Workshop for teachers of the preschool educational institution “Art therapy as a means of maintaining the psychological health of children. Sand art therapy in kindergarten

06.05.2019

Art therapy is one of the ways to develop the psycho-emotional sphere of preschool children who have been assigned the status of HIA. Psychologists know that children show interest in drawing quite early, which makes this method a universal tool in the formation of positive skills in interacting with the world.

Artistic activities contribute to the knowledge of oneself and the people around, develop emotional responsiveness, and also form and improve higher mental processes, such as thinking, attention and memory. Improving imagination, curiosity, fine motor skills is also important - this is an integral part of the successful development of children with disabilities. After all, today we have to exist in a very difficult world, life puts us in difficult situations. This is especially acute for children with special health needs. Difficulties await them in the most simple and elementary situations for an adult, healthy person. Only a child who is confident in his abilities and in his abilities will be able to successfully socialize, actively express himself and achieve high results. Often, children with disabilities have problems with self-confidence. They feel “not like everyone else”, they have problems in interacting with their peers, which hinders successful socialization and adaptation to changing environmental conditions. For this reason, many children with special health abilities experience fears, anxiety, can react aggressively when interacting and do not understand the emotions of other people. However, cooperation will not be effective if its participants are not able to understand the state of the other and manage their own emotions. Since the recognition and transmission of emotions is a multifaceted process that requires certain skills and abilities from the child, it needs to be formed and improved. In their work, psychologists use art therapy for this.

In my classes I use various methods of art therapy. This is a great opportunity for a child to express their attitude to the world, find what causes anxiety and anxiety, learn to interact with people around them and believe in themselves.

I noticed that during our classes it is easier for a child to express his feelings and impressions through visual activity. To attract children to creativity, I am helped by a huge variety of techniques, art materials and the opportunity to experiment. I also noticed that it is attractive for a child with disabilities that it is impossible to make a mistake during art therapy, this has a positive effect on children's self-esteem. If the child leaves his work as soon as he has difficulties and something does not turn out the way he intended, I offer him other ways to achieve the desired result. This teaches a child with disabilities to overcome obstacles, he will understand that there is a way out of any situation.

By watching the child while he is doing creative work, I can learn more about him and cope with difficulties in his behavior, notice the child's virtues and develop them. In order for art therapy classes to evoke positive emotions in children with disabilities, I take into account the interests of children, try to surprise them, use a variety of topics, materials, and techniques. Art therapy classes are of great importance for the formation of mental health, the development of cognitive processes, influence the formation of all aspects of the child's personality, form a humane, sincere attitude towards people and all living things, and help to believe in one's own strength.

In the classroom, I pay special attention to the creation of collective creative works, this contributes to team building and positive socialization of each member of the group.

My main task as a psychologist is to awaken the interest of the child and create an emotionally favorable situation.

I also use art therapy as a timely diagnosis in natural conditions for the child, thus, it is possible to prevent serious problems that the child will face in the future. Decreased, depressive background of mood, lack of confidence in one's own strengths and abilities, timidity, avoidance of difficulties due to fear of failure, vulnerability - all this is a picture of the emotional distress of a child with disabilities, often forms the psychology of a loser, all this becomes a tragedy of a small soul that carries this burden into adulthood. I, as a psychologist, have the opportunity to stop this process, reorient it, help the child gain self-confidence, all this can be realized through art therapy. A child who is immersed in the world of creativity is liberated and opens up to new skills and abilities. His self-confidence increases, he develops harmoniously and in a timely manner. All this helps him to successfully socialize in the children's team, he feels more successful, due to this, interest in other activities increases, his status in the team rises.

Thus, the use of art therapy techniques is most effective for the psychological support of children with developmental disabilities in kindergarten.

Bibliography

1. Burno M.E. Creative Photography Therapy// A Practical Guide to Creative Self-Expression/ Ed. M.E. Stormy. Moscow.: Academic project, 2002.

2. Seitz, M. We write and draw in the sand. Desktop sandbox [Text] / M. Zelts. - INT: Speech, 2010. - 94 p.

3. Zinkevich-Evstigneeva, T.D. Miracles in the sand Practicum sand therapy [Text] / Etc. Zinkevich-Evstigneeva, T.M. Grabenko. - St. Petersburg: Speech, 2002. - 224 p.

4. Kiseleva V.M. Art therapy in work with children. - SPb., 2006.

5. Kiseleva V.M. Art therapy in working with children: A guide for child psychologists, educators, doctors and professionals working with children. - St. Petersburg: Publishing house "Rech", 2007. -160p.

6. Kiseleva, M.V. Art therapy in work with children. A guide for child psychologists, teachers, doctors and specialists working with children / M.V. Kiseleva. - St. Petersburg: Speech, 2006. - 158 p.

7. Kryazheva N.L. The development of the emotional world of children - Yaroslavl, 1996.

Art therapy at the preschool educational institution

The problem of preserving and strengthening the health of the child in modern conditions is a priority.

Working in a kindergarten, one can observe that many preschoolers cannot independently cope with the neuropsychic stress that they experience in kindergarten and at home. This is what leads many children to various deviations in behavior. Frequently encountered negative phenomena among pupils (aggressiveness, cruelty, conflict) are noted. Not all children are able to control their emotions and actions.

In recent years, innovative forms and methods of improving children's health have been actively introduced into preschool educational institutions.

For the implementation of health-improving and corrective measures in our kindergarten, we have introduced into practice the method of art therapy, one of the modern trends in health improvement.

Art therapy is literally art therapy. Heals any creative activity - and above all his own creativity. Art therapy relieves any child of a variety of manifestations of mood instability, anxiety. Art therapy is a method surprisingly suitable for working with children.

The method of art therapy can be attributed to the most ancient and natural forms of correction of emotional states, which many people use on their own - to relieve the accumulated mental stress, calm down, concentrate.

Art treatment has been used for a long time, since the pleasant emotions that arise when in contact with it increase the activity of the cerebral cortex, improve the metabolism in the body, and stimulate breathing and blood circulation.

Based on the works of well-known domestic and foreign experts (N. A. Vetlugin, I. I. Sakulina, L. S. Vygotsky), one can objectively assert the positive influence of art on children with various developmental disabilities.

Art therapy has recently attracted more and more attention all over the world in correctional and developmental work with children with emotional disorders and gives positive results.

In art therapy, a ban has been adopted on comparative and evaluative judgments, marks, criticism, punishments! Thus, art therapy allows each participant to remain himself, not to experience embarrassment, shame, resentment from comparison with more successful, in his opinion, people.

The use of art therapy methods allows you to solve several problems at once:

1. Strengthening the mental health of the child, through the stabilization of the emotional sphere.

2. Development of arbitrariness, the ability to manage your emotions, feelings.

3. Development of the internal potential and creative activity of the child.

Art therapy is a broad concept and includes:

music therapy;

dance therapy;

Art therapy (drawing and painting);

Fairy tale therapy;

play therapy;

Sand therapy.

There are no contraindications for this technique, however, classes will be of great benefit to children with distorted self-esteem, with difficulties in emotional development (impulsive, aggressive, with a high level of anxiety), children who have conflict situations in the family, inadequate response to external stimuli.

In such classes, the following are important: establishing contact with the child, a relaxed atmosphere, empathy (the ability to empathize with the feelings of another person), emotional contact, intonation, as well as non-verbal means of communication (live facial expressions, gestures, open postures). The child should have confidence in the support of an adult, which will give him the opportunity to focus on his experiences.

It is better to build a lesson plan according to the following scheme.

Each lesson is divided into four stages:

1) psychological entry into the lesson (listening to music, songs, singing);

2) cognitive-playing stage, or acquaintance with the unknown, new (games, relaxation, fairy tale therapy, herbal medicine, work with visual aids);

3) practical stage, or work with the material (actual drawing);

4) the stage of psychological unloading (games, poetry reading, discussion of works, exhibitions).

The use of art therapy work in preschool educational institutions allows solving such problems as improving the mental health of preschoolers; meet the need of preschool educational institutions for innovative technologies.

Before starting to work with children on art therapy, we studied a lot of literature on this topic. The main thing we needed to find out was what problems art therapy helps to cope with and how to implement this method into our work.

One of the main methods of art therapy is art therapy. It was decided to use it in the first place. ISO therapy gives positive results in working with difficult children, helping them cope with their psychological problems, and this was true for our group.

In our work, we used "Blotography", "Drawing good luck", "The color of my mood", "We blur the insult with paints" and others.

In addition, they widely used in their work - origami. Being engaged in origami, the child becomes a participant in an exciting action - the transformation of a paper square into an original figure.

This process resembles a trick, a small performance, which always causes joyful surprise. By successively simple folding of paper, we get a model that amazes with its beauty and changes the emotional state of the child for the better. There is a desire to show someone this miracle, to add something else. The feeling of isolation disappears, communication is established.

One of the directions in our work is the use of plastic materials: clay, plasticine, salt dough. There are many methods of working with plasticine in art therapy:

Meditation. Creating an image with closed eyes. The form doesn't have to show up. You can play associations.

Creation of a group and individual composition on a given topic. Dramatization in the created space can be a continuation of the work.

Creating a picture on cardboard with plasticine (smearing technique)

Work in pairs, an important task of which is to provide the members of the couple with the missing emotional experience.

In the course of art therapy classes, the results of our work were noticeably visible: the children became calmer, anxiety and indecision decreased.

Art therapy used in working with children can be rightfully presented as a health-saving innovative technology.

This has proven to be an excellent method of working with children of different abilities in mixed developmental groups, as it allows each child to act at their own level and be accepted. This method can be used to develop communication skills and is an ideal tool for increasing self-esteem and strengthening self-confidence, has an impact on the development of a child as an individual of society, helps to preserve and strengthen the mental health of children, develops creativity, which means that all areas are affected. educational program of preschool educational institution.

It can be used to develop group cohesion, it can help the child to express what he has no words for, or what he cannot voice, and this is a pleasure.

Art therapy classes give children the joy of learning and creativity. Having experienced this feeling once, the child will strive in his drawings, applications, games, etc. talk about what you learned, saw, and most importantly experienced, felt.

Educators: Kulintseva G.A.

Starikova A.P.

MK DOU CRR - kindergarten No. 18, Rossosh

Anastasia Zheleznyakova

Hello everyone who will read my review. I would like to share my impressions and results of the treatment at the center with Elena Viktorovna. First of all, I will tell you about my problem and how I got to this doctor. I'm 32 years. It was difficult to make my diagnosis, as a result, after a while, a somatoform autonomic disorder was made, but the initial diagnosis was axonal polyneuropathy, only with hypersensitivity.

Thanks to the children's club "Harmony"

I would like to thank the children's club "Harmony" and the teacher Yulia Vladimirovna for the development of our child, Tyala Artem. As a mother, I am sincerely grateful to you from the bottom of my heart for the efforts and work that you have invested in the development of Artem. When we applied to this club, my son was lagging behind in development and did not speak. During a short period of visiting play sessions with a teacher, a course of Tomatis therapy, our Artem began to change for the better before our eyes - an interest in cognitive activity appeared, the child began to speak, and after a while began to ask questions ...

TOPIC: "USE OF ART THERAPY METHODS IN WORK WITH PRESCHOOL CHILDREN"

Introduction………………………………………………………………………..3

Chapter 1. Theoretical foundations of art therapy methodology……………………..5

The goals of the art therapy methodology…………………………………………………………………………………………………………………………………………………………………………………………………………………
Tasks of classes with the use of art therapy methods…………………….9
Conditions for the selection of techniques and techniques for creating images…………..10

Chapter 2. Art therapy techniques in working with preschoolers………………...12

Conclusion………………………………………………………………………21

References…………………………………………………………...22

INTRODUCTION

It is no secret that preschool childhood is one of the most important stages in a child's life. During this period, the child actively learns the world around him. And in kindergarten, the child receives the first experience of interaction with other people, tries to find his place among them, learns to live in harmony with himself and others, and receives the first elementary knowledge. The task of preschool education specialists is to ensure that the child receives experience, skills, and knowledge in psychological conditions that are comfortable for him and to the extent that he needs.

The child's psyche is very vulnerable and requires a careful attitude, because the baby is just beginning to recognize himself and the world around him. And on their way, children often face serious difficulties: in the family, in kindergarten, at school, in communication and alone with themselves. Adults really want to help them, but often do not know how: beliefs and moralizing do not help, and the baby himself cannot really explain anything. In such cases, art therapy can help.

Relevance of the topic.

The relevance of studying and researching art therapy is determined by the fact that recently in our country the time has come for the rapid development of psychotherapy, the active development of its new forms and models and the introduction of its techniques into the experience of working with preschool children.

Purpose of the studyis to define art therapy, to analyze the possibilities of using art therapy techniques and art therapy techniques in working with preschool children.

Research objectives:

1. Consider the theoretical foundations of art therapy

2. Consider the main techniques of art therapy used in classes with preschool children

Object of study: tricks art therapy as a type of psychotherapeutic and correctional activity.

Subject of study:the main techniques of art therapy that can be used in the preschool educational institution in the classroom with children

Research hypothesis:the use of art therapy work in preschool educational institutions allows solving such problems as improving the mental health of preschoolers, satisfying the need of preschool educational institutions for innovative technologies.

Chapter 1. Theoretical foundations of art therapy methodology

1.1 Goals of art therapy methodology

Art therapy (Latin ars - art, Greek therapeia - treatment) is a method of treatment and development with the help of artistic creativity.

Among other things, art therapy is a great way for others to express their emotions and feelings painlessly.

Children's art therapy is a simple and effective way of psychological help based on creativity and play. In other words, it is healing by creativity.

The main goal of art therapy is to harmonize the development of the individual through the development of the ability of self-expression and self-knowledge. Art therapy unobtrusively heals the psyche, introduces you to the world around you, allows you to see the world around you as beautiful and hospitable.

Art therapy invites the child to express their emotions and feelings through modeling, drawing, and construction from natural materials. Experiencing images, a person acquires his integrity, originality and individuality.

Art therapy is the gentlest method of working, dealing with difficult problems. The child may not speak, or may not recognize his problems as his own, but still sculpt, move, and express himself through body movements. Also, art therapy classes can relieve mental stress. In art, it is very important that the child feels his success in this matter. If he sees that he is successful in expressing and displaying his emotions, creating unique crafts, drawings, success in communication comes to him, and interaction with the world becomes more constructive. Success in creativity in his psyche is unconsciously transferred to ordinary life.

Art therapy allows you to make this process joyful, interesting, successful, individual for everyone.

Art therapy is based on spontaneous self-expression and, to a certain extent, ignores aesthetic criteria in assessing its results and the professionalism of the author. And for both, the creative process itself is more important than the result.

Indications for children's art therapy:

stubbornness;

Aggression;

fears; tics, stuttering, obsessions, etc.;

Frequent mood swings;

Delays in speech and mental development;

Crisis situations;

Difficulties in communicating with peers and / or adults;

Excitability or lethargy;

Change of residence;

Preparation for kindergarten / school and adaptation period;

Loss of parental control over the child, disobedience.

Shyness and self-doubt;

Aggressiveness;

hyperactivity;

What impact does art therapy have, what are its unique features?

Creates a positive emotional state.

Allows you to turn to those real problems or fantasies that for some reason are difficult to discuss verbally.

It gives you the opportunity to experiment on a symbolic level with a variety of feelings, explore and express them in a socially acceptable form. Working on drawings, pictures, sculptures - a safe way to discharge destructive and self-destructive tendencies allows you to work out thoughts and emotions that a person is used to suppressing.

Promotes creative self-expression, development of imagination, aesthetic experience, practical skills in visual activity, artistic abilities in general.

Increases the adaptive ability of the child to everyday life. Reduces fatigue, negative emotional states and their manifestations associated with learning.

Effective in correcting various deviations and disorders of personal development. It relies on the healthy potential of the individual, internal mechanisms of self-regulation and healing.

Basic principles of art therapy:

1. The desire of the child is the main condition for the lesson. Creativity without desire is impossible, and, of course, a confidential dialogue with a child is impossible.

2. Encouragement and gratitude to the child.

3. The teacher should be prepared for the fact that during a dialogue during a lesson, the child sometimes answers “I don’t know” to general questions about himself or a drawing, and offers him options for answers.

4. An important condition for successful work is the direct participation of the teacher himself in the work that he offers. The teacher, together with the child, talks about his mood (at the beginning and at the end of the lesson), draws, sculpts, talks about certain works, in a word, performs all the tasks that he gives to the child. Only then does the child develop confidence in the teacher and in the unusual activity that is offered to him.

5. It is necessary to use bright, beautiful, solid material with which the work is being done in the classroom. Paints, pencils, plasticine, paper have a neat appearance, because the child feels an attitude towards himself through the material with which he is offered to work. For those guys who are reluctant to join the work, bright beautiful stationery and other equipment can be an attractive moment.

6. In many classes, the teacher talks about a particular phenomenon. His monologue is most useful if it contains elements of hypnotic storytelling, i.e. to some extent, the speech of the teacher should introduce into a light trance by repeating words, sentences, using epithets, metaphors, changing the voice. This helps to create an atmosphere of unusualness, mystery of what is happening and helps to accomplish the miracle of spontaneous self-disclosure of the child.

7. The main thing is to enjoy the very process of drawing, when even scribbles and scribbles play the role of healing!

1.2 Tasks of classes with the use of art therapy methods

1. Development of creative and communicative abilities, cognitive processes.

2. Stimulation of creative self-expression, disclosure of one's "I"

3. Expansion of ideas about ourselves, development of interest in oneself.

4. Development of self-confidence, increased self-esteem.

5. Unity of the children's team.

6. Relieve stress, harmonize the emotional state.

7. Removal of emotional and muscular tension.

8. Fostering interpersonal trust and group cooperation.

9. Development of the sensory apparatus based on sensory standards.

10. Learning new drawing techniques and developing the ability to experiment.

1.3 Conditions for the selection of techniques and techniques for creating images.

Drawing sessions with preschoolers should not be limited to the usual set of visual tools (paper, brushes, paints) and traditional ways of using them. The child is more willing to engage in a process that is different from what he is used to. We list the conditions for the selection of techniques and techniques for creating images, on which the success of the art therapy process with children depends.

Condition 1. Techniques and techniques should be selected according to the principle of simplicity and effectiveness.

The child should not have difficulty creating an image using the proposed technique. Any efforts in the course of work should be interesting, original, and enjoyable for the child.

Condition 2. Both the process of creating an image and the result should be interesting and attractive.

Both components are equally valuable for the child, and this corresponds to the nature of children's drawing, is its feature. Visual technique does not contradict the needs and possibilities of childhood, if it has this trait. Creating images using this technique will be as natural for a child as drawing.

Condition 3. Visual techniques and methods must be non-traditional.

First, new pictorial ways motivate activity, direct and hold attention. Secondly, it is important for the child to have unusual experiences. Since the experience is unusual, then when it is acquired, the control of consciousness decreases, the defense mechanisms weaken. In such an image, there is more freedom of expression, and therefore unconscious information. Young children are happy to get involved in creating images in an unusual way, for example, using dry leaves or threads.

The arsenal of ways to create images is wide: aqua ink, drawing with bulk products or dried leaves, drawing with fingers and palms, with a spray gun, etc. A little imagination, and flowers will bloom on the sand glued to paper, fireworks from small pieces of paper will fly into the air, blots will turn into butterflies, paint spots will turn into unprecedented animals. The guys will feel their success, because they will be able to defeat evil monsters, burn their fears, reconcile toys.

Chapter 2

In working with preschool children, it is possible to use the following art therapy techniques:

marania

In the literal sense, "dirty" means "to dirty, dirty." The most saturated in embodiment and emotionally vivid are gouache or watercolor images. Paints initiate spontaneity, help to more openly show a variety of emotions, explore their own experiences. They can be dressed in an attractive form for children: they can cover the entrance to the cave with paint; create cities, natural phenomena, fabulous creatures with splashes, spots, various lines; paint over with colored crayons your own silhouette drawn on the floor.

Children do not draw in the way they have become accustomed to over the years of study. Maranias do not have categories of “right-wrong”, “good-bad”, there are no standards. The absence of criteria for evaluating maranium excludes the evaluation itself. Although there are children who cannot do without assessments, external or internal, and therefore put forward their own criteria for themselves and others. For example, the attractiveness of colors or neatness.

In these cases, the imposition of evaluation is eliminated by adults, as a result, tension, uncertainty, fear, doubts go away.

The non-standard process leads children to their own little discoveries. As we have already noted, children often refuse brushes and sponges during rubbing and begin to draw with their fingers and palms. The novelty of maraniums, unusualness, and at the same time, naturalness, kinship with children's nature contribute to the fact that the child “forgets” about social prohibitions and taboos.

Hatching, doodle

Hatching is graphics. The image is created without paints, using pencils and crayons. In our case, hatching and scribbles mean the chaotic or rhythmic drawing of thin lines on the surface of paper, floor, wall, easel, etc. The lines may look illegible, careless, inept, or, conversely, verified and accurate. Individual doodles can form an image, or the combination will appear in an abstract manner. You can strike using the "frottage" technique, when the surface of the sheet is shaded, under which a flat object or a prepared silhouette is placed. Hatching and doodles help to stir up the child, make you feel the pressure of a pencil or crayon, relieve tension before drawing. Hatching is easy to perform, takes a short time, therefore it is appropriate as the beginning of an art class. Hatching and smearing occur in a certain rhythm, which has a beneficial effect on the emotional sphere of the child. Each child has his own, dictated by the psycho-physiological rhythms of the body. Rhythm is present in all life cycles, including the daily routine, the alternation of tension and relaxation, work and rest, etc. Rhythm creates a mood for activity, tones the child.

Monotype

On a smooth surface - glass, plastic board, film, thick glossy paper - a drawing is made with gouache paint. The material on which the paint is applied must not pass water. A sheet of paper is placed on top and pressed against the surface. The result is a mirror image. It may be less clear than the original, more vague, the boundaries between different colors may be erased. The name "monotype" comes from the Greek word "monos" - "one", since only one print is obtained in this technique. If you want to change or improve something, you need to make a new "original", that is, draw everything anew.

Multiple prints can be made on the same sheet. If, after receiving the print, the child continues to draw on the same basis and reattaches the sheet with the print, the drawing will change, inspiring the author to new creativity. Actions can be repeated as long as the procedure will bring pleasure, or until the most attractive result is obtained. If desired, it is possible to "register" the finished print - to finish or glue the necessary elements on top to complete the image.

Known to all employees of kindergartens"blotography" - This is also a variant of the monotype. The sheet is folded in half, and laid out again on the table. On the one hand, paint spots are applied from the fold (randomly or in the form of a specific image). You can apply paint directly near the fold line, or in another part of half of the sheet - it will depend on whether the original and the future print merge into one whole or whether there will be a distance between them, as between two different images. Then the sheet is again bent and ironed tightly with the palm of your hand. The ink is printed symmetrically on the other half of the sheet.

Beautiful unusual prints are obtained with the help of threads. If a thread (30–40 centimeters long) is lowered into the paint, then laid out on a sheet at its own discretion, leaving only the tip outside the sheet, and then covered with another sheet on top, and pressing it down with your hand, pull the thread out of the space between the sheets, then on both adjoining Unusual prints will remain on the dyed surface thread!

You can get different prints:

If you iron the top sheet with different pressure;

If a lot/little ink is applied to the original;

If, after superimposing a sheet on an original, you move it slightly/strongly

The resulting divorces provide rich material for children's fantasies.

It often happens that when ironing the top sheet, the child leaves traces of hands stained with paint on its back. These randomly appearing stains can attract the child no less, if not much more, than the print itself. And further activity will unfold right here - the fingers will be purposefully painted, and the paint will be wiped off on a sheet of paper. For a child, this is his own, invented by him, way of drawing. The child is asked which of the images he likes best, the chosen option receives the name and attention of the author, adult, and other children.

Drawing on glass

Before offering glass to a child, it is necessary to process its edge in the workshop (safety). Unlike drawing on paper, glass gives new visual impressions and tactile sensations. The children are captivated by the drawing process itself: gouache (it is its properties that are better suited for drawing on glass) glides softly, it can be smeared with a brush and fingers, as it does not absorb into the surface material and does not dry out for a long time. Children like to draw on glass of large sizes, for example, 25x40cm or 40x70cm - they have room to turn around. Right in the process of drawing, the glass can be washed with a wet sponge, applied a new pattern, washed off again. This is what reactive and anxious children do. Due to the fact that the paint is not absorbed, no matter how many multi-colored layers are applied, a transparent base will always shine through under them. Thanks to these properties, the image on glass is perceived as momentary, temporary, devoid of monumentality and constancy. The child does not seem to draw, but trains to draw, and accordingly, has the right to make mistakes and corrections, without painful feelings about what has happened, which cannot be changed. The described technique is used for the prevention and correction of anxiety, social fears and fears associated with the result of the activity (“I'm afraid to make a mistake”) is suitable for children who are restrained, as it provokes activity. Joint drawing on one glass as a problematic situation provokes children to establish and maintain contacts, to form the ability to act in conflict, to concede or defend positions, to negotiate.

Finger painting

In almost all of the above methods of creating images, there were comments about the spontaneous transition of children to drawing with fingers and palms.

Even if you have never painted with your fingers, you can imagine the special tactile sensations that you experience when you dip your finger into gouache - dense but soft, stir the paint in a jar, pick up a certain amount, transfer it to paper and leave the first stroke.

For the sake of achieving visual effects by applying paint directly with the palms and fingers of the child, developed fine motor coordination is not required. Movements can be sweeping, large, expressive, or vice versa, point, local, jerky. The thickness of the fingers in itself does not imply the creation of thin strokes, lines. Drawing with fingers and palms is not affected by standard patterns. Therefore, this way of creating images projectively represents the individuality of the child. Finger painting is a permitted mud game in which destructive impulses and actions are expressed in a socially accepted form. The child, imperceptibly for himself, may dare to do actions that he usually does not do, because he is afraid, does not want or does not consider it possible to break the rules. In the same child, each process and product of finger painting is different from the previous ones. Every time it happens in a new way: a different color is chosen, the ratio of lines, tempo, rhythm, etc. Therefore, the result of manipulations with paint can be unpredictable: it is not known what image will turn out in the end. Drawing with fingers is not indifferent to a child. Due to the non-standard situation, special tactile sensations, expression and atypical result of the image, it is accompanied by an emotional response, which can have a wide range from brightly negative to brightly positive. A new experience of emotional self-acceptance in the process of drawing, tests of behavioral characteristics unusual for a child, expand and enrich the image of the Self. Not all children, on their own initiative, switch to finger painting. Some, having become interested and having tried this method, return to the brush or sponge as to the more familiar means of image. Some kids find it hard to get started with finger painting. As a rule, these are children with rigid social attitudes of behavior, focused on early cognitive development, as well as those in whom parents see “little adults”, from whom mature behavior, restraint, and reasonableness of opinions are expected. It is for these children that “playing with mud” serves as a prevention and correction of anxiety, social fears, and depression.

Drawing with dry leaves (bulk materials and products)

Every autumn at the end of September, I collect yellow, red, red leaves, dry them on the windowsill, put them in a cardboard box with holes for ventilation. Dry leaves bring a lot of joy to children. Even if you do not perform any actions with them, but simply hold them in your palms, perceptual impressions after the usual plastic, polyester and chipboard cause a strong emotional response. Dry leaves are natural, smell delicious, weightless, rough and fragile to the touch. With the help of leaves and PVA glue, you can create images. A drawing is applied to a sheet of paper with glue that is squeezed out of a tube. Then the dry leaves are rubbed between the palms into small particles and scattered over the adhesive pattern. Excess, non-adhered particles are shaken off. Images look spectacular on tinted and textured paper. Even when children try to portray something objectified, for example, Cheburashka or a car, the image turns out to be “shaggy”, fluffy, unintelligible, but at the same time spectacular and attractive. You can also create images using small bulk materials and products: cereals (semolina, oatmeal and other flakes, buckwheat, millet), granulated sugar, vermicelli, etc. Small children pour loose materials onto a sheet of glue, either directly from the storage container, or whole handfuls. Very often, children cover the entire surface of the sheet with grits, even if they have applied very little glue before that. When shaking off excess materials, the image will still remain only at the place of gluing. Drawing with dry leaves or loose products captures the physical space surrounding the child. Materials crumble, scatter around the workplace, cover the surface of the table, floor. Light and fragile dry leaves in the hands turn into fine dust. Children collect them again and again, raking them into piles from all the surface that they reached and which they were able to “recapture” from their neighbors. Bulk products mixed with each other and scattered, the dust of leaves in its external expression is rubbish, which in everyday life is carefully swept out, thrown away, from which children are taught to get rid of, which they are not allowed to touch.

The described technique for creating images is suitable for children with severe motor awkwardness, negativism, stiffness, promotes the process of adaptation in a new space, and gives a sense of success.

Drawing objects of the surrounding space

You can draw with crumpled paper, rubber toys, cubes, sponges, toothbrushes, sticks, thread, cocktail straws, erasers and something else. Children's initiative to use non-typical objects to create images is always welcome, unless, of course, it is pure sabotage and does not infringe on the rights of other children. The attraction of surrounding objects at the initiative of the child serves for the psychologist as a sign of involvement in creative activity, the success of the adaptation process, an increase in self-esteem, the emergence of forces to put forward and defend one's own ideas. And it's just plain fun!

Plasticine drawing

Plasticine can create various images. This is a time-consuming technique that requires perseverance and long-term concentration of attention from the child. It is good to use this technique with hyperactive children.

Drawing to music

The basis of music is sound. Sound, like an acoustic signal, affects the cells of a living organism, changing their activity. The cardiovascular system, the respiratory system reacts to music, music affects hormonal metabolism, etc. Invite the children to listen to music, imagining its color and movement of sounds. Then, when repeating the sound, offer to depict what they represented with visual materials that do not create resistance on paper and do not require muscle tension during work. It is better to use watercolor or wax crayons.

Drawing on wet paper

Unusual work can turn out if it is done on paper pre-moistened with a spray gun. It is interesting to watch how the colors spread and mix on wet paper, this will give the child a special pleasure and give a lot of positive emotions.

The purpose of the classes is not to teach the child to draw or sculpt, but to help the child cope with the problems that cause negative emotions in him, which he often cannot verbalize, and give an outlet for creative energy. One of the tasks of art therapy is to help the child to recognize and learn to express their own feelings, and the products of creativity that arise during this process have only applied value: they serve as material for the analysis of the experiences that gave rise to them.

CONCLUSION

Art therapy used in working with children can be rightfully presented as a health-saving innovative technology.

It can be used to develop group cohesion, it can help the child to express what he has no words for, or what he cannot voice, and this is a pleasure.

Bibliography.

Valdez Odrichola M.S. "Formation of the emotional-volitional sphere of schoolchildren with developmental problems by means of art therapy"

Journals "Education and education of children with developmental disabilities" 6 - 2003., 1 - 2004., 3 - 2004.

Journals "Correctional Pedagogy" 3/5 - 2004., 2/8 - 2005., 3/9 - 2005. L.A. Nemenskaya "Art and You" M. Panfilova "Game Therapy of Communication".

Kryazheva N.A. "Development of the emotional world of children" Yaroslavl, 1997.

Medvedeva E.A., Levchenko I.Yu., Komissarova L.I., Dobrovolskaya G.A. "Art pedagogy and art therapy in special education" M. - 2001.

Sinitsina E.I. "Smart Tales" series "Through the game - to perfection" M. - 1999.

Music therapy in kindergarten

Music education can be understood in a broader or narrower sense.

In a broad sense, musical education is the formation of a person’s spiritual needs, his moral ideas, intellect, the development of ideological and emotional perception and aesthetic assessment of life phenomena. In this sense, this is the upbringing of a Human.

In a narrower sense, musical education is the development of the ability to perceive music. It is carried out in various forms of musical activity, which aim at developing the musical abilities of a person, educating emotional responsiveness to music, understanding and deeply experiencing its content.

In this sense, musical education is the formation of a person's musical culture.

Musical education is considered in musical pedagogy as an integral part of the moral education of the younger generation, the result of which is the formation of a common culture of the individual. In our country, musical education is considered not as a sphere accessible only to selected especially gifted children, but as an integral part of the overall development of the entire rising generation.

In addition to the educative factor of music, our preschool educational institution uses the healing effect of music on preschoolers in the educational process.

“Music is not only an ennobling, educational factor. Music is the healer of health. (V.M. Bekhterev)

Music therapy - this is a special form of work with children using music in any form (recording on a tape recorder, listening to records, playing musical instruments, singing, etc.) Music therapy makes it possible to activate a child, overcome unfavorable attitudes and relationships, improve emotional state.

Music therapy can be used both as the main method and as one of the auxiliary methods. There are two main mechanisms of psychological corrective influence, characteristic of the method of music therapy.

First mechanism consists in the fact that musical art allows reconstructing a traumatic conflict situation in a special symbolic form and thereby finding its resolution.

Second mechanism associated with the nature of the aesthetic reaction, which allows you to change the effect of "affect from painful to pleasurable".

A distinction is usually made between retrospective and prospective phases of music therapy. The retrospective phase has the task of prompting the participant to experience the need to actively disclose the internal conflict. Listening to music should bring a person into confrontation with his inner life. Experiences that until then remained unconscious or only partially conscious are transformed into concrete representations. In this phase, music with a deep emotional content should be used, such as symphonic music from the 19th century. In the prospective phase, two approaches are possible. The first is the discharge of mental tension, the expression of which can be muscle tension. The second is the development of the need to listen to music, the expansion of the range of experiences, the stabilization of well-being.

There are individual and group music therapy. Individual music therapy is carried out in three versions: with a distinctive communicative, reactive and regulatory action. In the first case, the teacher and the child listen to the piece of music, here the music helps to improve these relationships. In the second, purification is achieved. In the third, neuropsychic stress is relieved. All three forms can be used independently or in combination. They represent, in a certain sense, passive music therapy.

Along with this, there is an active individual music therapy, the purpose of which is to overcome communication disorders. It is carried out in the form of a teacher's music lessons together with a child.

Group music therapy is built in such a way that the participants actively communicate with each other, communicative and emotional relationships arise between them, so that this process is quite dynamic.

Creative activity is the most powerful stress reliever. This is especially important for those who cannot "speak out"; it is much easier to express your fantasies in creativity than to talk about them. Fantasies, which are depicted on paper or in sounds, often speed up and facilitate the verbalization of experiences. Creativity opens the way to the expression of unconscious ideas and fantasies, which manifest themselves in a form that is significant for the child and unusual for everyone else.

Music therapy helps to improve the relationship between the teacher and the child, develops a sense of inner control, opens up new abilities, and increases self-esteem.

The harmonizing effect of music on mental processes can, and sometimes must be used in work with children.

The number of methods that make it easier for children to express their feelings when using music therapy is endless. Regardless of what the child and the teacher choose for their classes, the main goal of the teacher is always the same: to help the child become aware of himself and existence in his world.

We must not forget the main commandment of the teacher - do no harm.

Music is an art, and like any art, it is known by the soul. You can perceive music by listening to it or participating in its creation.