Youth and beauty 

Shyness in children is my shy baby! Abstract on the topic "shy children"

Shadrinsk State Pedagogical Institute

Faculty of Correctional Pedagogy and Psychology

Department of General Psychology

Course work

Features of shyness in older preschool children

Completed by a 2nd year student,

255 full-time groups

Ryadinskikh Natalia Nikolaevna

supervisor

Medvedeva I.A.

Shadrinsk - 2009


Introduction

Chapter 1. Theoretical psychological and pedagogical studies of the peculiarities of shyness

1.1 The concept of shyness in psychological and pedagogical literature

Chapter 2. Experimental study of the features of shyness

2.1 Draft correctional program for shyness using psychological games and exercises to correct: shyness, withdrawal, insecurity

Conclusion

Bibliographic list


Introduction

The problem of shyness and the difficulties of communication generated by it occupies one of the first places in modern pedagogical and psychological literature. Therefore, the urgency of this problem is great. The poll conducted by F. Zimbardo revealed that about 80% of the Americans surveyed consider themselves shy, and in our country, this percentage is probably no less.

Shyness is a universal and widespread phenomenon, therefore, both domestic and foreign scientists were engaged in the problem of shyness: D. M. Baldwin, E. I. Gasparova, A. A. Zakharov, F. Zimbardo, D. Izard, Yu. M. Orlov, T. O. Smoleva, D. B. Watson, V. Stern, T. Shishova and others.

The question of the peculiarities of shyness is least covered. Based on this, we have identified the theme of our work: "Features of shyness in older preschool children."

The purpose is a study of the peculiarities of shyness in older preschool children.

Object of study: preschoolers 5-7 years old.

Subject of study: shyness in children 5-7 years old.

Research hypothesis - the level of shyness of a preschooler can be reduced by using psychological games and exercises to correct shyness, withdrawal, insecurity.

In accordance with the purpose, subject, object and hypothesis of the study, the following were solved in the work tasks:

1. Study of psychological and pedagogical literature on this issue.

2. Revealing the peculiarities of shyness in older preschool children.

3. Development of a draft correction program.

Research method is the analysis of the literature on the research problem.

Theoretical basis research served as theoretical and experimental studies of the features of shyness (F. Zimbardo, D.B. Watson, V. Stern, D. Izard, Yu. M. Orlov, EI Gasparova, TO Smoleva).

feature shyness correction preschooler


CHAPTER 1. THEORETICAL PSYCHOLOGICAL AND PEDAGOGICAL RESEARCH OF THE PECULIARITIES OF SHYNESS

1.1 THE CONCEPT OF SHESTNESS IN PSYCHOLOGICAL AND PEDAGOGICAL LITERATURE

The problem of shyness was studied abroad: D. Baldwin, K. Gross, F. Zimbardo, K. Izard, D.B. Watson, V. Stern.

In our country, this issue was dealt with by: E. I. Gasparova, A. A. Zakharov, Ya. Kopchak, Yu. M. Orlov, T. O. Smoleva.

Researchers of shyness are interested in its nature, causes, form of manifestation and forms of prevention of negative consequences.

According to E.I. Gasparova and Yu.M. Orlova, shyness is a personality trait characterized by a lack of freedom of communication, characterized by the presence of internal constraint in behavior that does not allow an individual to fully realize his hereditary and personal potential.

In the context of the development of human emotions and feelings, shyness is viewed as a synonym for fear (V. Stern, K. Gross), then as an expression of feelings of shame or guilt (D. Izard, V. Zenkovsky).

The Oxford English Dictionary defines shyness: "Being shy" means being a person with whom it is difficult to communicate because of his caution, timidity and distrust. "

A shy person "avoids interacting with certain persons and objects." "Cautious in words and deeds, not insisting on his rights, painfully timid."

Webster's Dictionary defines shyness as being "shy in the presence of other people."

In the "Russian explanatory dictionary" V.V. Lopatina LE Lopatina shyness is described as shyly-timid in handling, in behavior.

In the Pedagogical Dictionary, shyness is described as a mental state or personality trait, manifested in embarrassment, stiffness, unreasonable silence, in speech difficulties. It occurs in a person (more often in a teenager) due to uncertainty about the impression his behavior makes on other people (mostly unfamiliar or unfamiliar).

In our work, we relied on the following definition and believe that shyness is a personality trait that is formed under certain conditions of upbringing and is characterized by a lack of freedom of communication, the presence of inner constraint.

More than 85% of those who consider themselves shy did not hide that they are extremely concerned about themselves. This kind of self-focus can be both external and internal.

"External" introspection reflects a person’s concern about how he gives the impression: “What will they think of me?”, “How do they treat me?”, “How do I know if I like me?” demeanor "," I am worried about how I look "," I care about the opinion of others about me "," I often worry about my appearance. "

At "Internal" introspection consciousness is directed exclusively towards itself. This is not just focusing on oneself, but negatively colored egocentrism: “I’m a fool,” “I’m a freak,” etc.

Each own thought is examined under a powerful analytical microscope. “I constantly try to understand myself”, “I think a lot about myself”, “I often act as the hero of my fantasies”, “I am often critical of myself”, “I am sensitive to my mood changes”, “I am constantly analyzing the motives of my behavior ”.

Shyness is a personality trait that is formed under certain conditions of upbringing and is characterized by a lack of freedom of communication, the presence of inner constraint.

Shyness encompasses a wide range of psychological manifestations - from embarrassment that sometimes arises in the presence of other people, up to traumatic anxiety, completely violating anxiety, completely disrupting a person's life. Some people themselves prefer shyness as their lifestyle; for others, it is a harsh sentence with no hope of pardon.

Most of the shy ones belong to the middle level; they are those who feel fear and uneasiness when faced with certain circumstances, certain types of people. Their confusion is so intense that it disrupts their lives and behavior, making it difficult or impossible to say what you think or do what you want.

Chronically shy people, they are terrified every time they need to do something in public, and they are so helpless in this state that the only way out for them is to run away and hide. Such manifestations of extreme shyness are characteristic not only of young people, but also of adults. They do not go away with age. In the worst case, shyness takes the form of neurosis - paralysis of consciousness, which is expressed in depression and sometimes can lead to suicide.

There are positive aspects to shyness as well. Shy people do not offend others, they are reserved, modest, balanced. A person can afford to be more picky about personal contacts.

Shyness makes it possible to distance yourself, observe, so that you can behave prudently later.

Based on this, shyness is a feature characteristic of so many people, both children and adults. Perhaps it can even be called the most common reason that complicates communication.

Shyness can be a mental illness that cripples a person no less than the most serious illness of the body. Its consequences can be depressing:

Shyness prevents you from meeting new people, making friends, and enjoying potential pleasant vacations;

It keeps a person from expressing their opinion and defending their rights;

Shyness prevents other people from positively evaluating personal worth;

She aggravates over-focus on herself and on her behavior;

Shyness makes it difficult to think clearly and communicate effectively;

Shyness tends to be accompanied by negative experiences of loneliness, anxiety, and depression.

Being shy means being afraid of people, especially those who, for some reason, pose an emotional threat: strangers because of the unknown and uncertainty.

Today in psychology there is a widespread point of view that shyness is the result of a reaction to the emotions of fear, which arises at a certain moment in the interaction of people with other people and is fixed.

Thus, researchers of shyness, in the process of observation, found the causes, forms of manifestation and forms of prevention of the negative consequences of shyness. Analysis of theoretical sources showed that, considering the concept of "shyness", psychologists of various directions are convinced that shyness is an individual personality trait. Since shyness is a very common phenomenon in life and, according to many authors, occurs in childhood, it is necessary to consider its manifestations in preschoolers.

When your toddler suddenly becomes fearful, shy, indecisive, and insecure, the situation creates anxiety and fear. To solve a problem, you need to know its psychological aspects. They will allow you to determine the optimal conditions for the correction of shyness in preschool children.

Features of shyness in preschoolers

Shyness is often considered a positive trait for a child. The kid is given the characteristics of restrained, balanced, modest. In fact, such a state of mind does not allow the child to be himself, to demonstrate his real character and characteristics. This negatively affects his condition, each time exacerbating the situation.

The behavior of a shy toddler causes confusion among people. Such a position of others affects the self-perception of the child, who is even more immersed in a state of timidity. It turns out a vicious circle. To instill confidence in himself, the baby spends a lot of energy, which also affects his condition.

The nature of the state

Shyness is a mental state that manifests itself in a person in the form of indecision, fearfulness, tension, stiffness and awkwardness. This condition is also often referred to as shyness or shyness.

Psychological research shows that shyness can be of two types:

  1. Discomfort from the presence of other people in the company.
  2. Inconvenience in front of oneself.

You should not take the phenomenon in question as an ordinary state with a slight negative connotation that can be ignored. Research in psychology shows that shyness is a difficult emotional condition that affects the entire human body.

Signs of shyness

It is possible to determine the presence of shyness in a preschool child by identifying the characteristic signs that accompany him in the process of communication for a long time.

  1. Lack of lightness, spontaneity and relaxedness, as well as unreasonable tension and impulsiveness in communication.
  2. Tightness, stiffness.
  3. Concentration on your personality.
  4. Fear of making a mistake.

Manifestations of timidity in the behavior of preschoolers:

  • glance sullenly, avoiding eye-to-eye contact;
  • silence, difficulty speaking;
  • poor play activity;
  • detachment from events that actually arouse interest;
  • quiet voice, whisper;
  • fidgeting in the chair;
  • slouching shoulders.

Situations causing shyness:

  • stay in the center of attention;
  • making a speech in front of people;
  • new furnishings;
  • communication with members of the opposite sex;
  • performing tasks / playing in a group of children.

Causes of over-modesty in children

There are two key reasons for the development of shyness:

  1. Low self-esteem, self-doubt.
  2. Lack of social skills.

A number of researchers add several more reasons that provoke the development of shyness. These include:

  • heredity;
  • internal mental contradictions;
  • natural reaction to violation of established boundaries of decency;
  • self-hypnosis;
  • weakness of the central nervous system;
  • the rapid development of society, abrupt technological changes in life;
  • the crisis of intrafamilial relations, defective families, the concentration of parents on the material aspects of upbringing;
  • features of temperament, nervous system;
  • excessive parental care, complete lack of participation in the life of the baby.

Age features

Shyness manifests itself from a very early age, when the baby begins to actively interact with the people around him.

The consequence of the development of shyness:

  1. Lack of joy in communication.
  2. Problems finding friends.
  3. Lack of communication support.
  4. Formation of complexes, development of phobias.
  5. Difficulties in the learning process.
  6. The impossibility of full realization in professional activity and personal life.

A number of researchers highlight in their works the positive effect of moderate shyness on child development. He is more protected from emotional overload, overexcitation of the nervous system as a result of communication. Timid children are protected from communication and contacts with strangers, their inner world is richer and better developed.

Shyness in adulthood is expressed in poise, restraint, respect for the personal space of other people.

Conditions for correcting child shyness

Parents, kindergarten teachers and psychologists should be involved in overcoming shyness in preschoolers.

To effectively correct shyness in children, 2 key conditions must be met:

  1. Gradually expand the circle of communication, forming and consolidating the necessary skills. It is important to work competently with the rest of the communication participants.
  2. With the help of an individual approach, you should strengthen the baby's self-confidence, taking into account the peculiarities of the child's personality.

Tips to follow to create these conditions:

  • constantly nourish the baby's self-confidence;
  • involve in various activities, gradually complicating the communicative component with other children;
  • to expand the circle of acquaintances - to be in new places, to visit, to invite acquaintances to his home.

Psychologists recommend correcting the shyness of preschoolers in a group in four stages:

  1. Creation of motivation for communication and mastering communication skills. To solve this problem, therapeutic sessions with the use of games, fairy tales, and relaxing exercises are excellent.
  2. Learning the skill of self-establishing contact. Relaxing exercises, group games, role plays, drawing are used here.
  3. Expanding the boundaries of the world of baby's emotions through a variety of games.
  4. Application of mastered communication skills in a creative environment. The problem is solved by free communication of children, group games of a creative nature with minimal intervention of adults.

External conditions for a four-stage corrective therapy:

  • frequency of classes: 1-2 times a week;
  • fixation of all behavioral changes in the preschooler in the classroom;
  • the duration of one lesson is no more than half an hour;
  • correction lasts 7 months;
  • optimal age: 4-6 months;
  • number of children in the group: 4-6.

The role of play therapy is to overcome uncertainty. Games can help to liberate oneself, overcome psychological barriers in communication with parents and peers, and expand behavioral variations in interaction.

To correct the behavior of very shy children in kindergarten, psychologists recommend the following games:

  1. Who is ahead. In the center of the room, chairs are placed in a circle. The number of chairs is one less than the number of children playing. The essence of the game is simple - children start walking around the chairs. At a signal, they sit on them. When seating, do not push. The kid who did not have time to sit down receives a penalty point. Several rounds are held. The teacher each time explains that the kid who has remained standing does not sit down because of his politeness and good manners. This approach allows you to keep the interest and motivation of children in the game, they lose their insecurity and fear.
  2. Search for similarities. Children alternately throw a ball or toy to each other. A kid throwing a ball to a neighbor must have time to say the similarities connecting him with the receiving neighbor. The goal of the game is to build a team, develop the habit of freely communicating in a group.
  3. Dinosaurs. Children depict dinosaurs. The game removes stiffness and removes fears when addressing the audience.
  4. Roar of lions. The teacher tells the children to imagine themselves as lions. At the signal: "Roar, lion, roar!", The children should growl. The main thing is that the roar is as loud as possible. The game allows you to help very shy children to overcome stiffness, isolation, indecision.

Puppet therapy plays a significant role in the effectiveness of eliminating shyness in preschoolers. At the first stages of correction, the doll replaces the children. With her, the baby plays elements of communication and learns communication skills. A positive, trusting attitude towards toys allows you to overcome the psychological barriers of the baby. Puclotherapy allows you to solve a whole range of problems:

  • expand the options for the baby's communicative self-expression;
  • to strengthen the stability and regulation of the mental state;
  • design a child-parent relationship system.

Psychologists' advice to parents when dealing with very shy children:

  1. Active communication on a parity, equal, respectful basis. Parents praise their children for their playful and educational interest. In the process of communication, inaccuracies or mistakes are "not noticed". Kids perceive themselves to be independent, able to solve their problems through communication.
  2. Formation of warm, trusting and safe relationships between children and parents, through the active participation of parents in the life of the kids (conversations, games, walks).
  3. To improve self-esteem - to build the activities of children with their frequent success in activities.
  4. Do not compare with other children, do not reproach or shame.
  5. In communication, do not undermine the authority of important people (grandparents, educator, other parent).
  6. Show educational consistency in rewards and prohibitions.
  7. The most frequent pastime together.

The modern technological environment, the Internet, has a significant impact on the development of shyness. A person from birth is in contact with numerous gadgets. Communication and interaction with the world are resolved remotely, without direct contact. All this leads to a person's unpreparedness for real interaction with the world. The psyche reacts to this insecurity with shyness.

To overcome the problem, parents must restrict their babies from contact with technological devices and modern means of communication. It is necessary to form social skills of interaction and communication. And this happens while playing with parents, reading books with grandmother, playing with peers in the gazebo.

Course work
Psychological conditions for overcoming shyness in older preschool age

INTRODUCTION …………………………………………………………………… .3
CHAPTER 1. Theoretical foundations of studying shyness in older preschool children ... …………………………………………………………………………………………………………………………………………………………………………………………………………….
1.1. The concept of shyness in modern psychology ……………. .….5
1.2. Reasons and factors for the formation of shyness ... ... ... ... ... ... ... .9
1.3. Manifestations of shyness in older preschoolers ... ... ... ..... .... 12
Chapter Conclusions ……………………………………………. ………………. eighteen
CHAPTER 2. The content of empirical work on the study of overcoming shyness in older preschool age …………………………… ... 20
2.1. Diagnosis of shyness in older preschoolers ..................... 20
2.2. Games and exercises to overcome shyness ... ... ... ... ... ... 25
2.3 Tips for parents of a shy preschooler ……………… .......... 31
Chapter Conclusions ………………………………………. ………. ……….….… 36
CONCLUSION ………………………………………………… …………… .37
REFERENCES ………………………………………………… …………… ... 39
APPENDIX ………………………………………………………………… .41

INTRODUCTION
The relevance of the study is due to the fact that the problem of shyness goes back to childhood and prevents children from enjoying communication with peers, finding friends and receiving their support. They try to be invisible, not to take the initiative, and most importantly, they do not feel like full-fledged people because of all kinds of complexes.
Shyness can manifest itself in a child from a very early age. From the point of view of psychology, this is a complex phenomenon, which is based on many personality problems and characteristics. But on the outer level, shyness is mainly manifested in communication. It is difficult for a child to communicate with others, to be in the center of a company, to talk when a large number of people are listening, to speak in front of others. The very thought that now he will attract attention to himself is unpleasant to him.
The shyness of a child in the process of upbringing and education, on the one hand, can serve as an obstacle to the high-quality assimilation of the material: shyness, being a high emotional stress, blocks various thought processes, negatively affects memory. On the other hand, shyness damages the psycho-emotional health of the child: for a shy child, speaking in front of a group is stress, which, in turn, can lead to fears in the child.
It is necessary to start taking measures as early as possible to prevent the development of shyness in children. Methods of dealing with shyness depend, first of all, on the degree of manifestation of it in a child and are different in a particular case.
The theoretical substantiation of the problem of shyness is considered in the works of F. Zimbardo, Bruno and D. Brett, Russian psychologists L.I. Bozovic, I.S. Cohn, A.A. Reana, A.B. Belousova, I.V. Dubrovina, I. Zimina, N.V. Klyueva, B.D. Elkonin and others, but despite this, the question remains relevant. Therefore, we have chosen this topic.
Topic: "Psychological conditions for overcoming shyness in senior preschool age."
Purpose of the research: to theoretically substantiate, in the process of empirical work, to test the phenomenon of the formation of shyness in older preschool children.
Research object: the phenomenon of shyness.
Subject of research: psychological characteristics of shyness correction in older preschool children.
Tasks:

    Examine the theoretical aspects of shyness in preschoolers.
    Consider manifestations of shyness in older preschoolers.
    Analyze the diagnostic tools for studying shyness.
    Explore ways to prevent and deal with shyness.
Work structure. The work consists of an introduction, 2 chapters, a conclusion, a list of references and an appendix.

CHAPTER 1. Theoretical foundations of the study of shyness in older preschool children
1.1. The concept of shyness in modern psychology
Shyness is one of the most common and difficult problems. There are several approaches to this problem in psychology. Trait researchers are convinced that shyness is an inherited personality trait. The modern version of the theory of innate shyness belongs to R. Cattell. According to this theory, shy people (type H-) are born with a more sensitive nervous system than carriers of H +. This increased sensitivity leads to the fact that the person tends to avoid conflicts and threatening situations. R. Kettel believes that since the H-traits are innate, then no events that make up a person's experience can change them. R. Cattell considers shyness as a biologically determined trait associated with the excitability of the nervous system. He believes that shy people are distinguished by a special sensitivity and high excitability of the nervous system, which is especially vulnerable to social stress.
Behaviorists believe that a person is a product of what he has learned. He internalizes those actions that are rewarding and refrains from those that entail negative consequences. According to this theory, shyness is an acquired fear response to social stimuli. It can arise for the following reasons:
- negative experience of communicating with people in certain situations, based either on their own direct contacts or on observing others;
- lack of adequate communication skills;
- premonitions of inadequacy of their own behavior, and - as a consequence - constant anxiety about their actions;
- self-humiliation due to its inadequacy.
Psychoanalytic approaches to shyness operate with scenarios of collisions of internal forces in terms of defense mechanisms, aggression, and regrouping of forces. Shyness is seen as a symptom. It represents a reaction to the unmet primary needs of the id. D. Kaplan considers shyness in part as a result of the orientation of the ego towards itself (the so-called narcissism).
The traumatic effect of some events on a shy person is determined by the displacement of the "great danger" from the sphere of life where this danger really exists. Fear, embodied in the symptoms of shyness, namely, to be rejected, also correlates with some events in which it can be embodied in a more mitigated form than in connection with a real danger in some other area of ​​a person's life. Other authors focus on the processes of the child's psychological separation from the mother and the formation of a sense of his own individuality. If such isolation is carried out prematurely, then in the future it is possible for a person to form fear of the uncertainty of life situations. This kind of fear is the hallmark of deeply shy people. It should be noted here that psychoanalytic reasoning about the occurrence of shyness is based on examples of pathological shyness.
In Russian psychology, shyness and shame were not fundamentally separated from each other. So, for example, I.A. Sikorsky, considering higher mental states, singled out shame as follows: “The main movements and gestures arising from shame are as follows:

    In the desire to hide the face, covering it with your hands or lowering it down or to the side.
    In the desire to hide entirely - to fall through the ground.
    The eyes of a bashful person are directed to the side, or undergo restless movement in order to avoid human gaze.
    Silence, reaching the impossibility of opening the mouth, as well as involuntary restraint, movements are performed quietly, noiselessly, furtively. "
K. Izard in his monograph on human emotions, among the nine fundamental emotions, distinguishes and examines in detail shame and shyness. However, he does not distinguish between these concepts, and this creates great difficulties in the correct understanding of the statistical data and theoretical reasoning given by him. K. Izard emphasizes that situations that cause shame are different for different people. A common feature of situations that induce shame is the presence of arousal and pleasure in them. At the same time, shame at the theoretical level is viewed as an emotion, and shyness as a personality trait. It is emphasized that fear, guilt, shame and shyness play an important role in human relations, in the processes of socialization and personality development.
According to V. N. Kunitsyna's definition, shyness is a personality trait that occurs in a person who constantly experiences difficulties in certain situations of interpersonal informal communication; manifests itself in a state of neuropsychic tension and is characterized by various disorders of vegetation, psychomotor, speech activity, emotional, volitional, mental processes and a number of specific changes in self-awareness. Shyness is most closely related to shame, an emotion that arises in situations that produce social anxiety and has a variety of characteristic manifestations. On a psychological level, shame can be triggered by a situation that focuses attention on the "I" or on some aspect of the "I" that turns out to be "inappropriate." Any experience that creates in a person a sense of inappropriate self-disclosure can cause shame. In addition to heightened self-awareness and specific features of self-perception, shame is accompanied by a temporary inability to think logically and effectively, and often a feeling of failure, defeat, affects the sphere of thought processes. Shame usually occurs in the presence of other people, but it can also arise in solitude.
Shyness as a separate, independent personality trait has practically not been studied in Russian psychology, with the exception of a few works. I.S. Cohn defines shyness as "an accentuated self-awareness, an individual's heightened concern about his self and how others perceive it." In particular, I.S. Cohn pays great attention to the problems of adolescence. This period is characterized by the intensive formation of self-awareness, the image of "I" against the background of serious changes in psychosomatic functions: interest in their changing external appearance, inner world increases, anxiety and emotional excitability increase. It is in adolescence that shyness is most likely to form as a personality trait; the basis for the consolidation of the corresponding behavioral reactions can be characteristic of this period, some instability of the image of "I", self-doubt. Increased emotional instability increases the need for intimate, confidential communication, but is blocked by shyness (a person does not dare to talk about his experiences out of a sense of false shame or fear that he will be misunderstood). Difficulties of a communicative nature are manifested in adolescence especially sharply and leave an imprint on the subsequent development of the personality.
Despite different interpretations of shyness by different authors, there are a number of common points to understanding its nature. This is the connection of shyness with self-awareness and self-esteem, the emotional experience of shyness and the emergence of difficulties in the process of communication.

1.2. Reasons and factors for the formation of shyness
It is customary to highlight the natural and social factors that form shyness. Natural factors include temperament due to the type of nervous system. The overwhelming majority of shy people are of the melancholic and phlegmatic type. However, there are also shy choleric and sanguine people.
Social factors include the type of family education.
There is a very close connection between the type of child's upbringing and the characteristics of mental development. The most common manifestations of improper parenting:
Indirectness. There is no emotional contact between parents and children. The child is shod, dressed and fed, but his parents are not interested in his soul. As a result of such upbringing, you can raise either an aggressive child, or downtrodden, or timid.
Hyper-care. Parents bring up the child too "correctly", they program his every step. The child is forced to chronically restrain his impulses and desires. A child can protest against such a situation that results in aggressiveness, or can submit, becomes withdrawn, fenced off, and ultimately shy.
Anxious and suspicious type of upbringing. They tremble over the child, take care of them beyond measure, and this is fertile ground for the development of indecision, timidity, painful self-doubt.
As a result of the distortion of family upbringing, as a rule, children grow up with emotional disorders of the polar types - aggressive and shy.

- the order of the birth of children in the family;
- shyness of parents.
Studies show that “first” (that is, the first-born) children are more in need of support and have lower self-esteem than later children.
"Second" children learn more effectively interpersonal skills (the ability to negotiate, gain favor with oneself, persuade, find a compromise, etc.). Shy parents are more likely to have shy children.
A complex of behavioral symptoms that characterize shy ones can be distinguished:

    locomotion, which reflects the struggle between two opposite tendencies of approaching - moving away;
    emotional discomfort experienced when communicating with strangers;
    fear of any public speaking; 4) selectivity in contacts with people.
    The reasons for shyness are as varied as their definitions.
The main source of shyness is fear of people. The foundation of shyness, of course, is laid in childhood. Its appearance largely depends on the upbringing of parents, educational institutions and the social environment. True, there are also people who, being not shy, suddenly become shy under the influence of any events.
Shyness should be viewed as a process, as a state and as a personality trait. Shyness as a process manifests itself in different ways in people depending on age and profession, can increase and decrease under the influence of personal influences, has temporal characteristics and a certain intensity. It can be represented as a continuum, at one end of which there will be very shy people who suffer from the inability to be free and relaxed in communication (personal shyness), and at the other end there will be shy people (free in communication), extremely rarely experiencing embarrassment, tension in situations public speaking, dating. Between these poles is a group of situationally shy.
Under the influence of social conditions, experience of communication, upbringing and self-education, a "rearrangement" of the components of this process can occur: the unashamed one, acquiring complexes, becomes shy, and the shy one, having adapted incorrectly, goes into the group of shameless ones.
As a state of shyness, it is accompanied by disorders of the autonomic and psychomotor spheres, speech activity, emotional-volitional, mental processes, a number of specific changes in self-awareness that characterize the general state of neuropsychic tension.
As a personality trait, it is associated with the experience of psychological discomfort, stable difficulties in establishing contacts, decreased adaptability and self-esteem, and increased sensitivity in contacts. It is often included in the syndrome of personality traits that reduce contact (autism, alienation, introversion, feelings of loneliness) and communication success (excessive sensitivity, anxiety, reflexivity).
Shyness can be a temporary manifestation (age-related and situational shyness) and a permanent personality trait. Age-related (adolescent and adolescent) shyness occurs during the period of active assimilation of social experience, new social roles, the formation of a gender position, and an increase in the subjective significance of communication with representatives of the opposite sex. Significant internal instability during puberty, together with the need to actively master social roles, leads to a decrease in self-confidence, the appearance of indecision, stiffness, and increased self-control. Age-related and situational shyness should be considered as social shyness, since various social factors can be the causes of its occurrence. It lends itself to correction until it is completely overcome under a favorable set of circumstances: a successful marriage, professional success, physical and neuropsychic health, and personal needs. Personal shyness usually has both a biological predisposition and adverse social influences in its genesis.
The category of shy people is not homogeneous. It includes especially shy (experiencing tension, awkwardness, lack of freedom in most social situations; the only exceptions are situations of communication with relatives, relatives, friends or well-known business partners); adapted shy (those who have developed individual methods of self-regulation and relieving tension and in many situations that previously caused tension, copes with difficulties satisfactorily) and - according to a number of signs (isolation, low self-esteem, autism) - those people who are more correctly classified as “ pseudo-stasis ".
Thus, the phenomenon of shyness is extremely widespread and causes concern among shy people, the difficulties they face in communication and, as a result, the occurrence of such negative consequences as neuroticism, alcoholism and drug addiction.

1.3. Shyness in older preschoolers
As a rule, shyness manifests itself in childhood. Many parents face the shyness of their children when they go to visit or visit their house. The child is shy, snuggles up to his mother, does not answer questions from adults. Sometimes children are embarrassed to approach a group of playing peers, do not dare to join their game. This is one set of situations in which childhood shyness is manifested. In fact, there are many more such situations and they often end up in kindergarten, where the child has to communicate with different teachers, answer in class, and perform at holidays. In these situations, the child cannot find protection from the mother, and is forced to cope with his problem himself.
Observations show that shyness that occurs in early childhood usually persists throughout primary school age. But it is especially clearly manifested in the fifth year of life. It is at this age that children develop a need for respectful attitude towards them on the part of an adult.
Complaints about shyness, shyness of preschool children arise even in connection with their preparation for school, that is, at about 6 years old. A low level of communication development, isolation, difficulties in contacts with other people - both adults and peers - prevent the child from joining in collective activities, becoming a full member of a group in kindergarten or in a school class. The child reacts sharply to comments, takes offense at a joke, irony addressed to him, during this period he especially needs the praise and approval of an adult.
Adults need to be especially careful and considerate towards a shy child. Helping the child overcome shyness, form the necessary ways of communication in him: to involve him in joint games and collective activities is the common task of the educator and parents. However, in senior preschool, it may be too late to start. Only adults can help a shy child, and the sooner they start doing this, the better.

- emotional discomfort that a child experiences when meeting and communicating with strangers, and sometimes with strangers adults (low voice, inability to look directly in the eyes, silence, stuttering, incoherent speech, posing);
- fear of responsible actions (avoiding responsible actions, avoiding the situation);
- selectivity in contact with people, preference for communication with close and familiar adults and refusal or difficulty in communicating with strangers.
It is not difficult to notice the manifestation of shyness in a child. Shyness as a stable characterological feature appears in a child's behavior early enough. For a child who does not attend a kindergarten or nursery, it is still premature to talk about shyness as an established quality. At this stage, such prerequisites are sometimes noted as anxiety, emotional instability, tearfulness, a general decreased mood background, a deterioration in appetite and sleep disturbance due to some changes in the usual routine of life - moving to a dacha, a trip to visit, etc. ...
As a rule, shyness is most pronounced in those activities that are new to the child. He feels insecure, hesitates to show his ineptitude, he is afraid to admit it, to ask for help. A shy child does not know how and does not dare to make contacts with others, especially unfamiliar and unfamiliar people. Even among well-known acquaintances, he is lost, with difficulty answering the questions of adults (with the exception of close relatives, to whom he is usually very attached). In a children's institution, such a child adapts extremely slowly, with great difficulty. He cannot ask the teacher a question, even the most necessary one. As a result, he gets into trouble more often than other children. A deeply shy child loses his individuality, he tries to get lost in the crowd.
The position of such a child among his peers is very unenviable. Without taking advantage of the sympathy of other children, without coming into contact with them, he is doomed to isolation, loneliness. At best, children do not notice him, indifferently remove him, at worst they treat him derisively and rudely. A weak, defenseless, shy child is not only unable to give back to the offender, but cannot even complain, as he is shackled by shyness and fear of the offender's revenge.
The vulnerability of such children is a direct result of their vulnerability, impressionability and lack of necessary communication skills. Their feeling of lack of confidence in themselves and their actions is, moreover, associated with increased sensitivity to assessments of any kind, ridicule. Insufficient communication experience does not allow the child to understand the reasons for this or that attitude towards himself on the part of other people. He does not know why he likes or dislikes him, but habitually generalizes his life experience.
An important feature of shy children is a tendency to an internal way of expressing emotions, restraint in their external manifestations. Such children almost never laugh or cry out loud, do not rush away in fear (for example, from a dog), but, numb, remain in place. Even their rare pranks are distinguished by their shyness and naivety, they do not make noise, do not jump, rarely do anything illegal. Shy children feel and understand more than they can express, they accumulate more information, knowledge and skills than they use in real life.
Due to the fact that children of this kind are very vulnerable, they should be treated especially gently. Raising the voice, shouting, prodding, pulling, frequent prohibitions, reprimands and punishments can lead to neurotic disorders in the child.
Although shyness can be detected literally “at first sight,” parents often underestimate it. Many of them do not understand that shyness is a certain violation of the behavior and, moreover, the personal development of the child. They consider this particular option to be the norm, and the more active and direct behavior that they see in other children is attributed to a manifestation of bad manners or immodesty. Usually they are happy with their child, considering his shyness to be a positive quality. Such parents do not distinguish between modesty and shyness, which are not really the same thing. If modesty is truly a positive quality, then shyness based on complete self-doubt is a flaw that leads to many unpleasant consequences in the development of personality.
Vulnerable in the shy child is the area of ​​\ u200b \ u200bthe feelings. He is not inclined to the vivid manifestation of his emotions, and when the need arises for this, he is shy and withdrawn into himself. The child simultaneously experiences the desire to behave at ease and the fear of spontaneous expression of feelings.
A shy child is characterized by the desire to protect the space of his personality from outside interference. He seeks to withdraw into himself, to dissolve among others, to become invisible, the very thought that now he will attract attention to himself is unpleasant for him.
Some people think that shyness is more characteristic of girls, but this is far from the case. At different stages of developmental age, 20-25% of boys suffer from shyness - about the same as girls.
Thus, the main difficulties in communication of a shy child with other people lie in the sphere of his attitude towards him of other people.
Traditionally, it is believed that shy children have low self-esteem (a person's assessment of their own, psychological qualities and behavior, achievements and failures, merits and demerits), that they think badly of themselves. However, this is not quite true. As a rule, a shy child considers himself to be very good, the best, that is, his attitude towards himself as a person is the most positive. His problem is different. It seems to him that others treat him worse than he treats himself. As a shy child gets older, there is a tendency to a gap in self-assessment and other people. Children continue to value themselves highly, but from the point of view of adult parents and educators, their assessment is getting lower.
Doubt in the positive attitude of other people to oneself introduces disharmony in the child's self-awareness, makes him suffer from doubts about the value of his I. An innate sensitivity to social influences contributes to the formation of a special type of personality of a shy child. Its peculiarity lies in the fact that everything that the child does is checked through the attitude of others. Anxiety about his Self often overshadows the content of his activity. The child is focused not so much on what he is doing, but on how adults will evaluate him: personal motives always act as the main ones for him, overshadowing both cognitive and business ones, which makes it difficult for both the activity itself and communication.
Despite the fact that you can "grow" out of shyness, you shouldn't hope and passively wait, and not everyone gets rid of shyness as they grow up. But even if positive changes have occurred, an unpleasant aftertaste from past failures and acute experiences remains in the memory of these people.
If you prevent the development of shyness in older preschool age, then for children this problem will not become a mental illness in primary school and adolescence.

Chapter Conclusions
Shyness is one of the most common and difficult problems. There are several approaches to this problem in psychology.
Despite different interpretations of shyness by different authors, there are a number of common points to understanding its nature. This is the connection of shyness with self-awareness and self-esteem, the emotional experience of shyness and the emergence of difficulties in the process of communication.
It is customary to highlight the natural and social factors that form shyness.
The following factors are essential for the formation of shyness:
- the order of the birth of children in the family;
- system of upbringing in the family;
- shyness of parents.
The main source of shyness is fear of people. The foundation of shyness, of course, is laid in childhood.
Shyness should be viewed as a process, as a state and as a personality trait.
The phenomenon of shyness is extremely widespread and causes concern among shy people, the difficulties they face in communication and, as a result, the occurrence of such negative consequences as neuroticism, alcoholism and drug addiction.
Observations show that shyness that occurs in early childhood usually persists throughout senior preschool and primary school age.
Criteria for shyness in older preschool children:
- emotional discomfort that a child experiences when meeting and communicating with strangers, and sometimes with strangers adults (low voice, inability to look directly in the eyes, silence, stuttering, incoherent speech, posing);
- fear of responsible actions (avoiding responsible actions, avoiding the situation);
- selectivity in contact with people, preference for communication with close and familiar adults and refusal or difficulty in communicating with strangers.
If you prevent the development of shyness in older preschool age, then for children this problem will not become a mental illness in younger and adolescent years.

CHAPTER 2. Practical recommendations for overcoming shyness in older preschool age
2.1. Diagnosis of shyness in older preschoolers
Psychologists A.B. Belousova, I. V. Dubrovina, I. Zimina, N.V. Klyuev, B.D. Elkonin et al. Believe that in order to effectively correct shyness, it is necessary to observe the principle of the unity of diagnosis and correction, as one of the principles of psychocorrectional work.
This principle reflects the integrity of the process of providing psychological assistance as a special type of practical activity of a psychologist. Considered in detail in the works of D.B. Elkonina, I.V. Dubrovina and others, this principle is fundamental to all correctional work, since the effectiveness of correctional work is 90% dependent on the complexity, thoroughness and depth of the previous diagnostic work.
The named principle is implemented in two aspects:
First, the beginning of the implementation of correctional work must necessarily be preceded by the stage of targeted complex diagnostic examination, on the basis of which an initial conclusion is drawn up, and the goals and objectives of correctional and developmental work are formulated.
Effective remedial work can only be built on the basis of a thorough preliminary psychological examination. At the same time, "the most accurate, deep diagnostic data are meaningless if they are not accompanied by a well-thought-out system of psychological and pedagogical corrective measures."
Secondly, the implementation of the psychological developmental activity of a psychologist requires constant monitoring of the dynamics of changes in personality, behavior, activity, dynamics of the client's emotional states, his feelings and experiences in the process of correctional work.
Such control allows you to make the necessary adjustments to the tasks of the program itself, to change and supplement in time the methods and means of psychological influence on the child. Thus, the control of the dynamics of the course of the effectiveness of correction, in turn, requires the implementation of diagnostic procedures that permeate the entire process of correctional work and provide the psychologist with the necessary information and feedback.
According to some studies, shyness is closely related to an indicator such as anxiety. In this regard, the projective method “The animals came to drink” is used.
Description of the technique:
The subjects are divided into groups of five to six people. They are invited to come up with a story, the beginning of which is given: "The animals came to the watering hole and ...". Everyone comes up with one proposal at a time, without consulting each other. Next, it is proposed to stage their story for each group. After that, the subjects tell how they felt, and
etc.................

Shyness is quite common among children and adults and is fraught with many problems. Shy children are often immersed in themselves, not decisive, shy in communicating with adults and peers, acutely experiencing situations when they are in the spotlight, are characterized by special suspiciousness and anxiety, as a rule, they have a high level of anxiety. After analyzing the content of the concept "shyness" , we can conclude that the problem of shyness is one of the urgent problems in psychological and pedagogical science. The main difficulties in communication of a shy child with other people lie in the sphere of his attitude towards himself and the attitude of other people towards him.

In domestic and foreign psychology, the issues of the personal development of the child have always been and are still being paid great attention. And the personality, as you know, is formed in communication. The child is in a state of constant interaction with the world. He builds his relationships with the people around him, learns something new from them, imitates them, communicates with them. The level of comfort and, or, on the contrary, the uncomfortableness of a child's existence in a constantly changing world depends on the ability to find contact not only by adults, but also by peers, to build interpersonal relationships.

Shyness, on the other hand, is one of the most difficult and most common problems in interpersonal relations, which naturally leaves an imprint on personality development. According to researchers - F. Zimbardr, L. N. Galiguzov, M. I. Lisin. Studying the phenomenon of shyness, shy people experience many problems in the field of communication: it is difficult for them to get to know each other, it is not easy for them to express their opinion, they experience negative emotions in the course of communication, are overly restrained, do not know how to show themselves, it is bad "Understand" in the presence of other people, overly self-centered.

Shy children tend to behave quietly and calmly, prefer quiet games, often alone. Shy kids (mostly girls) they are reluctant to come into contact, they are shy, in contact with adults they try to avoid meeting the interlocutor with their eyes. In games and other types of activity, as a rule, they take minor roles or do not take part at all. They show sensitivity to assessments of any kind, stiffness in movements, usually sit quietly and do their own thing. Shy children rarely do anything inappropriate, are shy, do not show initiative, are constantly focused on evaluating their actions. As a rule, they show constraint in a new situation, rarely perform at holidays, when speaking they often get lost, forget words, tend to be invisible in a group of peers.

Relations with other people develop most intensively precisely in preschool age. The first experience of such a relationship becomes the foundation on which the further development of the individual is built. The subsequent path of his personal and social development, which means his future fate, largely depends on how the relationship in the kindergarten group will develop.

How can you help children overcome or soften shyness? Is it possible to involve overly shy children in the collective activities of their peers, in exciting games? How to do it?

Only adults can help a child cope with unwanted manifestations that restrain his behavior. It should be said that this work requires caution, tact, and of course time. It is very important to show trust and respect for the baby, instill in him confidence in his own strength.

Such a child needs to be more often involved in various assignments. Often the baby refuses assignments not because he does not want to fulfill, but because he is embarrassed, for example, to go, ask, find out, take, ask, etc. In this case, a shy child must be attached to one of his benevolent peers or adults. Thus, the children carry out assignments together, but at the same time a shy child will certainly experience the joy of completing the assignment. A shy child paired with a partner in play, household, work activities, as it were, borrows the methods of communication from a partner, is less timid and shy than in a large communication group.

An effective method of introducing a shy child to collective activities is to include them in joint activities with younger children. Young children are delighted with the attention that older children show to them.

A shy, older child acts as patrons, and this has a beneficial effect on his awareness of his "I am" ... He finds himself in the position of an elder, teaching and helping, a shy child, not only with a desire to take care of the younger, but also receives satisfaction from communicating with the baby, but also shows many communication skills - he can start a conversation, play, offer to do something that in communication with peers, he cannot show.

Thus, the main principle that should be adhered to in working with shy children is to change the attitude towards others, to include it in the system of positive relations in the group.

  • At this stage, it is supposed to use different versions of correctional games-dramatizations (psychodramas) and plot sketches, which enable preschoolers with behavioral problems to "reincarnate" into heroes with opposite character traits - shy, feel decisive, aggressive - friendly, impulsive - restrained. At the same time, games of this kind make it possible to simulate the most difficult situations for preschoolers with negative symptomatology in a playful way, to develop the skills of communication and interaction in difficult situations for them.

Liberating games to overcome

childish shyness

"Guess the emotion"

Here, almost the most important thing is to properly motivate the need for the game. The fact is that the children in question are usually shy of their face. And even more so they are ashamed to grimace in public. And this exercise will be perceived by them as antics. Therefore, you must take an active role and set an example for the child. In addition, since shy children are usually happy to be in the role of artists (of course, when they are convinced that they can do it), you can imagine mimic, pantomimic, etc. exercise as a useful acting training. Play together first. Then, when he is already able to easily cope with tasks, involve his friends in the game. The rules of the game are very simple: the presenter shows some emotion by mimicry, and the players name it and try to reproduce it. Whoever does it first gets a point. Start with easily guessed emotions: surprise, fear, joy, anger, sadness. They should be shown exaggerated, even caricatured. Gradually expand the range of feelings, introduce different shades of emotions (say, irritation, resentment, anger, rage). Older children can be given the task not only to guess the emotion, but also to play a small scene impromptu (either in dolls or "in a live plan") with the appropriate plot.

"Live illustration"

The poems by A. Barto are ideal for this game. She has a lot of poetic genre sketches, accurately conveying a variety of childhood experiences and colored with a gentle humor, which often turns out to be more curative for nervous children than any medicine. One player reads a poem, and the other with facial expressions and gestures illustrates the described events and emotions. Teach your child to gradually capture and convey subtle nuances of feelings. Barto's poems provide a wealth of material for this. For kids, rhymes like "Bear", "Bull", "Ball" are more suitable. For older children - "Resentment", "Lyubochka", "Sonechka", "On the way to class" and many others.

If there are several players (and, I repeat, your goal is to gradually remove the shy child from the closed world of the family), then an element of competition can be introduced. Have the facilitator evaluate the performances and reward the winners. But, naturally, an adult should not forget about the main goal of the game and encourage a shy child even if he is not up to par. Your task in this case is psychocorrection, not the establishment of justice.

"Witch"

The sorcerer casts a spell on one of the participants in the game so that he loses the ability to speak. The child will taste all the questions with gestures. With the help of the questions asked, he tries to tell the story of how he was bewitched. Other children should retell what the "bewitched" one is showing.

"Tell poetry with your hands"

The child tries without words, with the help of pantomime, to tell the well-known poem or fairy tale. The rest of the children try to understand what he is saying.

"Fairy tale"

The child is invited to come up with a fairy tale about a person whose name is the same as his. This exercise contributes not only to a better self-awareness, but to the development of the ability to speak about oneself without hesitation.

"What I am, what I wanted to be"

The child is asked to draw himself twice. The first picture is as it is now. On the second - what he would like to be.

"Draw an animal"

This game is used by many professionals. Children are asked to show various animals and birds in a pantomime way. It is important to consider two points here. Firstly, we must try to create an atmosphere of unrestrained fun, so that each performance is met with bursts of laughter and applause, and secondly, not to give too difficult tasks. Try every time to first imagine: how would you yourself depict this or that animal? (For example, can you portray an armadillo or a hippopotamus in a similar way?) Try to choose animals with striking distinctive features and easily recognizable habits. Be sure to discuss later with the children what character the shown animal has. Shy children have difficulty communicating with others. And the inability to correctly express your feelings, constraint and awkwardness play an important role here. Some psychologists claim that the child remains a non-verbal creature almost until school. Those. he mostly communicates not at the verbal level, but at the level of facial expressions and gestures. True, I think that this is somewhat exaggerated, but, of course, facial expressions and gestures are very important for full-fledged communication. It is believed that children with low-expressive, "immobile" faces lose at least 10-15% of information when communicating. They do not fully grasp what is communicated to them at a non-verbal level, and often misjudge the attitude of others towards themselves. So, pantomimic games will help your child not only free up, but also better understand other people.

"We won't tell where we were, but we will show what we did"

The purpose of this common children's game is to show any action without words. If there are a lot of guys, you can split into two teams. One shows, the other guesses. Then they switch places.

"Pantomimic scenes"

The presenter briefly outlines the situation, and the child (or several children who have assigned roles to each other) depict it in pantomime. Situations should be simple and emotionally charged. For example:

The boy is skating. Falls down. He wants to cry, but restrains himself, remembering that a boy should be courageous, and even smiles. Although with difficulty.

The child notices the fruit on the plate. She carefully looks around to see if his mother sees him, otherwise she will be angry, because his mother allows him to eat fruit only after dinner. He puts a piece of fruit in his mouth and grimaces - it turns out that there was a lemon on the plate. (Play mom, then switch roles with your baby. The more roles a shy toddler plays, the better).

The brawler swings at another child. At first, he is frightened, wants to run away, but then gathers his courage and gives him back. The brawler is crying.

The child goes out into the yard and sees children playing. At first, he does not dare to approach them, but then he nevertheless approaches and introduces himself (without words, only with gestures).

The girl walks through the forest, picks mushrooms, looks at the trees, admires the beautiful flowers. Then he almost steps into the anthill. Shakes off the ants crawling on the leg. Ouch! The ant bit her. Painfully! (You can invite the child to continue this story himself).

"Conversation with a deaf grandmother" "(A version of the game proposed by MI Chistyakova)

The child is talking to a deaf grandmother. She speaks, and he explains to her with gestures, because the grandmother hears nothing. Naturally, playing with school-age children should be more complicated and colored with humor. For example, it is enough for a four-year-old to show where the grandmother's glasses are, while a third-grader is already able to depict with gestures both the glasses themselves and the fact that they broke, as someone inadvertently sat on them. In this game, as in the previous one, there can be a great variety of options. It all depends on your collective imagination.

To help you tune in to the right wave, here is a small fragment of such a game:

Grandmother opens the door for her grandson.

Grandma: Where have you been, mischief-maker?

The grandson shows with gestures that he played football.

Grandma: Well, how's your mood?

The grandson raises his thumb up - they say, great.

Grandma: Why are you limping?

The grandson waves his hand: say, trifles, do not pay attention.

Grandma: No, after all ... Have you fallen?

The grandson shows without words how he caught the ball and fell, breaking his knee. He was in pain, but he didn't show it.

The simplest technique for creating comic situations is if the grandson asks his grandmother about something with gestures, but she understands him incorrectly and does the wrong thing. Here, of course, a lot depends on the resourcefulness and artistry of an adult. Remember: the more humor there is in the game, the sooner your child will relax and unwind.

"Through the glass" (game proposed by N. Kukhtina)

Imagine that you are communicating with someone through soundproof glass and must convey a message without words, pantomime. For example: “You forgot to put on a hat, but it's very cold outside”, “Let's go swimming, the water is warm today”, “Bring a glass of water, I'm thirsty”, etc. You can guess the message and get points for it, or, on the contrary, you can complete the leader's task. In this case, he must assess whether the meaning of his words is conveyed correctly by gestures. Like other similar games, this one, among other things, develops intelligence.

"Different gait" (exercise suggested by V. Levy)

Invite a shy boy or girl to be like:

The kid who recently got up on his feet and is taking his first steps,

Deep old man,

Drunk, lion,

Gorilla,

Artist on stage.

Games to help shy child learn

defend one's opinion

« Mischievous double "

The presenter agrees with the children that they repeat all of his gestures, except for one, instead of which they make their own, also a predetermined gesture (for example, when he jumps, they will have to sit down). Anyone who makes a mistake is out of the game.

With children 6-7 years old, you can, firstly, increase the number of unrepeatable gestures, and secondly, individualize them. Each child will have to do something different. That is, he will have a goal not to succumb not only to the presenter's suggestion, but also to the influence of other players. And this is not so easy, given that truly shy children are very suggestible.

"Reflection in the mirror"

The rules seem to be even simpler than in the previous game:

repeat the presenter's gestures - and that's it. But just portray his double in the mirror. Whoever makes a mistake is out of the game. However, despite the seeming simplicity of this game, it is not easy to win. Children are likely to get confused when necessary, say, bending to the left when the leader bends to the right. Therefore, tasks need to be complicated gradually. At first, the ratio of gestures that are completely copied to movements that require mental adjustment should be approximately 7: 1. For example: they sat down, straightened up, jumped, leaned forward, straightened up, stood up on tiptoes, dropped down, raised their RIGHT hand (the "reflection" raises the left). Then it should be reduced. But keep in mind that the most difficult thing is not when the ratio becomes 1: 7, but when the “mirror” and “non-mirror” movements are alternated. (1: 1 or 2: 1).

"Late mirror" »

The players sit in a circle. They need to imagine that they are preening in front of a mirror. We made one movement - stopped for a second, looked in the mirror. Another movement is a pause, a third is a pause. The neighbor on the left should repeat the leader's movement, but only when he starts the second movement. The third one from the left will also repeat this, but with a delay already two steps (i.e. when his right neighbor starts to reproduce the second movement of the leader, and the leader himself will make the third movement). Thus, the last player will have to keep in mind a lot of previous movements, so children aged 8-9 should not play in a large team, they cannot do such a load.

"Typewriter"

The adult presenter distributes the letters of the alphabet between the children. Then the presenter says a word, and the players “print” it on a “typewriter”: first the first “letter” claps their hands, then the second, and so on. If the children are small and there are few of them, distribute not all, but several letters, and add short words from them.

"Stubborn donkey"

Truly shy children are docile. Parents almost never complain about their stubbornness and negativism. A child of a different kind begins to rebel when pressured on him. And the "invisible" endure, although the force of pressure exerted on them by their parents is usually greater than in other families.

Therefore, it is useful for a truly shy child to be stubborn at least in the game. Do not be afraid, he will not take on bad habits, but simply loosen up a little more. Moreover, according to the plot, the donkey will find itself in funny and ridiculous situations. The game is played on a screen. Everything should revolve around the donkey's unwillingness to obey the owner. Here he comes loaded from the bazaar and halfway lies down on the road, refusing to go any further. Here he saw an appetizing thorn and runs to it, not succumbing to the persuasion of the owner. And then it is silent when it is necessary to shout, and vice versa, it shouts when it is necessary to be silent, etc. Ask the child's opinion (but not at the very beginning of the game, but a little later) whether the donkey has a kind owner, whether he loads the donkey too much with various tasks. Maybe the donkey just gets tired and therefore stubborn? Change roles as you play.

"Mothers and Daughters"

It is useful for a shy girl to play with her mother, who will play the role of a daughter. And in this case, the mother should not be in charge of the game. Her task is exactly the opposite: to completely submit to the will of her daughter, trying not to introduce into the game the usual stereotypes of family relationships. I warn you in advance, this is not an easy task. So watch yourself both!

« Who has more reasons? "

The host makes a statement, and the players confirm it. You can give as arguments and some examples from life. (Sometimes it's easier for children.) If a lot of children take part in the game, a shy child runs the risk of being left in the shadows, so three of them should play, or even better, together. If you notice that the child is struggling, tactfully help him with leading questions.

Fighting is bad (because ...).

It is better to do the lessons quickly.

It is better to have many friends than few.

Having a dog is great!

Five is better than four.

"How to say this?"

This time, not so indisputable statements are chosen, and the players will have to not only confirm them, but also refute them. For example:

It is good to have a lot of money (someone will probably mention thieves and the mafia, and an older child, especially who loves to read, will probably remember the motive of the experiences of rich people, which is quite common in literature, who suspects others that they do not love him, but only him) capital).

It's always good to win.

When they make comments to you, it is unpleasant.

- Sitting at home alone is boring.

Adults are always right.

Watching TV is harmful.

« A cunning debater "

With older children, you can try to complicate the game "Who has more reasons?" and try to come up with counterarguments to the above (and similar) statements.

For example, the statement “Reading is useful” will not at all be perceived as an axiom for people with severe myopia (and even depending on which books to read, and even depending on what time - reading at one in the morning will bring the child more harm than good!).

Fighting, of course, is bad, but having a falling out with the person who hurt either you or your friend, you will feel right. And in general, it is better to end the lessons quickly, but if they are done playfully, go ahead, it is unlikely that this will delight the teacher. A four in Russian is better than a five in physical education. At least this is the opinion of the overwhelming majority of parents. And with the dog everything is not so simple ...

"Show yourself"

You can try to untie the painful isolation by giving children the opportunity to express themselves, to play the role of another, speaking in someone else's voice. Masks, costumes release such unexpected aspects of behavior that are usually inhibited. Give the children masks or have them make them themselves. Each child will take a new name for himself and in the game will behave in accordance with his new role. You can also transform yourself by painting your face. Puppets can be used to express feelings

Games for building trust and self-confidence

"Caterpillar" (Korotaeva E.V., 1997)

Target: play teaches trust.

Almost always, partners are not visible, although they can be heard. The success of promoting all depends on the ability of each to coordinate their efforts with the actions of the rest of the participants. "Guys, now you and I will be one big caterpillar and we will all move around this room together. Form a chain, put your hands on the shoulders of the one in front. Between the belly of one player and the back of the other, squeeze a balloon or ball. Touch your hands to the balloon (ball) The first competitor in the chain holds his ball in outstretched arms.

Thus, in a single chain, but without the help of hands, you must follow a certain route. "For onlookers: notice where the leaders are located, who regulate the movement of the" living caterpillar ".

"Change of rhythms"

Target: help anxious children join the general rhythm of work, relieve excessive muscle tension.

If the teacher wants to attract the attention of children, he begins to clap his hands and loudly, to the beat of the claps, count: one, two, three, four, .. Children join and, too, all clapping their hands together, count in chorus: one, two, three , four ... Gradually, the teacher, and after him the children, claps less and less, counts more and more quietly.

"Bunnies and elephants" (Lyutova E.K., Monina G.B.)

Target: to give children the opportunity to feel strong and courageous, to promote self-esteem.

"Guys, I want to offer you a game called" Bunnies and Elephants. " everything shrinks, tries to become small and inconspicuous, his tail and legs are shaking, "and so on. Children show. "Show what the bunnies are doing if they hear a person's footsteps?" Children scatter in the group, class, hide, etc. "What do the bunnies do if they see a wolf? ..." The teacher plays with the children for several minutes. "And now you and I will be elephants, big, strong, courageous. Show how calmly, measuredly, stately and fearlessly elephants walk. And what do elephants do when they see a man? Are they afraid of him? No. They are friends with him and when They see him, calmly continue their way. Show how. Show what the elephants do when they see a tiger ... "For several minutes, the children portray a fearless elephant. After the exercise, the children sit in a circle and discuss who they liked to be more and why.

"Magic chair" (Shevtsova I.V.)

Target: help to improve the child's self-esteem, improving relationships between children.

This game can be played with a group of children for a long time. Previously, an adult must learn the "history" of each child's name - its origin, what it means. In addition, it is necessary to make a crown and a "Magic Chair" - it must be absolutely high. The adult conducts a short introductory conversation about the origin of the names, and then says that he will talk about the names of all the children in the group (the group should not be more than 5-6 people), and the names of anxious children are better called in the middle of the game. The one whose name is told becomes king. Throughout the story of his name, he sits on a throne in a crown.

At the end of the game, you can invite the children to come up with different versions of his name (gentle, affectionate). You can also take turns to tell something good about the king.

"Two cockerels quarreled "( 25 min.)

The aim of the game. Development of relaxedness, self-control.

Game procedure. Cheerful music sounds (preferably A. Raichev "Two cockerels quarreled"). Children move in a "Brownian motion" and push lightly with their shoulders.

Note. It is not allowed for the blows of children to be too strong and painful. Children must necessarily play "truthfully" and at the same time keep the symbolism of the game ("pretend").

Games for the development of randomness

"Needle and thread" (25 min.)

The aim of the game. The development of arbitrariness.

Game procedure. The driver is chosen from among the children. To cheerful music, he plays the role of a needle, and all the other children. ... the role of the thread. The "needle" runs between the chairs, and the "thread" (a group of children one after another) follows it.

Note. If there is a squeezed out child in the group, then offer the role of a "needle" to him. During the game, when he leads a group of children, his communication and organizational skills will develop.

"The dragon bites its tail" (25 min.)

The aim of the game. Removal of tension, neurotic states, fears.

Game procedure. Cheerful music sounds. Children stand in a chain and hold each other tightly (by the shoulders). The first child is the "dragon's head" (the last one is the "dragon's tail."

Make sure the children do not let go of each other. Also, make sure that the roles of "dragon head" and "tail" are performed by everyone.

"It's boring, it's boring to sit like that" (25 min.)

The aim of the game. Development of relaxedness, training of self-organization.

Game procedure. There are chairs along one wall of the room, their number is equal to the number of children. There are also highchairs on the opposite side of the room, but their number is 1 less than the number of children.

Children sit near the first side of the room. The presenter reads a rhyme:

It's boring, boring to sit like that

All look at each other;

Isn't it time to go for a run

And change places?

As soon as the presenter finishes the rhyme, all the children run to the opposite wall and try to take chairs. The one who was left without a chair loses.

Notes:

1. Do not allow children to start running before the end of the rhyme.

"Fox, where are you?" (25 min.)

Purpose of the game ... The development of arbitrariness.

Game procedure. Children become a semicircle, leading - - center. Children turn away and close their eyes. The presenter gently touches one child's shoulder, which means that he will play the role of a fox. All the rest are hares.

At the signal, everyone opens their eyes and turns. Nobody knows who the fox is. The presenter calls: "Fox, where are you?" The fox doesn't respond. The host calls for the second and third time. And only the third time does the fox rush to catch hares.

If the hare managed to squat down, you cannot catch it. The caught hares are out of the game.

"Owl" (25 min.)

The aim of the game. The development of arbitrariness.

Game procedure. Children themselves choose the driver - the "owl", which sits in the "nest" (on a chair) and "sleeps". During the "day", children move. Then the presenter commands: "Night!" Children freeze, and the owl opens its eyes and begins to catch. Which of the players moves or laughs becomes an owl. Music sounds ("Balalar" by O. Geilfuss).