the child’s surrounding world and develop all the baby’s sensory zones.
This development can be used in the work of educators, additional education teachers, and specialists working with children of early and preschool age. Sensory games for kids
“Hide the Mouse” Program content: develop children’s ability to distinguish colors (red, blue, yellow, green), teach them to select objects by color. Develop skills to examine objects. Cultivate a caring attitude towards animals. Recommendations: this game can be used during special moments in the morning and evening. Invite the children to hide the mice in houses of the appropriate color.

“Baby Book” Program content: develop children’s skills to assemble a whole from parts, distinguish colors. Develop fine motor skills of the hands. Cultivate perseverance. Recommendations: This manual can be used both in class and in your free time in individual work with children to create a whole from parts, to reinforce colors, and to develop fine motor skills. “Sensory doll “Vitaminka” Program content: to develop fine motor skills of children’s hands, attention. Cultivate perseverance and a desire to play. Recommendations: Practice with the sensory doll in your free time in the morning or evening. Teach your child to “feed” the doll, using large beans, first as shown by an adult, then independently, fix the names of the body parts.

“Summer Meadow” Program content: to develop children’s skills in unfastening and fastening zippers, buttons, and Velcro. Develop fine motor skills and attention. Foster a love of nature and a desire to play. Recommendations: Use the sensory mat during your free time in the morning or evening. Teach your child to unfasten and fasten zippers, buttons, and Velcro, first as shown by an adult, then independently.

Multi-colored sticks" Program content: develop children's ability to recognize and name primary colors (red, blue, yellow, green). Introduce the concepts: long, short, big, small. Develop fine motor skills of the hands. Cultivate a desire to play. Recommendations: This manual can be used both in class and in your free time in individual work with children to consolidate color, length, size. Sticks can not only be compared by length, but also formed into circles of various sizes. Thanks to the cereal that the sticks are filled with, they can be used to massage the palms.

“Funny Caterpillars” Program content: develop children’s ability to recognize and name primary colors (red, blue, yellow, green). Introduce the concepts: “long - short”. Develop fine motor skills and attention. Cultivate a desire to play. Recommendations: Work with caterpillars in your free time in the morning or evening. Teach your child to unfasten and fasten Velcro, first as shown by an adult, then independently. This manual helps to study and reinforce basic colors in a playful way, as well as the concepts of “long - short”.

“Noise cubes” Program content: to develop children’s ability to recognize and name primary colors (red, blue, yellow, green). Introduce children to pets and teach them to imitate them. Develop memory, attention, auditory perception, design skills. Cultivate a desire to play. Recommendations: This manual can be used both in class and in your free time in individual work with children to reinforce colors, animal names, and onomatopoeia. From these cubes you can build a tower, a house in which familiar animals will live, or you can play “train”, where animals ride in each trailer. The cubes are filled with cereal, so you can make noise with the cubes and get great pleasure.

“Put a butterfly on a flower” Program content: develop children’s ability to distinguish colors (red, blue, yellow, green), teach them to select objects by color. Develop skills to examine objects. Foster a caring attitude towards nature. Recommendations: this game can be used during routine moments in the morning and evening, as well as in class as a didactic game. Invite the children to plant a butterfly on a flower of the corresponding color: And here come the butterflies, They want to sit on the flower, They can’t choose a color, Come on, help them.

“Mushrooms in a clearing” Program content: develop children’s skills to distinguish and select objects by size, to form a whole from parts. Develop fine motor skills and object inspection skills. Foster a caring attitude towards nature. Recommendations: this game can be used during special moments in the morning and evening. Invite the children to assemble whole mushrooms from parts of different sizes, then attach them to the clearing using loops and buttons.

We recommend watching:

Didactic games for the development of sensory abilities of children from 1 to 3 years old Didactic games for young children with their own hands Verbal games for young children in kindergarten Game lesson on gender education for children of an early age group

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Games to develop attention in young children

To develop tactile perception you can use:

• a pool with water and all kinds of devices for pouring, squeezing, spraying, changing the properties of water and decorating the bottom and “shores” of the pool;
• jars with water and decor for viewing and manipulating;
• tactile panels made of different materials (leather, fur, feathers, wool, etc.);
• tactile bags and tracks;
• sensory boxes - containers with various fillers (sand, cereals, grass, pebbles, as well as beads, hydrogel, fabrics, ribbons, threads, etc.);
• large cones like massage balls of different diameters;
• materials for modeling and modeling (clay, plasticine, salt dough);
• natural materials for creating compositions and fairy tales;
• sorters with various fillings.

Most often, the creation of these manuals is the work of teachers, and at home, parents. They are simple to make, but require a lot of imagination from the creator in order to become attractive not only tactilely, but externally. By adding bright elements, we superimpose visual cues on the tactile stimulation. By using various materials and containers, we turn on auditory perception (for example, a wooden box with chestnuts and beads sounds a certain timbre).

Your psychologist. The work of a psychologist at school.

Page 1 of 2

Author's training, development Antonovsky S. and Kanardov I.

Sensory development training

(abbreviated)

1 LESSON

At the beginning of the working day, participants are divided into teams of 6-8 people in random order. (For the division procedure, you can use a deck of playing cards).

Note: members transfer from one team to another, but only in exceptional cases!

Exercise "Greetings". Target :

1. acquaintance of microgroup participants with each other;
2. development of team interaction skills;
3. creating a unique image of the working group, supported by each of its participants.

Equipment: sheets of white paper, scissors, pins, brushes, paints, markers, markers. Contents : After receiving instructions, participants are invited to go to work rooms, where they must: A) choose a captain, representative and spokesman for the interests of their team; B) develop a unique team symbol, come up with a name for it and design business cards (badges) with your names, if possible in the same style (the use of game names is quite acceptable); C) prepare a micro-performance - a greeting, a skit explaining the symbolism and name of the team. After the preparatory stage, stage numbers are expected to be performed by all teams in turn.

TOUCH BLOCK

This block includes exercises designed to familiarize training participants with the sense of touch.

Exercise "Hello!" Target :

1. continuation of acquaintance;
2. creating a relaxed, inviting atmosphere, warming up the participants.

Contents: Instructions: “Now you will try to get to know each other better, and perhaps get to know someone! To begin with, without uttering a sound, closing your eyes if possible, say hello to the person you found, and then try to use any parts of your body to communicate with the people you meet. Why don't you, for example, find out about the mood of another by rubbing your shoulder against his. The only request is to respect each other and avoid the use of force!” As the exercise progresses, participants are asked to search for a new “interlocutor”, exchange greetings and “news” (exclusively using their hands, backs, legs, etc.). Upon completion of the exercise, participants exchange impressions of what they have done.

Exercise "Touch". Target :

1. introducing participants to illusions of touch and experimental skills;
2. team interaction skills are additionally developed.

Equipment: sheets of paper for notes, fountain pens, several sharpened pencils. Content : Participants work in teams. Having divided into pairs, the guys conduct an experiment with alternately touching their hands with one or two closely spaced pencil points. The subject must close his eyes and try to understand how many pencils were used in each particular case. For this exercise, it is proposed to carry out 10-15 touches, to which the “subject” responds with the words: “One!” or “Two!” The answer must be recorded by the “experimenter” with a parallel indication of the correct one. After the experiment, the participants change places. The results of the work are summed up jointly (group indicators). In the circle, data on the groups is reported by the participants and discussed.

Exercise "Alphabet". Target :

1. determining the sensory abilities of participants;
2. emotional release.

Contents : Participants divided into pairs based on the principle of least acquaintance are invited to establish contact...from behind. One of the participants, sitting with his back to the other, tries to read the message that the “interlocutor” writes on his back, and says what is written out loud. After working for a set time, roles change. Gathered in a circle, the participants sum up the work and share their impressions of what they have done. You can also identify “the most sensitive people” and ask them to tell others how they do it. Note: At the beginning of the exercise, for calibration, ask participants to write a few letters in alphabetical order.

Exercise “What is this?” Target :

1. development of touch;
2. team building.

Equipment: several opaque bags (according to the number of teams) with the same set of small items. To carry out this exercise, the coach will need assistants according to the number of participating teams. Content : Participants are asked to determine which team is the most sensitive. To do this, all team members take turns running up to their bag and, using one (!) hand to feel the caught object, try to understand what it is. By telling the coach the name of the item, the participant takes it out of the bag and hands it to the coach. A case of guessing is marked with a point, which is counted at the end of the game, revealing the winning team. The game ends when one of the teams pulls out all the items from their bag. Those who take first place can be awarded the title “Super Pen” and given, for example, an outline image of a palm made of cardboard or ordinary fountain pens only in an unusual color. Note: the participant who chose the item, if it is impossible to identify it, can try to guess another one.

Exercise "Hot chair". Target :

1. emotional release.

Equipment: stable chairs, sheets of not very thick paper. Contents : Three volunteers are selected to conduct the exercise, preferably boys. Within a minute, they must, sitting on a chair and placing a sheet of paper folded in half under themselves, make vigorous movements, trying to crumple the sheet of paper as much as possible. Using your hands is prohibited. Independent experts selected from among the children determine which of the participants managed to cope with the task best. Modification: A lot of positive emotions are caused by the offer to the boys, which is given at the beginning of the exercise, to choose an assistant from among the fair sex, after which they inform the conditions of the task... It is explained to the perplexed couples after a special pause that the girl does not need to sit on her lap. Her task is to support her partner morally, and physically, of course, a piece of paper ready to slide off the chair, returning it to its place if necessary. Exercise “The world of my hand.” Target :

1. responding by drawing your emotional attitude to the issues raised during the lesson in general and the training itself in particular;
2. uniting all training participants through the implementation of a common task;
3. way out to the positive.

Equipment: large Whatman paper, paints and brushes, markers, felt-tip pens. Content : Participants are invited to reflect the vision of the world from the point of view of the hand, as the main tactile instrument of man.

The coach's hand is depicted in the center of the sheet by tracing the outline of his own. Further, everything is left to the imagination of the participants. It is necessary that everyone without exception take part in the work. After the picture is ready for display, the children are invited to make a joint presentation. The trainer can start it by asking questions about the content of the picture. ATTENTION ! Training organizers should place all creative works of participants on the walls of the room in which the classes are held.

Exercise "Rain". Purpose : - farewell ceremony. Contents : Training participants, sitting in a circle, receive the following instructions for implementation: “It’s time to say goodbye... Let’s dream a little, imagining ourselves as raindrops. Let’s listen... I’ll start to “rain”, and you, one by one, pick up my movement (rubbing palms against palms). We start to the left, in a circle. (After the circle is completed, the trainer introduces a new movement: finger snapping). The rain is getting heavier. We pick it up one after another, the others continue with their palms. (Then the exercise proceeds in the following sequence: clapping on the knees - knees + stomping feet (“Real downpour!”) – clapping on the knees – snapping the fingers (“The rain is getting quieter”) – palms). "Goodbye friends! See you next time!"

LESSON 2

HEARING UNIT.

This block includes exercises designed to familiarize training participants with the auditory analyzer. Some exercises in this cycle will require blindfolds.

Exercise "Rain". Purpose : - greeting (a kind of “relay baton” passed from the last lesson to tune in to the working wave). Contents : See above. (Participants are asked to close their eyes.) At the end of the exercise, participants are informed that the lesson is devoted to auditory sensations and that is why “Rain” became the first task of the day.

Exercise "Auditory circle". Target :

1. development of auditory sensitivity.

Content : Closing their eyes, participants should try to turn into hearing, tune in to the perception of the world around them. This is followed by several minutes of complete silence. During this time, the guys try to catch as many sounds as possible. At the end of the exercise, the participants discard their finds in a circle (“I heard a car drive up”, “In the house opposite they are listening to “The Time Machine””, etc.) The facilitator thanks the group for their attentiveness and sensitive hearing.

Exercise “Musical picture”. Target :

1. development of imagination and emotionality;
2. correlation of sound and visual modalities;
3. development of individuality within the group.

Equipment: white sheets (A4), brushes and paints, markers and felt-tip pens, tape recorder, sound fragments. Contents : Training participants are invited to “draw music” and reflect the mood it evokes in color. Three sound fragments, contrasting in content, are presented sequentially. It could be an excerpt from a classical piece, hardcore or aggressive techno music, or a psychedelic composition. A new passage is presented after 2-3 minutes or as the teams’ work is ready. At the end of the work, the participants are shown and asked to draw conclusions about how music affects the character of the picture, and, consequently, the emotional state of a person.

Exercise “Sound riddle”. Target :

1. development of auditory sensitivity.

Equipment: improvised means with which you can make sound. Contents : The trainer and assistants, using prepared objects, make sounds (this could be the click of a switch, the sound of pouring water, the characteristic rattling of a ruler, etc.), which representatives from their working group try to guess, sitting blindfolded. The “listeners” raise their hands and report their version, which, if it turns out to be correct, is recorded. The rest of the team is also asked to close their eyes and try to guess the sound, and then test themselves by opening their eyes. Participants are asked not to tell their representatives the names of the items used. Based on the results of the work, the winners are determined.

Exercise “What is sound?” Target :

1. receiving feedback;
2. dynamic return of participants to the circle.

Content : Participants are invited to express their thoughts in a circle about what sound is and finally accompany them with some sound, thereby transmitting a signal to another person. If a participant finds it difficult to determine, he is simply asked to make a sound and the turn goes to his neighbor. The trainer also gives his definition of the concept of sound and thanks the participants.

Exercise "Telephone numbers". Target :

1. development of auditory memory.

Equipment: rotary telephone, small pieces of paper, pens. Contents : Participants are asked to test their auditory memory. The trainer dials a certain number using a dial, and the participants try to write it down on paper. After several trials and a little calibration (dialling 1-2-3-4-5-6-7-8-9-0), participants are asked to identify ten telephone numbers. After completing the work, a check is carried out and the best “determiner”(s) is identified, who is awarded the honorary title “Lover on the phone”.

Exercise “Sound History”. Target :

1. development of team interaction;
2. unleashing the creative potential of participants.

Equipment: The sound sources participants will need to create the audio story. Content : To prepare sound stories, participants are asked to go outside (or look around the room) and find various sources of sound, warning the children that some things, if they are taken with someone’s permission, must then be returned to their place. After completing the search, participants are asked to gather in their rooms to work through the stories. In this case, only found sound sources should be used in the story. The guys themselves cannot speak during the performance. The stories are shown to the audience, who sit with their backs to the performers and try to understand what plot the participants are playing out. At the end of the performance, listeners guess the plot and compare their guesses with the original, while the most interesting discoveries of the performers are noted, spectacular episodes are repeated, etc. After all performances are completed, an independent jury (one representative from each team) selects their favorite works. The trainer thanks all participants and reminds them of the need to maintain cleanliness and offers to put the “props” in garbage bags.

Exercise: “Sound newspaper”. Target :

1. summing up the working day;
2. association of participants.

Equipment: a large sheet of whatman paper, brushes and paints, markers and felt-tip pens. Content : Participants are invited to reflect in a common newspaper their ideas about the world of sound at the end of the lesson. It is reported that emotional experiences and the participants’ attitude to what is happening can also be reflected on paper. All the most original ideas and initiatives are welcome. It would be nice if the coach and his assistants also take part in creating the newspaper. The finished newspaper is hung out for public viewing.

Exercise: “Echo.” Target :

1. farewell ceremony;
2. collective positive attitude.

Contents : Sitting in a circle, the participants take turns saying their farewell phrase, which is picked up by the other participants and passed around the circle. You can pronounce the phrase as it fades, gradually reducing the volume to give the greatest echo effect. At the end of the exercise, the trainer thanks the participants for their work and says goodbye to them.

3 LESSON

This lesson is devoted to two modalities at once - smell and taste. The exercises will focus on the development of appropriate modalities.

OLfactory BLOCK

Exercise: “Chukchi greeting”. Target :

1. emotional release;
2. welcoming ceremony.

Contents : “Dear friends! Today we begin to study two senses that go hand in hand, namely, smell and taste. Our lesson will begin in a rather unusual way, in Chukchi style. The fact is that from time immemorial, representatives of this wonderful people have been shaking hands… with their noses. Your first task today is to say hello to everyone in the training. Let's get started! " The results of the exercise can be discussed.

Exercise: “Guess the smell.” Target :

1. development of the sense of smell;
2. development of team interaction.

Equipment: samples of various scents (floral, spicy, technical, etc., 10-15 samples), blindfolds for participants, sheets of paper for notes. To speed up the presentation process, the coach will need the help of assistants. Contents : Divided into teams, training participants, sitting blindfolded, receive various samples of odors for analysis and record the names on paper individually. (After writing the next name, a piece of paper can be folded so that the inscriptions do not overlap each other. If the paper runs out, another sheet is provided upon request.) After all participants have completed the definition, the teams are given time to summarize the work and compile a consolidated list of odors. The correctly named samples are taken into account and the winning team of the competition is identified. You can hold a symbolic reward for the team by presenting the entire team with clothespins with the words: “Since you have the most sensitive noses in our group, this gift will be very useful to you!” The presentation is accompanied by thunderous applause.

Exercise: “Pheromone Hunters.” Target :

1. development of the sense of smell;
2. practicing team interaction.

Equipment: several clean cups; various odor samples that are collected by participants. Contents : The participants gathered in a circle are offered the following message: “Modern scientists have found that people often choose each other by ... smell. The fact is that the olfactory zone is located in the ancient human cerebral cortex, so we can say with some degree of confidence that the choice of one partner from many others is predetermined by how it smells and what pheromone it emits. Thus, by creating a universal scent that most people would like, you can have a real impact on their choice, on giving preference to you, its creator.” Participants will have to work as creators of a super pheromone. Work is carried out in teams in separate rooms. “Creators” are not limited in searching for “raw materials” for “research work”; they can leave the premises. The coach's only wish is for the guys to behave decently outside the training room. After creating prototypes, participants gather to present their “super pheromones.” The works are evaluated by an independent jury formed from representatives of all teams. Blindfolded jury members determine the best pheromone of the day. The trainer thanks all participants for their work and discusses the difficulties encountered while performing this exercise.

Exercise: “My favorite smell.” Target :

1. summarizing the study of smell;
2. bringing together participants within the framework of joint creative activities.

Equipment: a large sheet of whatman paper, brushes and paints, markers and felt-tip pens. Content : Participants are invited to depict their favorite smell in the form of an artistic image in a common newspaper. All the most original and sincere ideas are welcome. It would be nice if the coach and his assistants also take part in creating the newspaper. The finished newspaper is hung out for public viewing. At the end of the work, the trainer invites the participants to move on to the next modality – taste sensations.

TASTE BLOCK

Exercise: “Study of the taste zones of the tongue.” Target :

1. identifying the localization of taste sensation zones;
2. developing skills in collective research work.

Equipment: sheets of paper with an image of the outline of the tongue, felt-tip pens for highlighting the corresponding taste zones, samples of sour, bitter, sweet and salty. Contents : Teams are instructed to identify the localization of taste sensations using samples of sour (lemon juice or citric acid), bitter (quinine), sweet (syrup or powdered sugar), salty (table salt). The results are recorded by coloring the corresponding area with a felt-tip pen. At the end of the work, the participants’ research is summarized and compared with the classical teaching on the location of taste zones. As an additional task, participants can be asked to create their own classification of tastes.

Exercise: “Guess the taste.” Target :

1. development of taste sensations.

Equipment: sets of food samples (they are different for each team; the set includes: pieces of fruits, vegetables, a drink, samples of caramel with various fillings, various types of bakery products, etc. familiar to all training participants); game tokens of different colors; blindfold. Contents : After dividing participants into teams, representatives of the neighboring team are alternately invited to guess food samples. The “guest” is blindfolded and given a sample to try. If the answer is correct, the participant is given a token with which he returns to his team. At the end of the work, the number of collected tokens is counted. The winning team is rewarded with applause.

Exercise: “Taste and color.” Target :

1. consolidation and response to the training material in artistic creativity;
2. a kind of attunement of participants to a lesson devoted to visual sensations.

Equipment: Whatman paper, brushes and paints, markers and felt-tip pens. Content : Participants are given the topic of the final newspaper “Taste and Color”: “Try to reflect in your team(!) work how you can imagine different tastes in the form of a certain image and color.” At the end of the work, the participants prepare a presentation of their work and answer questions asked by representatives of other teams.

Exercise: “Tasty farewell.” Target :

1. positive attitude;
2. emotional release and increase in the general mood of the group.

Equipment: cake, pre-cut into pieces. Contents : “It’s time to say goodbye, and to make its taste memorable to you, we suggest feeding a representative of the other team with a cake, and he, in turn, will feed you. Let's get started! " Participants in the training are asked to take the prepared pieces of cake and begin the feeding process. "Thanks to all!"

4 LESSON

VISUAL BLOCK – 1

This block includes exercises designed to familiarize training participants with the visual analyzer. Some exercises in this cycle will require blindfolds.

Exercise “Attentive look”. Target :

1. motivating the group to work;
2. uniting training participants, improving the group atmosphere

Contents : All participants sit in a circle. “Now we will greet each other. At the same time, try to concentrate as much as possible and see as much as possible in each of us and not miss anyone. Let's stand up." The coach takes part in the greeting. When all group members say hello, he suggests sitting in a circle. “Keep your impressions of what you saw. This will be needed to answer the question: “What new did you see in the appearance and relationships of any of us?” Anyone who already has the answer for any of us can now begin to speak. The one they were talking about will continue. Before continuing, the next participant can make adjustments (impression, feeling) to what he heard about himself.” During the exercise, the facilitator gives the participants the opportunity to complement each other’s statements.

Exercise “What a Difference!” Target :

1. development of attention;
2. emotional release.

Contents : All participants sit in a circle. “Now one of us (a little later we will decide who) will stay outside the door for some time. In the meantime, we will be divided into two subgroups according to the characteristic we have chosen, which should be visually recorded and unambiguously divide the group into two parts. The two resulting subgroups sit in different places so that they are separated spatially. The returning participant must determine on what basis the group was divided into parts.”

Exercise “Wonderful neighbor”. Target :

1. development of visual memory;
2. creating an appropriate emotional mood for the participants.

Equipment: pens, workbooks (sheets of writing paper). Contents: The exercise is performed in pairs. Instructions: “This exercise includes several tasks. Exercise 1 . We look at each other in silence for several minutes. Task 2. Turn your backs to each other. Take paper and pens. Now you will be asked questions related to your partner’s appearance, to which you must give written answers. What color are your partner's eyes? Does he have moles on his face? If there are, then remember where they are. What color are his eyebrows? Does he have dimples on his face? Now turn to face each other and check the correctness of your answers. Task 3 . Now let's change pairs, one of the partners moves to the pair sitting to his left. Look at each other silently for a minute. Task 4 . Turn your backs to each other. Take pens and paper. Answer the questions. What color shoes is your partner wearing? Does he have any jewelry on his hands (neck, clothes)? Which hand does he have the watch on? What shape are the buttons on his clothes? Turn to face each other and check the correctness of your answers.

Exercise “Our color”. Target :

1. development of color perception (correlation of motor modality and visual images);
2. development of communication skills, team and intergroup interaction.

Contents : Participants are divided into working groups. “Your team will have to choose a specific color and prepare to show it with some kind of movement. One of the team members demonstrates your color to the “guessing” teams, who, after consulting, give their version of what color was demonstrated. If the color cannot be determined, the “testers” turn to the next team member, etc. until the color is named correctly. Let us, when depicting color, not use movements that have a direct semantic connection with color, or depict objects that have a certain color. You can’t say, by depicting the color blue, point to the sky or imitate the transfusion of water.” The team that manages to guess the largest number of colors is awarded applause.

Exercise "Colors". Target :

1. identifying the influence of color on the human psyche;
2. development of group research skills;
3. development of group research skills.

Equipment: sheets of paper (A3), paints and brushes, felt-tip pens, sets of colored paper or colored cards in a simplified rainbow spectrum plus black, white and brown. Contents : “Colors play a huge role in human life. And each, as you can already see from the previous exercise, has its own “character”, its own “face”. The preference for one color or another in clothing allows one to predict with some degree of probability the character of its owners. Knowledge of composition and the ability to select appropriate colors and shades for designers, fashion designers, and florists are extremely important. The influence of painting the walls of a room on the performance and fatigue of the people in it (the room) has been established." "You will have to find out in the course of your joint work what effect a certain color has on the human psyche. When conducting research, it is recommended to take into account the opinion of each group member.”

Participants are divided into their teams and go to work rooms with samples of the colors being studied (an easier option is to simply tell them which colors are proposed to be studied, but it is better to prepare visual samples).

It is proposed to draw up the results of the work on sheets of paper, as well as prepare a small presentation based on the results of color research. After the end of the show, the results of the work are summarized in a circle, a kind of scientific discussion is organized, during which the children will have to defend their positions on the impact of different colors on the mental state of a person, since the results of the teams will differ from each other. The trainer can encourage discussion by asking relevant questions:

1. Why is melancholy called “green”?
2. Which color should be recognized as the most aggressive? peaceful?
3. Do you agree that black is an exclusively mourning color?
4. What can the color of a car tell about the character of the car owner?

Exercise "Back to back". Target :

1. development of perception and response to the state of your interlocutor;
2. development of self-regulation.

Contents : Participants are divided into pairs and sit with their backs to each other. “Try to feel the state of the person sitting with his back to you and, turning at the same time, look at each other.” At the end of the exercise, participants exchange their impressions with each other.

Exercise “Attentive look”. Target :

1. group reflection;
2. uniting training participants, creating an appropriate emotional mood.

Contents : All participants sit in a circle. “The time has come to say goodbye. Let's finally meet each other's eyes once again. At the same time, we will try to concentrate as much as possible and see as much as possible in each of us, without missing anything. Let's stand up and silently say goodbye to each other, and then sit back in the circle." The coach takes part in the farewell ceremony. “Keep your impressions of what you saw, evaluate the changes that have happened to you and the people around you. Try to realize how important it is to be able to not just look, but SEE! Thanks for the work! Goodbye friends!"

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