Creation of psychological comfort in kindergarten groups (seminar-practical training). Creating psychological comfort in kindergarten groups Creating a psychologically comfortable environment in a dhow group

01.07.2020

Consultation for educators

"Creating psychological comfort in kindergarten groups"

1. The problem of psychological health at the present stage.

As a result of a survey of kindergarten teachers and parents about their understanding of the term "health", it turned out that the majority of respondents explain this concept in terms of stable physical well-being. But, in fact, health is a combination of several components.

The famous psychotherapist Elisabeth Kubler-Ross put forward the following idea: human health can be represented as a circle, consisting of 4 squares: physical, emotional, intellectual and spiritual. Unfortunately, many of us quite late begin to understand the importance of not only physical, but also emotional health, both ourselves and in relation to the child.

Why is it so important to maintain the emotional (mental, psychological) health of children?

Surely each of us can answer this question by determining the consequences of psychological discomfort for the child:

The appearance of phobias, fears, anxiety, increased aggressiveness;

The transition of psychological experiences to somatic disorders, when a child who has received a psychological trauma falls ill physically;

The manifestation of psychological trauma received in childhood, in a more mature age period in the form of psychological protection - the position of avoidance (isolation, drugs, suicidal tendencies), the manifestation of aggressive behavioral reactions (running away from home, vandalism).

Questions about psychological comfort and mental health should be addressed primarily to teachers, since most of the time children are in kindergarten. But many may argue that there are objective reasons why it is possible to fully create psychological comfort in a kindergarten group: - a large number of groups; - one teacher in the group; - an unfavorable family situation. Yes, this is the reality. But who will help our children if not ourselves?

2. Creation of psychological comfort in kindergarten to maintain and strengthen the psychological health and development of the child's personality.

It is known that as soon as you cross the threshold of the group, you can feel the atmosphere of relaxedness or closeness, calm concentration or anxious tension, sincere fun or gloomy alertness that is present in the group.

The atmosphere in the kindergarten group is determined by:

1) The relationship between the educator and the children;

2) The relationship between the children themselves;

3) Relationships between educators;

4) The relationship between caregivers and parents.

A good climate in a group arises when all its members feel free, remain themselves, but at the same time respect the right of others to be themselves. The educator has a very significant impact on the quality of the group climate. In fact, it is the teacher (and not the children, as we usually think) who creates a certain climate in the group.

The first step for a caregiver interested in creating a supportive group atmosphere is to create and analyze the group situation.

3. Creating psychological comfort in kindergarten groups

The psychologist acquaints teachers with methods for assessing the psychological climate and emotional well-being of a child in a kindergarten group.

Having familiarized yourself with practical developments in the field of studying the emotional states of preschoolers, one can understand that the creation of emotional well-being and comfort affects all areas of mental development. The results obtained represent an assessment of professional activity, the success of educational and upbringing actions.

Before moving on to recommendations for creating psychological comfort in kindergarten groups, I would like to pay special attention to the psychological comfort of teachers. Everyone knows that children have developed an intuitive ability to capture the emotional state of adults. Children are very easily infected with negative emotions, so the teacher needs to arrange a psychological shower for himself, which will help him to relieve excessive emotional stress.

To create conditions for a psychologically comfortable stay of a child in kindergarten, it is necessary:

Accept every child for who they are.

Remember: there are no bad preschoolers. There are bad teachers and bad parents.

In professional activities, rely on the voluntary help of children, include them in the organizational moments of caring for the premises and the site.

Be an entertainer and participant in children's games and fun.

In situations that are difficult for a child, focus on his age and individual characteristics: to always be with them, and not to do something instead of him.

Involve parents in the educational process and turn to them for support in cases of non-standard situations.

Remember: the child does not owe us anything. We must help the child to become more independent and responsible.

Imposing your own rules and requirements against the will of children is violence, even if your intentions are well-behaved.

There should not be too many bans and strict requirements. This leads to passivity and low self-esteem among pupils.

A quiet, shy child needs your professional help as well as an out-and-out brawler.

The experience of creating psychological comfort in kindergarten

Forms of relationships in which the educator, using various arguments, convinces the child of the advantages of a particular act are very good on the development of children. In this case, the choice is left to the child. This type of relationship presupposes an individual approach to the characteristics and current conditions of children. It is in such unobtrusive care that children most need and thank the adult for sincere affection for him.

Currently, scientists in the field of pedagogy and psychology, practicing teachers talk and write about the humanization of education, about an individual approach to children in the process of teaching and upbringing, about attention to each child, about creating an atmosphere of psychological comfort in kindergarten.

What is “psychological comfort”? In Ozhegov's dictionary, the word "comfort" is defined by everyday conveniences, a dictionary of psychiatric terms. V.M. Bleikher, I.V. Kruk defines "comfort" (English comfort), as a complex of the most favorable conditions for the subject of the external and internal environment, including psychological factors. That is, psychological comfort for a child in kindergarten is determined by the convenience of the developmental space and a positive emotional background, the absence of tension in the mental and physiological functions of the body.

The general atmosphere and mood of the group are determined, despite the individual characteristics of the children, by adults. It is possible to single out the criteria that make up the psychological comfort of a child in a preschool educational institution.

1. Calm emotional environment in the family

Emotional stability and lack of psychological stress in the child in the family has a great impact on the psychological comfort in the dhow. Confidence in love, respect and understanding of loved ones sets the child up for open, friendly relationships with teachers and peers in kindergarten. The task of the teacher is to study the psychological situation in the family through questionnaires, monitoring; and also taking into account the individual characteristics of each family.

2. Daily routine

It is important for a preschooler to have a stable daily routine. A child who is accustomed to a certain order is more balanced. He imagines the sequence of activities, the change of activities during the day and pre-tunes to them. The atmosphere of a calm life, the absence of haste, a reasonable balance in the plans of adults are the necessary conditions for the normal life and development of children. During the day, neither the teacher, nor the children should feel stress from the fact that they do not have time to do something and are in a hurry somewhere.

For a young child, food is an important activity. Never, in any situation, adults have the right to force-feed children, force them to eat anything.

Children have the right to their own tastes and preferences in food, the identification of which involves working with the family to determine the individual characteristics of each child. The child should have the right not to eat what they do not like or do not want at the moment. The only condition is an agreement with the parents about the possibility of excluding certain dishes. Many adults remember well how the need to eat hated foam or chicken with skin darkened their childhood. After all, becoming adults, people preserve and allow themselves many preferences in food, and no one blames them for this.

At going to bedchildren need affection, attention and care. Awakening should take place in a calm environment, without haste. It is imperative that the teacher or teacher's assistant is in the group during sleep.

Walk - the main condition for the health of children. Carrying out classes indoors by reducing the walking time is categorically unacceptable. The walk should be carried out in accordance with the requirements of the Federal State Educational Standard and the preservation of all parts and activity of the teacher.

Children should have free access to clean drinking water and toilet facilities at all times.

3. Ensuring the comfort of the subject-developing environment:compliance with the age and current characteristics of the group; the availability of toys, a non-irritating color scheme for the interior, the presence of plants with a scent that helps relieve stress (cinnamon, vanilla, mint), etc.

4. The style of the teacher's behavior

Being in a group of 20 - 25 peers for a whole day is a big load on the child's nervous system. How do you create a calm environment?

First of all, the educator himself must be calm and benevolent. An even demeanor with children is required. The teacher needs to monitor his psychological state in order to prevent aggressive outbreaks and apathetic fatigue. Inadmissibility of psychological pressure on children and rudeness with them. No developmental gains will be beneficial if they are "implicated" in fear of adults, suppression of the child's personality. As the poet Boris Slutsky wrote: "It will not teach me anything, what pokes, talks, bugs ..."

Try not to speak loudly or too fast. Gesture is gentle and not overly impulsive. Watch the level of noise in the group: too loud voices of children, harsh intonations create a negative background for any activity. Soft, quiet, calm music, on the contrary, soothes. Do not rush to evaluate anything: actions, works, statements of children - "keep pause."

There are several simple general rules that can help establish good relationships with children and earn their trust and appreciation (Appendix 1).

The teacher's ability to create situations of success for each child has a huge impact on the emotional state of the child, the formation of his personality. This is facilitated by the inclusion of the child in holidays, performances. Even the smallest role gives the child confidence in his own worth, increases self-esteem. The child's trust in adults and personal stability are compromised if the child is "left out" of the group public speaking. This is the most important condition for a child's trust in adults in kindergarten and a feeling of general psychological comfort.

5. Good traditions

A prerequisite for mental well-being is the child's confidence that the caregiver treats him with the same fairness and kindness, as well as everyone else, that he is considered as valuable and necessary member of the group as other children.

In everyday life, situations constantly arise when someone is made more comments, someone is more often praised, etc. This can make children feel like they are treated differently by the caregiver. In order to convey to each child that he is valued on an equal basis with everyone, it is advisable to introduce some traditions into the life of the group and strictly adhere to solid principles in their own behavior.

It's a wonderful tradition to celebrate children's birthdays. It is necessary to prepare a single script that will be equally reproduced when celebrating each birthday person (a traditional round dance game - for example, "Loaf"; to learn with the children the praising songs for the boy and for the girl).

Another custom can be introduced - the "Circle of Good Memories." This is a mental return to the past day in order to celebrate all the positive, which distinguished each child. In the afternoon, for example, before a walk, the teacher invites all the children to sit around him to talk "about the good." Then you need to briefly tell something good about each child. It doesn't have to be some incredible feat or unthinkable virtue. Suffice it to say that Katya dressed quickly today, Petya immediately fell asleep, etc. The most important thing is that every child hears something positive about himself, and the rest will understand that everyone has some kind of dignity. Gradually, this creates an atmosphere of mutual respect in the group and develops self-respect in each child. This tradition can be introduced already from the second junior and middle (3 years - 4 years 6 months) groups.

At an older age, children have a great cognitive activity, often we simply do not have time to answer all children's questions, brushing off the children.The tradition of the "Interrogative Place" is very good:a chair on which a question mark is glued, the child sits on this chair, showing that a question has arisen, the teacher's task is to pay attention to the child who is in the “questioning place”.

Children are very fond of doing their job at a common table. Together with the children, you can move the tables and invite several children to play, draw. Many more children join them immediately. Everyone will sculpt, paint, build something of their own, the way they want. But everyone will have the pleasant feeling of quietly working alongside others. In addition, children can borrow from each other and from the educator ideas or ways to implement them. These moments of calm and conflict-free communication also contribute to creating a friendly atmosphere in the group.

Do not forget about working with parents, only through joint efforts can you create a favorable psychological climate for a child. Examples include success diaries, boxes of good deeds, success chamomiles on a locker at the end of the day, etc.

The atmosphere of psychological comfort for the child is created by the psychological space of a safe environment, which is both developing, psychotherapeutic, and psychocorrectional, because in this atmosphere barriers disappear, psychological defenses are removed, and energy is spent not on anxiety or struggle, but on educational activity, on creativity. The creation of psychological comfort is facilitated by:

Working with natural materials - clay, sand, water, paints, cereals; art therapy (treatment with art, creativity) - attracts children, distracts from unpleasant emotions;

Music therapy - regular music breaks, playing children's musical instruments. Mozart's music has a positive influence on the development of creativity, on the stabilization of the emotional background (and Pushkin's poems - the "golden section");

Providing the child with the maximum possible independence and freedom at his age.

The emotional state of the teacher directly affects the emotional background of the group and the psychological comfort of each child (memo 2)

Annex 1

Memo 1

Rules for good relationship with children:

use affectionate words, names in your speech more often;

Sing with the kids and for the kids;

Appreciate the minutes when together you can experience the joy of something seen or heard;

Strive for a variety of interesting experiences for children;

Make sure that they are never bored and they are busy with something;

Do not force children to participate in any activity;

Maintain order and fairness, make sure that all the rules accepted in the group are observed equally;

Encourage children to strive and try to do something without evaluating the results of their efforts;

Maintain the inner conviction that each child is smart and good in its own way;

Instill in children confidence in their strengths, abilities and the best spiritual qualities;

Do not strive for all children to learn the material at the same pace;

Find personal contact and personal communication with each child.

Create positive group traditions.

Appendix 2

Memo 2

Memo to the teacher:

Respect children! Protect them with love and truth.

Do no harm! Look for the good in children.

Notice and celebrate the slightest success of the child. Children become embittered from constant failures.

Do not attribute success to yourself, but to the fault of the pupil.

Wrong - apologize, but make mistakes less often. Be generous, be forgiving.

In class, create a situation of success.

Do not shout, do not insult the child under any circumstances.

Praise in the presence of the collective, and goodbye in private.

Only by bringing the child closer to oneself can one influence the development of his spiritual world.

Do not look in the face of your parents for a remedy for your own helplessness in dealing with children.

Evaluate the action, not the personality.

Let the child feel that you sympathize with him, believe in him, have a good opinion of him, despite his mistake.

Educational and educational tasks of the days of psychology at preschool educational institutions

The main purpose of such activities is to create a positive microclimate in the preschool educational institution. A week of psychology in kindergarten can be conducted in various forms. The scenario is compiled individually, taking into account the characteristics of the team, the orientation of the institution, material equipment and other factors.

The following tasks of conducting days of psychology can be distinguished:

popularization of psychological services in preschool educational institutions, clarification of the importance, content of her work in kindergarten;
rallying the teaching staff, strengthening the team;
psychological assistance to parents in strengthening mutual understanding between adults and kids;
the formation of the psychological comfort of children during their stay at the preschool educational institution, adaptation in the team, the development of creative potential.

Preparatory work

How to get started? A thematic week of psychology in kindergarten should be pre-designated in the plan of the educational institution and the documentation of the psychological service. The task of a specialist is to develop activities. In order to accomplish such a task, it is required to carry out a diagnosis of the teaching staff and pupils in advance to determine the level of psychological comfort, to identify current topics of work, problematic issues. Based on the data obtained, it is necessary to plan the topics of events, determine the goals and objectives of the work.

Then you will need to carry out preparatory work with teachers, parents, children. A few days before the event, you should take care of the dissemination of information about the implementation of such activities, invite guests, clarify the availability of the necessary equipment and materials.

Psychology week in kindergarten is a complex of events that are united by a common theme. Therefore, it is important to correctly formulate the name of the thematic week, for example, "Week of the Rainbow Mood" or "To kindergarten - with a smile", etc.

Then the planning of each day is carried out, determined within the framework of the general theme. We offer such a rough plan for a week of psychology in kindergarten:

“Day of good mood” (action “Rainbow of mood”).
"Friendship begins with a smile" (photo exhibition "Best friend", action "Friendship card").
"The warmth of the family hearth" (exhibition of drawings "A friendly family", relay competition "Together - we are strength").
“Our friendly kindergarten” (mass event in the music hall “Let's get to know each other!”).
"Communication Day" (psychological training "Make peace and do not fight anymore", the action "Basket of smiles").

What is "psychological action"?

The week of psychology in kindergarten developed above includes such events as "Rainbow of Mood", "Friendly Card", "Wish Basket". They are held in the format of a psychological action. What is it? This is an educational game in which both children and their parents and teachers take part. Such activities are aimed at diagnosing the internal state of the participants, determining the internal problems of the preschool educational institution.

More about some of these activities:

Promotion "Rainbow of Mood". The week of psychology in kindergarten has the main task - to assess the level of comfort of stay in the preschool educational institution of all participants. This event is aimed precisely at solving such problems. The form of implementation of activities can be very different. For example, you can put two large vases at the entrance to the kindergarten in the morning (one is pink, the other is gray), and next to it is a basket of flowers (you can make it by children). Everyone who enters the garden is invited to place a flower in one of the vases. So, pink symbolizes a good mood, and gray - a bad one.
A "friendly postcard" is carried out in this way: a large postcard is made and installed in the hall of the kindergarten. All comers leave their wishes for each other on it.
The action "Basket of smiles" is aimed at summing up the results of the entire thematic week, its assessment. Participants are invited to write wishes, recommendations, reviews on a postcard and put it in the basket.

Kindergarten Psychology Week: Group Lesson Plan

In addition to the aforementioned general gardening events, each group has internal thematic sessions according to the schedule. We offer the following plan of activities with pupils of different age groups of preschool educational institutions.

Organization of exhibitions

Holding exhibitions of photographs, drawings or crafts requires a lot of preparatory work. Indeed, both children and adults are involved in such activities. This means that the purpose of this work is to form mutual understanding between the participants, and not just to complete the task. For example, when organizing a photo exhibition "Best friend", parents and educator should first have a conversation with the child about who the "best friend" is, whom the child sees in this role and why. It will take time to create, design work.

Working with parents

Psychology Week in Kindergarten helps parents to understand the importance and necessity of joint activities with their child. In the process, adults learn to understand their role in the process of personality formation, determining the character traits and behavior of the baby. Therefore, most of the work of a preschool educational institution specialist is aimed at joint activities of a parent and a child. So, collective entertainment, sports competitions, making crafts and decorating exhibition works require the joint efforts of adults and kids, where each participant is assigned a specific role.

Working with educators and junior staff

The week of psychology in kindergarten is held not only with pupils and their parents. Thematic activities are also organized with teachers. The purpose of this work is to solve problem situations, increase the level of self-realization of each specialist, and identify abilities. During the thematic week, psychological trainings, games, seminars for teachers and junior staff of the preschool educational institution can be held.

We told you how to spend a week of psychology in kindergarten. But it is important to take into account not only general methodological recommendations, but also to understand the relevance of a particular problem in a particular preschool educational institution, to take into account the individual characteristics of the group of participants, the equipment of the institution and many other factors.

Psychological workshop
Topic: "Creating psychological comfort in kindergarten groups"

Educator-psychologist

preschool department No. 5.6

GBOU Lyceum № 1568

Litvina T.A.
Target: To acquaint educators with the components of psychological comfort and emotional well-being of children in a group. Promote the effective use of educational and educational activities aimed at personality-oriented interaction with the child.
1. The problem of psychological health at the present stage.

Most often, teachers and parents about their understanding of the term "health" talk about the stability of physical well-being. But, in fact, health is a combination of several components.

Surely each of us can answer this question by determining the consequences of psychological discomfort for the child:

The appearance of phobias, fears, anxiety, increased aggressiveness;

The transition of psychological experiences to somatic disorders, when a child who has received a psychological trauma falls ill physically;

The manifestation of psychological trauma received in childhood, in a more mature age period in the form of psychological protection - the position of avoidance, the manifestation of aggressive behavioral reactions.
Questions about psychological comfort and mental health should be addressed primarily to teachers, since most of the time children are in kindergarten. But many may argue that there are objective reasons why it is possible to fully create psychological comfort in a kindergarten group:

Large occupancy of groups;

One teacher in the group;

Unfavorable family situation.

Yes, this is the reality. But who will help our children if not ourselves?

2. Creation of psychological comfort in kindergarten to maintain and strengthen the psychological health and development of the child's personality.

The atmosphere in the kindergarten group is determined by:

1) The relationship between the educator and the children;

2) The relationship between the children themselves;

3) Relationships between educators;

4) The relationship between caregivers and parents.

Seminar for heads and senior educators of preschool educational institutions.

Topic: “Creating conditions for the psychological comfort of the child. Continuity in the work of preschool educational institutions and schools in preserving the physical and mental health of preschoolers within the framework of the State Educational Institution of Education "

Prepared by:

Bogomol Natalya Nikolaevna, head of MDOU № 10;

Savitskaya Lyudmila Vasilievna, methodologist of the city department of education;

Dorokhina Evgeniya Valerievna, senior educator, MDOU № 10;

Natalia Kozub, teacher-psychologist, MDOU № 10.

Purpose: to intensify the activities of leading and pedagogical personnel of preschool institutions in creating conditions for the psychological comfort of students, increasingpedagogical competence of teachersin the field of continuity of preschool educational institutions and schools.

Seminar objectives:

Oto define the main direction of the activity of the city's pedagogical workers to create conditions for the psychological comfort of preschoolers, the formation of a new view of the child as a subject of upbringing with his needs and experiences, as a partner in joint activities;

NSto acquaint the participants of the seminar with the experience of the team in preserving the physical and psychological health of preschoolers, methods and techniques of interaction with the school aimed at creating psychological comfort for the participants;

WITHto contribute to the improvement of pedagogical competence and professional self-assessment of the leading personnel of preschool educational institutions in the light of the implementation of innovative approaches to the physical and psychological health of children, improving the system of knowledge of those present about the components of the emotional development and well-being of children in the group on the basis of modern educational standards.

The problem of psychological health at the present stage

Today, the problem of a child's psychological health, his emotional well-being, comfort is very acute. And this is due to changes in socio-economic conditions of life and other factors. And the main factor is the lack of a culture of communication and mutual understanding of people, kindness and attentiveness to each other.

For the team of our kindergarten, the most important tasks seem to us, among those set by the State Educational Standard, which are aimed at:

1) protection and strengthening of the physical and mental health of children, including their emotional well-being;

2) ensuring the continuity of the goals, objectives and content of education, implemented in the framework of educational programs of various

levels;

3) the creation of favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, the development of the abilities and creative potential of each child as a subject of relations with himself, other children, adults and the world.

Our teaching staff focuses all efforts on ensuring the physical, psycho-emotional and moral comfort of children. One of the most important directions in the work of teachers is to create a comfortable psychological climate for children. It is very important with what mood the child crosses the threshold of the kindergarten. I would like to see every child who goes to kindergarten happy and not burdened with overwhelming concerns for his age.

Every adult, if he is loving, understanding and has not forgotten how to play, can help a child grow up happy, in harmony with the people around him, both in the family and in kindergarten.

A child, being in kindergarten, experiences many stress factors:

Morning separation from parents;

A large number of children in the group;

A strictly regulated and eventful daily routine (many activities and activities, little free time for spontaneous interaction with peers);

The need to constantly obey the requirements and instructions of the educator;

Low level of self-regulation and communication skills (due to age and little life experience).

Therefore, today we will talk more about the psychological health of preschoolers.

Modern children have a large number of psychological problems. The preschool educational institution is called upon to provide the child with harmonious interaction with the world, the correct direction of his emotional development, awaken his good feelings, the desire for cooperation and positive self-affirmation.

What associations do you have when you hear the word "comfort"? looking at the screen, try to find your own words-associations.

K - beauty

O - organic

M - mom

F - fantasy

O - rest

P - joy

T - warm

What is “psychological comfort”? In Ozhegov's dictionary, the word "comfort" is defined by everyday conveniences. Dictionary of Psychiatric Terms. V.M. Bleikher, I.V. Kruk defines "comfort" (English comfort), as a complex of the most favorable conditions for the subject of the external and internal environment, including psychological factors.

Psychological comfort for a child in kindergarten and school is determined by the convenience of the developmental space and a positive emotional background, the absence of tension in the mental and physiological functions of the body.

According to DB Elkonin's definition, preschool and primary school age is one epoch of human development, called “childhood”. The problem of succession can be successfully solved with close cooperation between the kindergarten and the school. Everyone will benefit from this, especially the children. For their sake, you can find time, effort and means to create psychological comfort.

Only by implementing an integrated approach, it is possible to achieve a solution to the problems of strengthening the physical and mental health of children.

In modern conditions of the transition to the State Educational Standard, the status of the teacher, his educational functions are changing, and the requirements for his professional and pedagogical competence are changing accordingly. Today, a creative teacher who is able to mobilize his personal potential in the modern system of upbringing and development of a preschooler is in demand. In connection with the increased requirements for the quality of preschool education, methodological work with personnel is also changing.

Modern methodological work in a preschool institution is based on

1) The principle of a systematic approach is the perception of methodical work as an integral and developing system;

2) The principle of optimality - taking into account the real capabilities of all participants in methodological activities;

3) The principle of scientific character - the orientation of practical activities on the use of scientific knowledge;

4) The principle of a personality-oriented approach - the organization of advanced training, methodological support, taking into account the interests, needs and difficulties of teachers;

5) The principle of psychological comfort

I would like to especially highlight the principle of psychological comfort, which involves the removal of stress-forming factors, the creation of a benevolent atmosphere in a preschool institution, focused on the implementation of the ideas of humanizing pedagogy. Based on this principle, the methodological service in our kindergarten works not only to improve the professional competence of teachers in accordance with the requirements of the State Educational Institution of Higher Education, but also contributes to the personal development of each teacher, the development of his emotional intelligence. Indeed, the success, health and mood of the pupils depend on the health, mood, and emotions with which the teacher enters the group.

NS Crossing the threshold of the group, you can feel an atmosphere of relaxedness or closeness, calm concentration or anxious tension, sincere fun or gloomy alertness.

The atmosphere in the kindergarten group is determined by:

The relationship between the caregiver and the children;

Relationships between the children themselves;

Relationships between caregivers;

The relationship between caregivers and parents.

A good emotional microclimate in a group occurs when all its members feel free, remain themselves, but at the same time respect the right of others to be themselves.

Everyone knows that children have developed an intuitive ability to capture the emotional state of adults. Children are very easily infected with negative emotions, so the teacher needs tomonitor your psychological state, to prevent aggressive outbreaks and apathetic fatigue,arrange a psychological shower for yourself, which will help him to relieve excessive emotional stress.

The oldest method of releasing harmful emotional stress is the most natural way -traffic (kinesthetic pumping of emotions). Therefore, we recommend to our teachers walks in the fresh air, massage. The next way isverbalization of emotions ... Its range is vast, from laughter to crying. Laughter, crying are natural ways to ventilate emotions. Therefore, at pedoperatives, we often resort to using humor to relieve excessive stress, there are situations when the teacher just needs to be listened to and given the opportunity to “cry into the vest”.

A special place in getting rid of emotional stress is occupied by real verbalization in the form of a cry. But, not everywhere and not with everyone you can afford to shout. And at karaoke ?! This is the place where we can not limit ourselves!

Of course, we use less active and quieter methods of ventilation of emotions, and at the same time no less effective. We suggest that our teachers transfer the negative emotion to paper. Theywriteto a specific person EVERYTHING that was not said in real conditions, without embarrassing himself in style and expressiveness. Task: completely transfer your emotion to paper. Having put a point, you will definitely feel relief. There are options when there is no full splash on the paper, in this case, we suggest just tearing, crumpling, throwing out the sheet. Emotions can not only be written, but alsodraw ... Breathing exercises are also very effective in the process of relieving emotional stress, we teach teachers them at trainings and recommend using them in any stressful situation, because they do not require additional equipment and time.

And now we want to offera set of exercises to increase energy potential

Standing, bring your shoulder blades together, smile, wink with your right eye, then with your left, repeat:

"I am very proud of myself, I am good for a lot"

Putting your left palm on your forehead, then your right, repeat:

"I solve any problems, I am always with love and luck"

Rubbing palm on palm, repeat:

"I lure luck, I'm getting richer every day"

Standing on tiptoe, close your hands above your head in a ring, repeat:

"I am warmed by the sunbeam, I deserve the best"

Clenching fists, doing rotations with your hands:

"I have no obstacles on the way, everything will work out - as it should!"

Hands on the waist, bending to the right and left, repeat:

"Any situation is subject to me, the world is beautiful - and I am beautiful."

Bouncing on the right, then on the left, repeat:

"I am cheerful and energetic and things are going great."

Hands folded, taking a deep breath:"The universe smiles at me," a deep breath: "And everything works out for me."

Search for innovativeeffective forms of work contributing to the improvement of professional skillsin organizing events aimed at strengthening and preserving the psychophysical health of pupils, led us to the organization of the Methodological Council within the framework of the "Territory of Cooperation" project. The work of the Council is based on the system of identifying the opportunities and difficulties of teachers, the definition of their problem field.

Within the framework of the Council's activities, a flexible system of methodological and psychological assistance has developed through theoretical, educational and practical classes, such as: training "Development of the communicative skills of teachers", pedagogical hour "Setting goals in your work and in life", methodological hour "Requirements for the quality of speech teachers ", creative workshop" Developing with the help of art ", workshop" Art therapy as a means of preserving the health of teachers ", psychological seminar" Establishing positive relationships with parents ", consultation" Color therapy and aromatherapy in the educational process ", a conference in the form of a round table on the topic" Emotional well-being of children as a condition for creating a social situation for the development of children of early and preschool age ", aimed at generalizing the pedagogical experience in creating conditions conducive to emotional well-being, where teachers talked about the forms of work in groups, presented didactic material prepareddo it yourself together with the children, the hands of the parents of the children.

The value of the work of the methodological council is that it provides feedback, frank exchange of views, and forms positive relations between employees. The core of this form of work with personnel is collective discussion, reasoning, argumentation of conclusions, competition of minds and talents. By organizing a methodological council, we solve such important goals as:

1. Stimulation of interest and motivation for self-education;

2. Increasing the level of activity and independence;

3. Development of skills to analyze their activities;

4. Development of the desire for cooperation.

Our meetings at the Council resonated with teachers and contributed to improving their professional skills, which means improving the quality of the educational process in the field of psychophysicalhealth savings in a preschool educational institution.

Attention to the psychological health of teachers, not only increases the quality of his professional activities, but also affects the psychological health of children, our pupils. Healthy teacher -healthy children.

Today's children are more different from previous generations than ever. So, they are not affected by the tactics of suggestion, feelings of guilt, which are usually resorted to in the early stages in the family and public institutions. They almost do not react to coercion, notation, punishment, prohibitions and other generally accepted methods of educating conscious discipline, which are used by educators and parents. Modern children respond to the attitude towards them as to reasonable individuals, respect for them and their problems, which are no less difficult for them than adult difficulties for their parents. They don't always behave correctly. There are difficult children among them. But each of them needs to be given the chance to receive advice and guidance from adults that will reward the best in these children. The best way to get to know children is to communicate with them. The problem of communication of children is very important, their ability to understand each other, to distinguish the mood of their comrade, to come to the rescue.

Teachers of our institutionstrive to create all the necessary conditionsso that children grow up cheerful and active, independent and benevolent, inquisitive, proactive and self-confident, open and empathic... For this, we consider it important:

unconditional acceptance of each child by adults in order to develop in him a vital sense of security and self-confidence, in his own strength;

positivity of the environment surrounding children;

equality in relations between adults and children, tactful communication with a child;

providing children with the opportunity to move freely in the space of the group, in other rooms of the kindergarten, directly communicating with their peers;

close professional cooperation of a teacher-psychologist, educators and other kindergarten specialists in planning and organizing interaction with preschoolers;

creation of conditions for the disclosure of the personal individuality of pupils;

attentive attitude and sensitive reaction to emerging children's problems, anxieties and fears;

carrying out professional activities under the motto "Do no harm!"

To better understand the emotional state of children in the morning and during the day, we use specific methods. For example:

To provide timely support to a sad, upset child, caregivers useMood screens in which children display their mood with the help of emotional pictures. Thanks to them, the educator, parents can track the emotional state of each child during the day, and children learn to be aware of their emotional state.

To create a positive emotional background in the group, an atmosphere of benevolence and security, teachers use certainrituals:

- rituals of "entering the day". Carrying out the ritual helps to tune the group to work together, from the first minutes to form an optimistic mood in all the children participating. As a rule, these are greeting games, games with names.

- ritual "farewell" is carried out with the aim of summing up, consolidating the positive experiences received during the day or in the classroom, and uniting children. Usually this is a general fun game or relaxation gymnastics, which helps to relieve tension, to feel free.

Ritual"Morning of joyful meetings" when it is customary to shake hands or greet each other by saying something pleasant;

- "Reading day" - one day a week, when one of the children brings their favorite book and everyone reads and discusses it together;

- "Favorite toy day" - one day a week, when you are allowed to bring your favorite toy from home and tell your peers about it.

- « Friday circle " The teacher invites the children to gather in a circle and talk. No one is forced. During the conversation, the teacher and the children sit on the floor, as they like. The teacher discusses with the children what the week was interesting, what they were happy about, what they learned. It is communication in a circle that has become a necessary element of the life of groups and contributes to the emergence of a family atmosphere.

- "box of good deeds" - during the week, the teacher, together with the children, fills the box with good deeds (one good deed - one heart) and at the end of the week gives everyone a medal, highlighting his good deeds and deeds.

- « psychological speech settings ". Children and the teacher stand in a circle holding hands. When pronouncingspeech settings the teacher's voice must fully correspond to what he says, that is, benevolence and joy of meeting, etc., should be conveyed by voice and facial expressions.

Examples of psychological speech settings:

Today I am glad to see you in kindergarten, in our group! We will all spend this day together. May this day bring joy. Let's try to please each other.

Hello my dears! It's cloudy and damp outside today. And in our group it is warm, light and cheerful. And we have fun from our smiles, because every smile is a little sun, from which it becomes warm and good. Therefore, today we will be with you more often to smile at each other.

There are traditions in our kindergarten and in each group. An exampletraditions can serve:

- "Birthday boy's day" - congratulate the birthday person with pleasant words and give a gift prepared in advance for him.

- "Open days for parents"

- "Making gifts for kids and parents for the holidays"

The main activity of preschoolers is play. We use board-didactic games to consolidate knowledge, but direct them to emotional development, to the formation of communication and interaction skills. With the help of didactic aids, children learn to live in harmony with themselves and the world around them.

Teachers understand that it is not enough to be in harmony with oneself, it is very important to be in harmony with nature.

Close contact with nature is essential for emotional well-being. Nothing soothes and pleases like nature. Therefore, we replenish the developing environment of the group with natural materials. In playing with natural material, the child learns the world around him with the help of the senses, perceives the variety of properties of natural objects: shape, size, sounds, shades, spatial arrangement. The development of sensations and perceptions creates the necessary prerequisites for the development of more complex cognitive processes (memory, imagination, thinking).

Speaking about the methods and techniques used by educators in their daily work, it is necessary to say about working with children with certain difficulties. These are aggressive, hyperactive and anxious children.

All children are different. But they all need our love, affection, care. And all of them are worthy of this award: they are quiet, and bully, and bully, and mischievous.

For children who often come into conflict, made"Rugs for Reconciliation" which help the quarreling children to make peace with each other in a funny way. After such a reconciliation, children quarrel much less often.

To relieve negative emotions, overcome aggressive and hyperactive manifestations, educators invite children to draw their mood, favorite thing, using pencils, paints, crayons, and the drawing process is accompanied by music - bright, emotionally rich, quiet.

Games with sand, water, cereals improve mood, regulate muscle tone, develop large and fine motor skills, coordination of movements. For hyperactive children, such games with water and sand help to painlessly and safely "dump" excess psychomotor agitation.

To teach aggressive children how to express anger in an acceptable form, the material selected by educators helps to cope with negative emotions, relieve tension, and throw out the accumulated energy.

"Aggressive rug". You need to stomp on the thorny rug and the anger will pass.

"Screaming cups""Shouting bag"... If a child is angry or offended at someone, he can express his resentment in a glass, shout into a bag and it will become easier for him.

"Whipping pillow", if a child is angry with someone, it will help to throw out a negative manifestation.

The methodological service and administration in the preschool institution directs the activities of the psychological service. She closely interacts with her in creating conditions for the mental health of students.

To determine whether the children are comfortable in the group, how the children perceive the group emotionally, what is the atmosphere in the group, and who and in the group are leaders and outsiders, we use certain diagnostic tools in kindergarten:test to check the psychological comfort of children in the kindergarten group."I am in my kindergarten group", color diagnostics "Houses",test "Secret".

Diagnostics is carried out according to the plan (diagnostic minimum), as well as at the request of teachers, parents. The results obtained represent an assessment of the success of educational and upbringing actions. On their basis, further recommendations are given to educators aboutcreating conditions for a psychologically comfortable stay of a child in kindergarten, about which children especially need pedagogical help and support.

Based on the results of diagnostics, corrective work is carried out in the following areas:

1) Correction of the emotional-volitional sphere: aggressive behavior, fears, increased anxiety, low self-control, self-doubt, low self-esteem;

2) Correction of the communicative sphere: violations of relationships with peers, violations of well-being in the family;

3) Correction of the cognitive sphere: a low level of development of cognitive processes (memory, attention, imagination, thinking, perception).

A SENSOR ROOM created in a preschool institution, which you will learn about a little later, helps in corrective and developmental work with children.

Preventive workis aimed at preserving, strengthening and developing the psychological health of children at all stages of preschool childhood. Psychological prophylaxis implies responsibility for the observance in kindergarten of the psychological conditions necessary for the full psychological development and formation of the child's personality at every age stage. Also, psychological prevention involves the timely identification of such characteristics of a child that can lead to certain difficulties, deviations in intellectual and emotional development, in his behavior and relationships.

Psychological education is understood to mean familiarizing teachers and parents with psychological knowledge. In society, psychological knowledge is not widespread enough, psychological culture is not always expressed, which implies interest in another person, respect for the characteristics of his personality, the ability and desire to understand his own relationships, experiences, actions. In teaching collectives, as well as in families, conflicts are possible, based on the psychological deafness of adults, inability and unwillingness to listen to each other, to understand, forgive, give in, etc. Therefore, it is important for us to raise the level of psychological culture of those people who work with children. Psychological education in our institution is to acquaint teachers and parents with the basic laws and conditions for the favorable mental development of a child; explain the results of diagnostic tests; to form the need for psychological knowledge and the desire to use it in working with a child or in the interests of developing one's own personality.

It is worth dwelling on how educators use the group space to create psychological comfort.

The teachers in the groups created a subject-developing environment, conditionally divided into zones that have their own characteristics:

Zone of psychological relief. This space is organized in such a way that the child in it feels peace, comfort and safety. In such a zone, educators use upholstered furniture and toys, screens and tents for privacy, photo albums with group and family photos.

Zone of teaching socially acceptable ways of behavior . In this area there are beater pillows, bags of cereals to relieve tension and calm down. There are also desktop-printed didactic games of a training nature, which teach the models of social behavior accepted in society “What is good and what is bad”, “Let's find magic words”, “A gift for everyone”.

Self-regulation skills training area. Here are used: audio recordings for relaxation (for example, the sound of the sea, the sounds of the forest); "Kinetic plasticine and sand" (you can roll it, pinch it off, crush it, which also helps to calm down); board games "A slide of sticks" (a slide of sticks is laid out in front of the child. It is proposed to take turns pulling out one stick at a time so that the rest of the verbal games "Hochukalki", "Yakalki" (the leader slowly draws in the air some known to children The children are invited to guess it, but not to shout the correct answer right away, but having overcome their "I want to shout out", wait for the leader's command and whisper the answer)

Personal development zone. Its goal is to increase self-esteem, self-confidence, relieve anxiety. This zone contains: "throne", "book of records", birthday party, stand "Our achievements", etc.

But when organizing a kindergarten environment, it is necessary to focus on creating not so much a subject-developing environment as an emotionally-developing environment, i.e. one that contributes to the versatile and full development of the emotional and sensory sphere of the child.

We distinguish several components that affect the emotional atmosphere in a preschool institution:

1.emotionally supportive component of the environment -

Establishing emotional contact with the child;

Involving him in the events happening around him: “Smile at me,….”, “Come to me for a minute”, “Show the toy what it is doing”, etc .;

Creation of a positive emotional mood; atmosphere of warmth and safety in the group;

Formation in the child of a positive image of his "I";
- awakening in children of joint emotional experiences (joy, surprise, etc.) in outdoor games, amusements;
- development of the ability to pay attention and respond to facial expressions and gestures of adults and children, speech intonation; use these communication components yourself;

Formation of desire and readiness for joint activities;

Teaching etiquette: address each other by name, say hello, say goodbye, show sympathy, sympathy;
- promoting the optimization of parent-child relationships, teaching to maintain a good attitude towards mom, dad, loved ones, etc.

2.emotionally adjusting component of the environment -external environment.Taking care that every child feels comfortable in the atmosphere of a kindergarten, the teacher thinks over the organization of the child's life: the availability of toys, a non-irritating color scheme of the interior, the convenience of furniture, a musical background.

3. Emotionally stabilizing component of the environment - regime moments that determine the process of a child's stay in a kindergarten group For a preschooler, it is important that the daily routine is stable. A child who is accustomed to a certain order is more balanced. In this case, the repetition should be observed in form: the presence of regime moments - food, sleep, walks, classes - but in content they should differ from each other in the intensity of the events that occur that affect the emotional state of children.

4.emotionally activating component of the environment -variety of children's employment - games, activities, surprise moments.

These include:
games with children for the accumulation of emotions;
games for emotional communication of a child with peers and adults;
games to overcome negative emotions;
games to relieve emotional stress, relaxation;
games for the development of empathy in children and others.

5. Emotionally training component of the environment - carrying out psycho-gymnastic exercises with children.

Being engaged in psycho-gymnastics, children study various emotions, learn to manage them. This is overcoming barriers in communication, developing a better understanding of oneself and others, relieving mental stress, creating opportunities for self-expression.

Thus, thanks to the correct organization of the subject-developmental environment, taking into account the emotional-developmental component, children have the opportunity, as necessary, to relieve an aggressive state, psycho-emotional stress, fatigue, calm down, and improve their mood.

The teaching staff of our kindergarten understands that in order to achieve the goals we have set, it is necessary to be like-minded with the parents of our pupils.

The modern rhythm of life requires more employment of parents at work. In this regard, not everyone has enough time to play with the child, go for a walk, or take them to the additional education circle. We can say that some parents see their children on the run. The consequence of this is their alienation from each other, emotional coldness in relationships and, as a result, a lack of a sense of community with their family.

There are various forms of work with parents: collective, individual, visual and informational. Our teaching staff is constantly looking for a creative, informal approach to organizing interaction with parents in order to maintain psycho-emotional contact in families. The non-traditional forms of work with parents that we use for this include:

Young Parent's Club;

Evenings of questions and answers;

Thematic exhibitions of literature, booklets, memos, albums related to the upbringing and education of children.

Exhibition of photo newspapers on such topics: "Working together", "Together on vacation", "Sports family", "My dad is the best", "My mom is the best".

Participation in the projects "How did they choose a name for me",« Our Family Tradition ”,“ Amazing Mom ”.

Issue of group newspapers with the participation of parents.

These forms of work help us build bonds between children and parents, educators and parents, parents and parents, and this contributes to the emotional well-being and comfort of children.

The teacher's work with families begins with collecting data on the parents of the pupils and drawing up the group's social passport. Families from the "risk group" are identified, namely single-parent families, families with children deprived of parental care, families with a step-mother or stepfather, single mothers, dysfunctional families. Each selected group is associated with the emergence or existence of already defined problems, therefore, it should be in the field of vision not only of the educator, but also of the teacher-psychologist.We consider the most effective methods of working with such families:

1) Making a visual campaign for parents:

"Children's rights"

"We educate with kindness"

"Conversation about morality"

2) Registration of an information folder with phone numbers and addresses of social services of the city of Kirovskoye for the protection of children's rights.

3) Individual preventive conversations:

"Family relationships";

"The creative power of love";

"Personality and Family";

"Speech communication at home."

4) Active involvement in the life of the kindergarten - holidays and entertainment, charity events, projects.

5) Use of video recordings of social videos at parent-teacher meetings "Children see, children repeat", "There is no cruelty in the world of children."

By implementing suchan integrated approach in the form of close cooperation of teachers, parents and an educational psychologist in solving problems to strengthen the physical and mental health of children, it is necessary to say aboutensuring the most comfortable transition of children from the model of upbringing, education and development, offered in a preschool institution, to an educational, school model.

In our opinion, the main thing in the mechanism for implementing the continuity of SES DO and SES NO is continuity in the forms and methods of working with children during the transition from kindergarten to school and taking into account the achievements they were able to achieve at the stage of preschool education.

In our preschool institution, the succession implementation mechanism looks like this:

at the beginning of the school year, the teachers of the preschool institution and the school draw up a single joint plan, the purpose of which is to concretize work in three main areas:
work with children;
interaction of teachers;
cooperation with parents.

The system organizes mutual visits by teachers of lessons in kindergarten and teachers of lessons at school. A positive result is the communication of the future 1st grade teacher with groups of preschoolers and their parents. It has become a tradition for teachers to visit and then hold the last meeting in a group of kindergarten graduates, where the school's teacher-psychologist also takes part. Kindergarten teachers, in turn, do not forget about their pupils, constantly monitor their success.

The psychological services of the kindergarten and the school work in close tandem. Upon graduation from a childcare institution, a teacher-psychologist gives a complete psychological description of each child and recommendations for both the school's teacher-psychologist and the future class teacher for further work. In turn, the school's teacher-psychologist in September-October conducts the first stage of monitoring first-graders for adaptation to school life. The second stage of monitoring is February, which gives the final result of a difficult adaptation period. These indicators (both in quantitative and percentage terms) provide the basis for creating a correction program. The educational psychologist, based on the monitoring data, draws up an analytical report with conclusions and recommendations for class teachers.

If kindergarten ensures the emotional well-being of each child, the development of his positive self-awareness, the school improves the achievements of preschool development throughout primary education; provides special assistance for the development of qualities formed in preschool childhood. To make this happen, we are introducing the following forms of cooperation between educators - teachers - parents: holding round tables, master classes, seminars, joint pedagogical councils with the participation of parents. We consider the most valuable form of work - mutual visits, in which school teachers have the opportunity to see in practice the methods and techniques of working with older preschoolers and successfully apply them during lessons at the adaptation stage, modifying and supplementing them. The result of this form of interaction between kindergarten and school teachers was a selection of wellness minutes for older preschoolers and younger students.

With the aim of the physical and emotional development of future first-graders, to maintain their self-confidence, to ensure emotional comfort during the transition from kindergarten to school, we have established close communication between kindergarten graduates and first-graders in the form of excursions, joint holidays, sports entertainment, and creative exhibitions. Children's smiles are the main proof of emotional comfort, and as you know, happy children learn better, adapt faster to new conditions, and adults are much easier with them.

So our seminar is coming to an end. What new have you heard today so that I would like to bring to the work of your preschool institution. Look at the screen. Tell about it, based on the suggested beginning of phrases, which will help you express your attitude to what you saw:

1. it was interesting ...

2. it was difficult ...

3. I completed assignments ...

4. now I can ...

5. I felt that ...

6. I purchased ...

7. I learned ...

8. I did it ...

9.I was able to ...

10. I will try ...

11. surprised me ...

12. I felt like ...

13. and also - ...

Thank you for the attention

Oksana Klyueva
Creating psychological comfort in kindergarten groups (seminar-practical training)

Tasks:

To acquaint educators with the components psychological comfort and the emotional well-being of children in group.

Promote the effective use of educational and upbringing activities aimed at personality-oriented interaction with the child.

PLAN OF CARRYING OUT SEMINAR

Informational part.

Problem psychological

psychological

Practical part.

And the emotional well-being of the child.

The emotional well-being of the teacher as a condition for the positive emotional state of children. Techniques for relieving emotional stress among teachers.

Discussion, summing up.

Informational part.

Problem psychological health at the present stage.

As a result of a survey of teachers and parents children's gardens about their understanding of the term "health" it turned out that the majority of respondents explain this concept in terms of stable physical well-being. But, in fact, health is a combination of several components.

Renowned physician - psychotherapist Elisabeth Kubler-Ross put forward this idea: human health can be represented as a circle consisting of four quadrants: physical, emotional, intellectual and spiritual.

Unfortunately, many of us are quite late in realizing the importance of not only physical, but also emotional health.

It's no secret that many children have neurotic disorders. There are many reasons for this, and I think there is no need to list them. Such children are difficult for parents, teachers, and society. On the other hand, sometimes quite psychologically parents and teachers turn healthy children into neurotics.

Why is it so important to preserve mental and psychological health of children? Surely each of you can answer this question by determining the consequences. psychological discomfort for the child:

The appearance of phobias, fears, anxiety, increased aggressiveness;

Transition psychological experiences in somatic disorders when a child who has received psychological trauma, gets sick physically (a certain instinct for self-preservation of the body);

Manifestation psychological trauma received in childhood, in a more mature age period in the form psychological protection - the position of avoidance (isolation, drugs, suicidal tendencies, manifestations of aggressive behavioral reactions (runaways, vandalism, etc.)

Questions about psychological comfort and mental health should be addressed, first of all, to teachers, since most of the time children are in kindergarten... But many may argue that there are objective reasons why it is impossible to fully create psychological comfort in the kindergarten group:

High occupancy groups;

One educator in group;

Unfavorable family situation.

Yes, this is the reality. But who will help us and our children, if not ourselves? The preschool institution plays an important role, despite all the problems dictated by the current state of society, arising from its contradictions. A exactly: how capable it is create the child has a general positive and stable background psychological state, to ensure the development of an active and cheerful personality with self-esteem.

Creating psychological comfort in the nursery garden to preserve and strengthen psychological health and personality development of the child.

A person who is competent in communication, first of all, establishes a certain atmosphere of communication, which helps his partner to feel free and comfortable... Expression "We have good contact" means "We understand each other, we are interested in each other, we trust each other."

Strongly established contact between people will provide an atmosphere of trust and acceptance in the process of communication in which any problems can be discussed.

A certain atmosphere is not only present in the communication of two or three people, but characterizes the general situation in a constant a group of people(work team, family, classroom, etc.). kindergarten group is no exception, and sensitive people can immediately, only having crossed the threshold, feel the atmosphere of relaxedness or closeness, calm concentration or anxious tension, sincere fun or gloomy alertness that is present in group... Atmosphere (or climate) v the kindergarten group is determined:

The relationship between the caregiver and the children;

Relationships between the children themselves.

Good climate in group then arises when all its members feel free, remain themselves, but at the same time respect the right of others to be themselves.

The caregiver has a very significant impact on quality group climate... In fact, it is the educator (and not children, as we usually think) creates certain climate in group.

The first step for a caregiver interested in creating favorable atmosphere in group, is to create and analyze a group situation... Taking into account the directions of humanization of preschool education, the most important thing in the work of a teacher is creation conditions for the development of the child's personality, "turning on" the child's own self-development mechanisms through the organization of a developing environment by the teacher, personality-oriented communication with the child, giving him the freedom to choose activities, helping in the development of his abilities, creating an atmosphere of psychological security, emotional comfort... Considering all this, teachers in groups need to create conditions for the emotional well-being of everyone baby:

Subject-developing environment,

The style of communication between the teacher and the child,

The communication style of educators with each other and with the assistant,

The teacher's communication style with parents,

Observe how children communicate with each other.

The well-being of the child in group Is satisfaction with existing relationships in group, the degree of participation in joint activities, security, inner peace, feeling "we"... All of this can be defined as emotional well-being. Emotional well-being contributes to the normal development of the child's personality, the development of positive qualities, a benevolent attitude towards other people.

The influence of styles of pedagogical communication on favorable psychological comfort in the group.

Now I would like to dwell on the styles of pedagogical communication.

Authoritarian style is directive communication. The teacher performs leadership, organizational functions, and children are only performers. They are obliged to listen carefully, observe, remember, perform, respond. The teacher does not notice that the lack of independence of children, lack of initiative is a consequence of his authoritarian tendencies towards overprotection.

The authoritarian educator lacks respect and trust in the personality of a growing person. He lives by the principle "Trust but verify", focuses on domination, command in all situations of communication, expects unquestioning obedience and obedience. The desire for children means little to him. The formal approach to education clearly prevails. When organizing work in group does not take into account the relationship between children. He does not like and does not know how to admit his mistakes. Hear from the authoritarian "Sorry I was wrong" almost impossible.

In any case, he tries to disguise his mistakes. In an appeal to children sounds frequent: "Ivanov, don't be cool!", "Ivanov, how much can you repeat?" etc. An educator of this type has a low assessment of the capabilities and abilities of children, and remarks and censures prevail in his evaluative statements. The authoritarian teacher directly and publicly points out to the child his mistakes, shortcomings of behavior. He is characterized by tough pedagogical attitudes.

Liberal (conniving) style. Liberal educator moves away from direct leadership children's team, hence the lack of initiative, insufficiently developed responsibility, letting things go by themselves, such an educator overestimates the ability of children, does not check the fulfillment of his requirements, is completely at the mercy of the desires of children, in this regard, he is often situational, inconsistent in decisions and actions. Not decisive enough in difficult situations, takes into account relationships in group... He is not afraid to admit his mistakes, but he makes them very often. The number of educational influences depends on the situation. Does not attach importance to variety.

The educator is a liberal - a person of mood. If he is in a good mood, he is dominated by positive assessments, if in a bad mood, negative assessments are intensified. Does not pay attention to the need for indirect remarks and censures.

Democratic style. The democrat educator takes into account the peculiarities of the age of children and optimally divides functions between himself and the children. Shows maximum requirements for children and maximum respect for them. Experiencing a clear need for feedback from children on how they perceive certain forms of joint activity. when organizing work, a democrat educator takes into account and studies interpersonal relationships. The use of knowledge about sympathies - antipathies between children is considered an important condition for successful work. knows how to admit mistakes, despite the fact that it is difficult.

In the assessment of such a teacher, there are more positive than negative responses. Prefers a more fruitful private conversation with the child. An example of an oblique remark would be eye remarks. Pedagogical attitudes are dynamic, that is, they change depending on the circumstances.

From all of the above, you can make output: the most effective and optimal is the democratic style of communication, it is the most favorable in the educational impact and fully serves the formation of conscious discipline in children and people around them, a creative attitude to business and the formation of an active life position.

It is the correctly chosen style of communication between the teacher and the children that will help create child favorable psychological comfort in the group.

Social psychological the culture of the educator presupposes that he has certain pedagogical views and beliefs, an attitude towards an emotionally positive attitude towards the child, regardless of his personal qualities, and a whole range of communication skills and abilities necessary for the educator for pedagogical communication.

This means that the educator must have not only a system of professional knowledge, but also knowledge about the laws of communication in the teaching staff and in children's group working with parents.

By pedagogical communication, we mean the system of interaction between the teacher and the educated with the aim of learning them, providing educational influences, organizing meaningful relationships, forming favorable mental child development microclimate in group early and preschool age.

It is from us, the teachers, that the preservation of psychological health of children, and for this you need to be very careful about your own psychological state... A huge role in this belongs to the personality of the teacher, his cultural level, intellectual and personal potential.

Personality can only be brought up by a person. For upbringing is a child's life organized by a teacher at the cultural level, it is a joint ascent to the origins, traditions of his people, where the teacher himself recreates at every moment of working with children - as a representative of society, the adult world - a cultural version of interaction with others.

So, the personality-oriented interaction with the child, the democratic style of communication with him is brought to the fore.

Powerful dash practical psychology created the theoretical basis for the diagnostic and corrective work of the teacher, since the psychological the well-being of the future of the nation - our children. What are the tools in the teacher's activities?

Practical part.

Diagnostic Toolkit for Caregivers Assessment psychological climate in the kindergarten group and the emotional well-being of the child.

(Psychologist introduces teachers to assessment techniques psychological climate and emotional well-being of the child in kindergarten group... These techniques are on the tables for teachers to study).

Verification test psychological comfort of children in the kindergarten group

Show of drawings of children and interpretation of their content by educators. Psychologist complements teachers, helps them to draw conclusions)

The most convenient option is to understand how much comfortable the pupils feel in group, - invite the children to complete a drawing on the topic “I'm in my kindergarten group» ... This will not take a lot of time from the teacher during the working day, and you can reflect on the results at your leisure.

The supposed drawings of children can be roughly divided into three group:

The child only draws the building.

The child draws a building with elements of a playground.

The child depicts himself in the drawing in a room or on the street.

The first group drawings - the most disturbing. If the picture contains nothing but a building, then the child perceives child garden as something aloof, faceless. So life in children's the garden does not evoke positive emotions in him and is not identified with the events taking place there.

Most of all optimism is inspired by the situation when the child depicts himself in the picture. myself: it means that the events taking place in kindergarten are personally significant for him. But the analysis of the situation is not limited to this.

Need to pay attention to other elements Pictures: are there children, teacher, playing field, toys in the picture? Their presence suggests that the child has depicted in his work a variety of connections and attitudes towards them. The playing field, for example, is a very important element.

If a child depicts himself standing on a carpet, on the floor or on the ground (children often depict their support in a straight line, this is a good indicator. "Firmly on my feet", feels confident. It's good if the picture shows flowers, the sun, birds - all these are details that indicate "World" in the shower.

You need to try to understand what the child expresses when drawing the teacher. On the one hand, its appearance in the picture is a positive moment. This means that a teacher for a child is a significant character, whose presence he must reckon with. But it is important how the teacher is turned to the child - with her back or face, how much space she takes in the drawing, how her hands and mouth are depicted. The emphasized emphasis on the mouth, many lines around it may indicate that the child perceives the teacher as a bearer of verbal (verbal) aggression.

The color scheme of the picture is also important.

The use of warm colors by the child testifies to a positive emotional mood. (yellow, pink, orange) and calm cold (blue, cyan, green).

The rich purple color, which is used to paint over rather large areas of the drawing, may indicate the stress that the child is experiencing, and the abundance of red - about an overabundance of emotional stimuli.

Abuse of black color, bold shading that pushes through the paper, similar to strikethrough, signal the child's increased anxiety, about his emotional discomfort.

During the test drawing, the teacher should not comment on the actions of children and prompt them, directly or indirectly, which elements to include in the drawing.

In this case, it is also impossible to evaluate the work of children. It is better if the teacher just asks to give him the drawings as a keepsake.

Some elements of the picture may be incomprehensible for the teacher, and some will lead to false conclusions. A drawing, for example, can only reflect situational anxiety or mental discomfort of a child, associated, for example, with family conflicts, which he could witness in the morning, or with poor health, with an upcoming visit to the doctor, etc.

Therefore, in order to have an authentic picture psychological the state of the child in group, after two weeks the test must be repeated.

Color diagnostics "Houses"

This technique was developed based on "Color Test of Relationships" A. M. Etkind. The purpose of the methodology is to determine the emotional state that reflects the child's attitude to the preschool institution.

Color diagnostics are carried out individually with each baby: during the first month of visit kindergarten after three and six months in preschool.

Children are invited to choose one of the houses of different colors in a playful way. The technique uses the following colors: blue, green, red, yellow, purple, brown, gray, black.

Instructions: "This is a girl Katya (boy Kolya)... Kate (Kolya) goes to Kindergarten... Choose kindergarten for Katya(If)».

After choosing a house with a child, conversation:

Katya likes to go to Kindergarten?

What will Katya do in kindergarten?

What Katya likes best about kindergarten?

What Katya doesn't like about kindergarten?

In the course of diagnostics, indicators are recorded and recorded.

Types of response to exercise:

1. Sharp negative reaction to the proposed task. Refusal to participate.

2. Negative reaction.

1. The child is reluctant to enter into a play situation. Speech accompaniment practically absent... Tension in behavior is noted. Additional colors are selected - brown, gray, black. When answering questions, he is worried. It all comes down to being at home with mom (or other family members) better.

2. The child quickly enough agrees to take part in the task. During the diagnosis, irritability, aggressiveness, the predominance of negative emotions, and great mobility are noticeable. Houses are chosen in gray, black or brown colors. There is a reluctance to communicate with children and some adults. Great speech activity is noted.

3. Indifferent reaction to the task.

Speech accompaniment practically absent... Sluggish answers to questions are noted. The answers are more indicative of the need for a visit kindergarten, as parents have to go to work. The choice of colors is the same as in the second group(gray, black, brown).

4. Anxious reaction.

1. There is a quick and willing inclusion in the task, but at the same time nervousness and great mobility are manifested. Houses are chosen in purple or red. From the answers to the questions, it follows that children like to play in the garden, but there are difficulties in relationships with others. In the course of diagnostics, active speech accompaniment of actions is observed.

2. A benevolent reaction to the game situation, but during the diagnostics, indecision attracts attention both when choosing the color of the house and when answering questions. V children's garden preschoolers given group want to play more with children, as well as for adults (educators) paid them more attention. Green or blue can be selected. At the beginning of the task, there is an almost complete absence of speech accompaniment; by the end of the method, the child uses speech much more often.

5. Positive reaction to participation in the task.

Active and friendly participation in the assignment. Houses are selected in yellow or red. V children's the garden loves to play and interact with children and adults. I do not like the actions of some children. The choice of houses and the actions of the children are accompanied by speech.

Based on the data obtained, three types of children's attitudes towards kindergarten:

1. Negative attitude. This type of relationship to children's kindergarten is observed in children with a clear predominance of negative emotions during the diagnosis (I and II response teams) .

2. Ambivalent attitude. This category includes children who had an indifferent or anxious reaction to the proposed task. (III and IV response teams) .

3. Positive attitude. This type of relationship to an educational institution is observed in children with a clear predominance of positive emotions in the course of completing the assignment. (V type of response).

Child behavior observation chart

during psychological examination

Methodology: color diagnostics "Houses".

Target: determination of the emotional state, reflecting the attitude of the child towards the preschool institution.

Surname, name of the child ___

Group ___

Age ___

The date of the ___

Indicators Score Notes

1. Acceptance of the assignment:

Negative reaction (sometimes up to refusal to participate in the test);

Indifferent reaction to the task;

Quick inclusion in the task;

A benevolent reaction.

2. Inclusion in the situation:

Passive participation in the task (the child is reluctant to take part in the game, speech accompaniment practically absent, poorly comes into contact with the experimenter);

Active participation (the child willingly and quickly accepts the situation, willingly comes into contact with the experimenter)

3. Emotional states:

The predominance of negative emotions;

Equal expression of both positive and negative emotions;

A clear predominance of positive emotions.

4. Choice of color:

Choice of dark colors (black, brown, gray) speaks of the predominance of negative emotions associated with visiting kindergarten: feelings of anxiety, fear, protest reactions;

The choice of red and purple colors indicates the predominance of such emotional states associated with visiting kindergarten like irritability and aggression;

The choice of green and blue colors indicates the presence of a feeling of anxiety, anxiety;

The choice of yellow, red colors is about the predominance of positive emotions.

5. Speech accompaniment:

There is no speech accompaniment;

Low speech activity (the child is reluctant to answer the questions of an adult, the answers are mostly monosyllabic);

Normal speech activity (the child willingly comes into contact with the experimenter, answers questions with sentences, accompanies his actions with speech;

Excessive speech activity (speech accompanies the child's actions, from answering questions moves to stories from life)

Conclusions on determining the type of child's attitude to kindergarten: ___

Emotional Attitude Test

Material: sheet of paper, colored pencils.

Younger and middle children are given ready-made cards with 5 circles drawn. Older children are invited to draw 5 circles across the cell.

You can choose the questions yourself.

Children are seated one at a time.

1. Fill in the first circle with the same color as your mood when you go to Kindergarten.

2. Fill in the second circle with the same color as your mood when you are doing math.

3. Fill in the third circle with the same color as your mood when you play.

4. Fill in the fourth circle with the color of your mood when you go home.

5. Fill in the fifth circle with the color of your mood when you go to bed.

Carry out up to 3 times.

Color designation

Red is an excited, enthusiastic attitude.

Orange - joyful, pleasant.

Yellow is warm and welcoming.

Green is calm.

Blue - sad, unsatisfactory.

Purple, brown - alarming.

Black - sadness, despondency.

If one or several types of activity are constantly painted over in black, then the educator should immediately pay attention to this. For example, on occupations: revise the structure, content, so that the child is interested, and so on for each type of activity.

Analysis “The atmosphere in my group»

Educators are encouraged to analyze group situation using the following schemes:

Furnishings in group.

1. What is the atmosphere in my group? (General impressions.)

2. Why do I think so?

3. What aspects of the atmosphere in my group I rate it as positive?

4. What aspects of the atmosphere in my group do I rate as negative?

The relationship between the caregiver and the child.

1.Which child do I have good contact with?

2. What explains this?

3. With whom of the children do I not have such a good relationship?

4. How can this be explained?

The relationship between children.

1. Which children have a good relationship?

2. What caused this?

3. Which children often quarrel among themselves?

4. Why is this happening?

5. What kind of children are often offended?

6. Why is this happening?

Thus, having familiarized yourself with practical developments in the field of studying the emotional states of preschoolers, you understand that creation emotional well-being and comfort affects all areas mental development... The results you received represent, at the same time, an assessment of your professional activity, the success of your educational and upbringing actions.

2.2. The emotional well-being of the teacher as a condition for the positive emotional state of children. Techniques for relieving emotional stress among teachers.

Everyone knows that children have developed an intuitive ability to capture the emotional state of adults. Children are very easily infected with negative emotions, so the teacher needs to arrange for himself psychological shower, which will help him to relieve excessive emotional stress.

Psychologist conducts a set of exercises that help to increase energy potential.

1. Standing, bring your shoulder blades, smile, wink with your right eye, then - with your left, repeat: "I am very proud of myself, I am good for a lot".

2. Putting your palm on breast: "I am smarter than everyone in the world"; arms outstretched over head: "I'm not afraid of anyone"; strain buttocks: "Wonder how good I am"; relax buttocks: "I will live now for a hundred years".

3. Bouncing on the right, then on the left leg, repeat: "I am cheerful and energetic and things are going great.".

4. Rubbing palm on palm, repeat: "I lure luck, I'm getting richer every day".

5. Standing on tiptoe, close your hands above your head in a ring, repeat: "I am warmed by the sunbeam, I deserve the best".

6. Putting your left palm on your forehead, then your right, repeat: "I solve any problems, I am always with love and luck".

7. Hands on hips. Making bends with the body forward and backward, repeat: “Any situation is within my control. The world is beautiful, and I am beautiful! "

8. Hands on the waist, making bends to the right - to the left, repeat: "Peace and a smile are always ashore, and everyone will help me, and I will help".

9. With folded hands in the lock, making a deep inhale: "The Universe Smiles at Me"; deep exhalation: "And everything works out for me".

10. Clenching fists, spinning fists: "I have no obstacles on the way, everything turns out as it should!"

For creating conditions for psychologically comfortable the child's stay in kindergarten needs:

Accept every child for who they are. Remember: there are no bad preschoolers. There are bad teachers and bad parents.

In professional activities, rely on the voluntary help of children, include them in the organizational moments of caring for the premises and the site.

Be an entertainer and participant children's games and fun.

In difficult situations for a child, focus on his age and individual peculiarities: to be always with him, and not to do something instead of him.

Involve parents in the educational process and turn to them for support in cases of non-standard situations.

In your relationships with children, try to remember that what:

The child does not owe you anything. It is you who should help the child become more independent and responsible.

In each specific unfavorable situation, you need to understand what the child is trying to achieve and why he does it. Get him to comply with social norms and rules, taking into account his condition and interests.

Imposing your own rules and requirements against the will of children is violence, even if your intentions are well-behaved.

There should not be too many bans and strict requirements. This leads to passivity and low self-esteem among pupils.

A quiet, shy child needs your professional help just like an out-and-out brawler.

A prosperous social developmental situation is the best method of imparting to children the moral norms and rules of human life. Conversations about morality not supported by protecting children from mental and physical violence - demagogy and dangerous practice.

Forms of relationships in which the educator, using various arguments, convinces the child of the advantages of a particular act, is very good for the development of children. In this case, the choice is left to the child. This type of relationship presupposes an individual approach to the characteristics and current conditions of children. It is in such unobtrusive care that children most need and thank the adult with sincere affection for him.

Psychological speech settings

The purpose of speech settings is group creation a positive emotional background, an atmosphere of benevolence and security.

The main purpose of the speech settings is to set for a good mood. They can be held in the morning, after exercises, the children and the teacher stand in a circle, holding hands. When pronouncing speech settings, the teacher's voice must fully correspond to what he is talking about, that is, benevolence, the joy of meeting, etc., should be conveyed by voice and facial expressions.

You are offered approximate schemes of speech settings, which can vary at your request, but the essence should remain the same the same: they must show the children that they are welcome, set them up for friendly relationships with adults and other children.

Get creative, let your creativity go potential:

Today I am glad to see you all in kindergarten, in our group! We will all spend this day together. May this day bring joy. Let's try to please each other.

I'm glad to see all our children healthy groups, cheerful, in a good mood. I really want this mood to be preserved in all of us until the evening. And for this we must all smile more often, not offend each other and not fight. Let's rejoice at each other.

Hello my dears! It's cloudy and damp outside today. And in our the group is warm, light and fun. And we have fun from our smiles, because every smile is a little sun, from which it becomes warm and good. Therefore, today we will be with you more often to smile at each other.

3. Discussion, summing up.