Workshop on the development of speech "Development of speech activity of preschoolers in the organization of the pedagogical process"
The purpose of the workshop:
creation of an information space for the exchange of pedagogical experience and increasing professional competence, the skill of preschool educational institutions in the development of children's speech
Tasks:
1. Development of speech activity in various activities.
2. To encourage preschool teachers to think and practice to master the technologies of designing and modeling the pedagogical process for the implementation of complex tasks of speech development of preschoolers, ensuring the assimilation of generalized ideas about the construction of the pedagogical process of teaching children their native language.
3. To deepen ideas about the content of speech development on the basis of the modern paradigm of developing personality-oriented education.
PROCESS OF THE SEMINAR.
Teachers sit on chairs in a circle, introduce themselves in turn and name a personal quality starting with the first letter of their name, for example, "I am Lena and I am light."
K. D. Ushinsky - the founder of scientific pedagogy:
"Teach a child some five unknown words, he will suffer for a long time and in vain, but connect twenty such words with pictures, and he will learn on the fly"
What is Mnemotechnique?
Mnemonics is a “memorization technique”. These words come from the Greek "mnemonikon" - the art of memorization.
The modern encyclopedic dictionary gives the following definitions of mnemonics.
MNEMONICS is the art of memorization, a set of techniques and methods that facilitate memorization and increase the amount of memory through the formation of artificial associations. Mnemonics uses the natural mechanisms of memory of the brain, allows you to completely control the process of memorizing, storing and recalling information. Mnemonics is a system of methods and techniques that ensure effective memorization, preservation and reproduction of information, and of course the development of speech. A special place in the work with children is occupied by didactic material in the form of mnemonic tables and schemes - models, which significantly facilitates the acquisition of coherent speech for children; in addition, the presence of a visual plan - the scheme makes the stories (fairy tales) clear, coherent and consistent. A mnemonic table is a schema that contains certain information. For children of junior and middle preschool age, it is necessary to give color mnemonic tables. Since individual images remain in the memory of children faster: fox-red, mouse-gray, herringbone-green The essence of mnemonic schemes is as follows: for each word or small phrase, a picture (image) is invented; thus, the entire text is sketched schematically. Looking at these diagrams, the child can easily reproduce text information.
1 task to make a mnemonic table for learning a poem:
1 I have pockets on my new dress.
On the pockets of these daisies are embroidered
Chamomile, chamomile, like meadow
Chamomile, chamomile as if alive.
2. There are many ridges in the garden. Here and turnip and salad
There are beets and peas, but potatoes are they really bad?
Our green vegetable garden will feed us all year round
3.
We bought a cat
For the holiday - boots.
Combed her mustache
Sewed new panties.
Just how to put them on
The ponytail has nowhere to go.
Ira asks: “Hedgehog, hedgehog,
Will you sew me a dress?
The hedgehog answered from under the tree:
- No threads, only needles!
The hedgehog bought boots at the bazaar.
Boots on your feet,
A little less - to my wife,
With buckles to my son
With clasps for my daughter.
Conclusion: Mnemonic tables-schemes serve as didactic material in the work on the development of coherent speech of children.
I emphasize that all work on the development of coherent speech in children is not limited to mnemonic tables. This is, first of all, as an initial, "starting", the most significant and effective work, since the use of mnemonic tables allows children to more easily perceive and process visual information, save and reproduce it.
2. Task: Game: "Similar words".
Assignment: find nouns for an adjective by association.
There is a sweet word - candy
There is a quick word - rocket,
There is a word with a window - a carriage.
There is a sour word - lemon!
Now do not yawn, choose word by word!
Fast words - (rocket, plane, tiger, eagle).
Sweet words - (candy, cake, cake, sugar).
Funny words - (holiday, clown, gift, music).
Assignment: name items that have two characteristics at the same time.
Bright and yellow - (light, lemon, sun, cherry, lamp).
Sweet and light - (cotton wool, cherry, life, smell, victory).
One of these technologies is games for the development of imagination and verbal creativity. For your attention, I want to invite you to play games and feel like children.
Game "Magic Wand"
Here's a magic wand, it can increase or decrease, whatever you want.
So, the first command will talk about what they want to increase and the other to decrease.
Here is what the children answered: I want to decrease the winter, increase the summer;
I want to enlarge the candy to the size of the refrigerator, etc.
Game "Box with fairy tales"
The box contains pictures of fairy tale characters. Participants take pictures out of the box, take turns inventing their own fairy tale, using fairy-tale characters.
The first participant said 2-3 sentences, the next one takes out a picture and continues the tale.
Game "Think of an unusual creature"
Draw and tell about a fictional character
The game "Ridiculous"
Distribute black and white pictures and colored pencils. The task is to find and paint over the absurdities. Who will name them faster and more.
Answers to the test
Picture for the test "Ridiculous".
Note. Both parts of the instruction are executed sequentially. At first, the child simply names all the absurdities and points them out in the picture, and then explains how it really should be.
The time for exposing the picture and completing the task is limited to three minutes. During this time, the child should notice as many ridiculous situations as possible and explain what is wrong, why not, and how it really should be.
Another direction for the development of speech is oral folklore. In children's folklore, it is necessary to distinguish between works of adults for children, works of adults that have become children's over time, and children's creativity in the proper sense of the word.
Children's folklore of the Russian people is unusually rich and diverse. It is represented by a heroic epic, fairy tales, and numerous works of small genres.
Task: show one finger gymnastics.
It is proposed to show one exercise from finger gymnastics (preferably with speech support).
Task: The facilitator invites the team representatives to choose cards with tongue twisters. Tell about the technique of telling tongue twisters. The first tongue twister must be pronounced quickly, and the second must be pronounced quickly with a certain intonation.
In the educational process of retelling literary works, teaching telling about a toy and a picture, all speech problems are solved in a complex. However, the main task is teaching storytelling. Realizing this task already from the 2nd junior group, I recommend that educators use various play methods and techniques, didactic exercises in working with children. For example: When examining a picture, you can use game techniques that help to highlight the object, carefully examine it: "WINDOWS"
Benefit. A picture covered with a white sheet with cut-out windows of various geometric shapes. Pictures with a similar plot.
Option 1. One window (of any shape).
Option 2. The number of windows by the number of objects.
Game progress.
- Whom (what) do we see in the windows? What picture is hidden?
"MAGIC PIPE"
Benefit. Painting, paper rolled into a tube.
Course of the game: Offer to look at the picture through a pipe and name as many objects seen. Offer to find an object according to the description of an adult and a child.
"WHO WILL CALL MORE?" Objectives. Learn to highlight an object against a "noisy" background.
Benefit. Painting, real images of painting objects. Name who you see in the picture.
The course of the game In the course of naming objects, clarifying questions are asked to clarify the color,
spatial location, belonging, etc.) "WHY?"
Purpose: to develop logical thinking, to establish connections between objects,
build sentences of a simple design. "WHAT DO YOU NEED?"
Purpose: To develop initiative of speech, to activate and expand vocabulary. In the middle group, we are already using symbols and signs to draw up a graphic plan as a kind of visual support that reflects the sequence of the story.
During the lesson, we use a variety of children's activities that can be integrated with each other, for example, dramatizing a fairy tale with construction from building material, pronouncing a tongue twister and drawing what it says. (The wasp does not have a mustache, do not whisker, but antennae). Integrated learning contributes to the formation of a holistic picture of the world in children, makes it possible to realize creative abilities, develops communication skills and the ability to freely share impressions. When using ICT in classes for the development of speech, even for younger preschoolers, their interest increases significantly, and the level of cognitive capabilities increases. Multimedia presentations allow you to present educational and developmental material as a system of vivid supporting images. An assistant for the development of speech of preschoolers is the Internet sites: "Everything for kindergarten", the site "September 1st", http: //bukvar.edu.ru, etc. Here you can find an illustrated dictionary for the development of children's speech and plot albums that mainly designed to increase the vocabulary of children; didactic games and exercises, class notes, various illustrative material, both static and dynamic (animations, video materials). In order to implement the tasks of forming the components of oral speech, teachers need to actively use the project method using the technology of fairy tale therapy in the development of speech and communication skills of pupils.
Educators give examples of different forms of work for the speech development of preschoolers: literary and musical holidays, folklore fairs, dramatization games, different types of theaters, propaganda team, social actions, speech newspapers, homemade books, problem situations, gatherings, a log corner, interactive speech stands, a calendar events, etc.
LEGO constructors are widely used in preschool educational institutions. They represent a variety of thematic series, designed on the basis of basic building elements - multi-colored Lego bricks. Developing the speech creativity of preschoolers, the teacher can invite children to come up with a fairy tale about how one building turned into another, carrying out this transformation in the course of the story
LEGO elements are also used in didactic games and exercises. The teacher can develop various manuals and use them for exercises to develop speech and mental processes in children, develop interest in the pouch, "in which children develop tactile perception of learning, the formation of communicative function. For example, the game “Wonderful form and speech can be played with LEGO.
The use of didactic exercises with the use of LEGO elements is quite effective when conducting classes in preparation for teaching literacy, correction of sound pronunciation, acquaintance with the world around us, etc.
In the process of constructive play activity, the teacher, relying on the involuntary attention of children, activates their cognitive activity, improves the sensory-tactile and motor spheres, forms and corrects behavior, develops the communicative function and interest in learning. In the process of constructive play activity with LEGO, the teacher can use various forms: the teacher gives the tasks, the children perform; tasks are formulated by the child and performed by children and the teacher; tasks are given by children to each other; assignments are given by a teacher, parents and a child perform.
Pozdeeva S.I. notes that “when organizing any educational situation, any lesson in a preschool educational institution, it is important for a teacher:
- firstly, to think over the organization of different ways of adult-child and child compatibility,
- secondly, to see the resources of different stages of the lesson for the development of children's communicative competence "
Thus, various forms of work are resources in terms of the development of speech of preschoolers, the formation of the communicative competence of children, if: - children jointly solve an interesting and meaningful educational and game problem for them, acting as assistants in relation to someone,
- enrich, clarify and activate their vocabulary, performing speech and practical tasks,
- the teacher acts not as a tough leader, but as an organizer of joint educational activities, who does not advertise his communicative superiority, but accompanies and helps the child to become an active communicator.
Olga Krasheninnikova
Synopsis of the workshop for educators "If the child does not obey"
Municipal government preschool educational institution
Kindergarten number 10 "Sun"
Outline of a workshop for educators
« If the child does not obey»
Held:
Psychologist
Krasheninnikova O. E.
purpose: developing the competence of teachers in maintaining discipline.
Tasks:
1. Introduce educators with the main reasons disobedience of children, ways constructive disobedience;
2. Develop the ability to respond to specific situations, select the most effective methods of regulating behavior baby;
3. To form the ability to see the positive qualities of children.
Course of the lesson
We all often have a question, "what to do, if the child does not obey?» ... To answer this question, you must first identify the reasons disobedience of the child.
Let's try to remember with you one of the recent situations disobedience... Describe your emotions and actions in stages. Now try to determine the main thing, what is the prevailing feeling that you experienced then. (anger, resentment, despair, irritation, or other feeling)... There is a hypothesis by which you can determine the reason disobedience of the child, for this you need to determine the feeling that you experienced when disobedience of the child.
If a you are annoyed then disobediencemost likely caused by a battle for attention. If a child does not receive the necessary amount of attention, which he needs so much for normal development and well-being, then he finds his own way to get it - disobedience.
To solve this problem you need to pay to kid a sufficient amount of attention, find interesting activities for him that would captivate him. Parents need to make a rule to allocate some time, albeit not very long, exclusively for communicating with baby.
Do you get angry? Then, most likely the reason disobedience is a struggle for self-affirmation against excessive parental care. It is especially difficult for children when parents communicate with them mainly in the form of remarks, concerns, instructions. The child begins to rebel... He responds with stubbornness, actions contrary to.
To solve this problem, you need to analyze your behavior and attitude towards to kid and give him more freedom and rights.
If feeling is resentmentthen the reason disobedience - desire to take revenge... Children often resent their parents. TO example: parents are more attentive to the younger; parents separated; a stepfather appeared in the house; parents often quarrel, etc. There are many single reasons: sharp remark, unfair punishment. Deep down child is going throughand on the surface there are protests disobedience, school failure.
To fix this problem, you need to find out what exactly child keeps anger at you, and try to fix the situation.
If a You fall into the grip of a feeling of hopelessness, and sometimes despair - in this case, the reason disobedience is the loss of faith in their own success. Having accumulated a bitter experience of failure and criticism, child loses self-confidence, low self-esteem forms.
Help is needed to solve this problem to kid improve his self-esteem.
PRACTICAL PART
Work on pedagogical situations: read the situation, identify the cause disobedience of the child, build an algorithm of actions.
SITUATION No. 1
The teacher asks the child five years to remove the paints and the album from the table, since dinner will be served on the same table. Child continues to go about his business. The teacher repeats the request, baby says"now" or "yes" and continues to paint with enthusiasm. Why is he ignoring the request educator, not paying attention to her?
SITUATION No. 2
The child at breakfast poured the compote on the table. Educatorknitting her eyebrows, shook her finger at him and took away the cup. At lunch child repeats the experiment. But have teacher good mood, she does not punish baby... At dinner - the same situation, but the teacher loses his temper, outputs baby from the table and punishes him.
SITUATION No. 3
Educator walks with children on the site. Child playing in the sandbox, suddenly takes a handful of sand and throws it at another baby. "Do not do this. You can't! " - He speaks educator. Child laughs and throws again. "Don't do this, otherwise I'll ask!" - raises voice educator. The child repeats one more time. The teacher takes the child out from the sandbox and puts it on the bench.
SITUATION No. 4
One day to educator a mother of two asked for advice (boys - 3.5 and 4.5 years old): "What should I do? If a children commit the same offense, I punish them - I forbid them to watch their favorite cartoons. But at the same time one endures it calmly and with an understanding of guilt, is quickly distracted, finds another occupation, while the other begins to cry, scream, demand and sometimes does not calm down for several hours in a row.
Draw a portrait obedient child: what qualities should have obedient child.
Working with memos: A reminder is distributed to each participant in the training.
Memo “Options constructive adult behavior in different situations disobedience»
- If a there is a struggle for attention, you need to provide to kid this is positive attention. Come up with some joint activities - games, walks.
- If a the source of conflicts is the struggle for self-affirmation, then, on the contrary, you should reduce your involvement in affairs baby... It is very important for him to gain experience of his own decisions and even failures. Most of all, it will help to get rid of unnecessary pressure and diktat, understanding that stubbornness and self-will baby - only a form that annoys you pleas: "Let me live my mind."
When you are offended, you need to ask myself: what made baby cause her to you? What kind of pain does he have? What have you offended or do you constantly offend him? Having understood the reason, we must, of course, try to fix it.
The most difficult situation for the desperate educator and a parent and lost faith in their abilities baby... You need to stop demanding "relying" behavior, to minimize your expectations and claims. For sure baby can do something, he has a capacity for something. Find the challenge level available to him and start moving forward. Help, together find a way out of the impasse. Wherein the child cannot be criticized! Look for any reason to praise him, celebrate any, even the smallest, success. Try to insure him, save him from major failures.
Memo: “What kind of adult should you be so as not to provoke your child for even more disobedience».
Be patient. This is the greatest virtue that can be educators and parents;
Be able to explain to kidWHY his behavior is wrong, but at the same time avoid boring, be extremely brief;
Be able to distract, suggest to kid something more attractive than what he wants now;
Take your time with punishments;
Be able to express gratitude to kid for the good deeds that he does. Reward him. Rewards are more effective than punishments. If you praised a child for good behavior, instead of considering it ordinary, then one thing and this will awaken in him the desire to do so further, in order to hear praise again.
Related publications:
Consultation for parents "What to do if the child does not obey?" It is very difficult for the teacher to do his job if the child does not obey, does not want to get dressed, put away toys, and many others.
Physical education lesson within the framework of a workshop for parents with children Abstract of an open physical education lesson of the instructor in physical culture Gordeeva Olga Yurievna "Workshop for parents with younger children.
Synopsis of a workshop for preschool educational institutions in the framework of the program "Prevention of emotional burnout" Topic: "Body, emotions, mind: principles of interaction" Equipment: music center + music. disc with fun music, hoops by number.
Synopsis of the workshop for teachers "Theater and play activities with children of senior preschool age" Purpose: increasing the competence of teachers in the use of theatrical activities in kindergarten, the development of imagination and creativity.
MUNICIPAL BUDGETARY EDUCATIONAL INSTITUTION
BASIC SECONDARY SCHOOL № 5 NOVOSHAKHTINSK
Outline plan
workshop:
" Prevention of emotional burnout and support of mental health of specialists of an educational institution "
Prepared
teacher-psychologist MBOU OOSH №5
Malykh Olga Alexandrovna
novoshakhtinsk
"Prevention of emotional burnout and support for mental health of specialists of an educational institution"
Workshop structure
Introductory part (on chairs)
1. Greetings. Psycho-emotional mood for work (watching the Good morning video).
2. Acceptance of the rules, goals and objectives of the training
3. Warming up. Achievement tree exercise
4. Information about CMEA (theoretical block)
5. Brainstorming
Main part
6. Diagnostics "House for the elf", "Build a bridge"
7. Physics "Snowman".
8. The psychotherapeutic tale "Snag"
9. Exercise - "I feel tired when ...".
Final part
11. Exercise "Applause"
12. Viewing the video motivator "Recipe for a good day".
13. Reflection
Material and technical equipment:
1. Sheets А-4 (according to the number of participants);
2. Ballpoint pen;
3. Pencils (colored, simple);
4. Finished paper tree and colored leaves (according to the number of participants)
5. Blanks for drawing techniques;
6. Laptop for viewing the video motivator;
7. Free space.
Approximate meeting time is 1 hour.
Organizing time. ( Psycho-emotional attitude to work).
Psychologist: Good afternoon, dear colleagues!
Imagine that you have various electrical appliances turned on in your apartment. The meter spins frantically, winding up kilowatt-hours of electricity. At some point, the voltage becomes so great that plugs fly out, all devices are turned off, the light goes out. Traffic jams are fire protection. The same thing happens to a person under the influence of constant professional and psychological stress. In psychology, this emotional "shutdown" of a person is called "burnout syndrome."
Psychologists conducted a study to identify the vulnerability of teachers to emotional burnout. Bottom line: 60% of teachers are at various stages of burnout. First of all, the teachers associated this with the transition to the Federal State Educational Standard, since the introduction of any innovations for many teachers is accompanied by stress, emotional and nervous overload. It can be difficult for teachers to adapt to the new conditions that modern education dictates, especially to those who have a fairly long work experience. The emergence of new requirements for the execution of documentation, the introduction of children with disabilities into basic groups, the introduction of interactive teaching methods, open lessons, participation in competitions and other related factors put the modern teacher in completely new conditions, which exacerbate their already intense activity. The emergence of new stress factors requires special attention to the preservation of the mental health of teachers.
The topic of our today's workshop is "Prevention of emotional burnout and support for mental health of specialists in an educational institution."
The purpose of which,consider the causes of burnout syndrome and the prevention of mental health of teachers, as well as promoting the preservation of the somatic and mental health of educational workers;
Objectives of the workshop:
Formation of skills of self-knowledge and self-development of the individual as a whole.
Form positive thinking (self-perception and perception of the surrounding reality).
To acquaint the participants with theoretical and practical approaches in the field of health preservation and stress resistance.
To master the technologies of relieving psycho-emotional stress and improving physical well-being.
Creation of conditions conducive to the prevention of CMEA;
Transfer of psychological knowledge about burnout syndrome, its causes and ways of overcoming;
Development of communication skills, emotional sphere; rallying and trust, relieving emotional stress;
Do you often feel tired?
Do you have insomnia?
Are you often dismissive of your duties?
Are you experiencing anxiety, anxiety, guilt?
Do you have negative attitudes towards yourself and others?
Has your appetite changed (lack or overeating)
Increased irritability and aggressiveness often prevail?
Do you feel unclaimed?
Have you increased your intake of psychostimulants (coffee, tobacco, drugs, alcohol)?
(For comparison, I take a blank sheet of paper and show it to others).
Please tell me you have got such a sheet. No, it is difficult to return to the previous state. Therefore, in order to maintain your health, first of all, prevention is necessary.
Rules of work at the training.
Our work today involves some rules, namely:
Confidential communication style;
Active participation in what is happening;
Communication on the principle of "here and now";
Respect for the speaker
Are you a creative person?
Do you love children?
Are you worried in the director's office?
Are you wearing torn socks?
Do you like listening to music?
Are you often late for work?
Do you jump through puddles in the rain?
Exercise "Achievement tree".
- Pay attention to our lonely tree. Each of you has different colored leaves. I will ask you to take one of them (of any color) and help our tree to be covered with colorful foliage.
Those who chose the green leaf will succeed in today's class.
Those who chose red want to communicate.
Yellow - will be active.
Blue - will be persistent.
Remember that the beauty of a tree depends on you, your aspirations and expectations.
Theoretical block.Information about burnout syndrome.
The most indicative symptom of burnout is a change in a person's attitude to his work, to his professional duties. Emotional exhaustion refers to the feeling of emotional exhaustion and fatigue caused by one's own work.
Excessive emotional stress arising in the process of performing professional duties causes many teachers to develop psychosomatic diseases: ulcerative diseases of the gastrointestinal tract, diseases of the cardiovascular system, neurogenic diseases - nervous exhaustion, neuroses. Deterioration of the professional health of a teacher - "... a national disaster ... an indicator that one of the most devoted populations is gripped by moral apathy, moral depression ...". Meanwhile, the endurance, tolerance, endurance, activity, optimism and a number of other professionally important qualities required from a teacher are largely due to his health.
It is no secret that the profession of a school teacher more often than most other professions leads a person to a situation of super-stress, that is, stress that exceeds the “everyday” mental potential of a person. However, according to scientists, stress is not only a misfortune, but also a blessing, because without stress of various nature, our life would turn into a colorless vegetation. Stress is the most important training and conditioning tool because it helps to increase the body's resistance. Stress can contribute not only to intense suffering, but also to great joy. He is able to lead a person to the heights of creativity. The teaching profession is one of the professions in which stressful situations often arise.
The development of the syndrome is phased. At first, significant energy costs are observed - a consequence of a high attitude towards performing professional activities. As the syndrome develops, a feeling of fatigue appears, which is gradually replaced by disappointment, a decrease in interest in their work.
Thus, burnout does not develop as a result of prolonged professional activity. And it depends on the age and professional crises of the person. Also, the development of the syndrome is influenced by personal and organizational characteristics.
And today I want to introduce you to some techniques for reducing stress and improving mood.
As you gain such experience, the level of emotional stress may decrease, but never completely disappear.
Let's take a look and discuss the natural ways of regulation that you probably use on a daily basis in your work. In other words, what techniques can be used in everyday life in order to reduce the negative impact, for example, of stressful situations on the body?
Now we will use reception ”Brainstorming”, I.e. develop the maximum number of ideas on this issue. Write each to yourself on a piece of paper that you can cheer up.
Laughter, smile, humor. Now please give your neighbor on the right and left a smile. Anyone willing to tell a joke?
- thinking about the good, pleasant (situations, actions, etc.),
- various movements such as stretching, muscle relaxation;
- observation of the landscape outside the window,
- viewing flowers indoors, photographs,
- “bathing” in the sun,
- breathing fresh air,
- expressing praise, compliments to someone just like that. Do you want to compliment, for example, your colleagues?
Main part (practical block)
Methodology "House for an elf" (The proposed drawing techniques are diagnostic, (allowing to assess the physical, moral, emotional state of a person) and preventive material in the work on professional burnout of teachers.
purpose: find out the attitude of teachers to the world around them.
Instructions: Before you is a piece of forest landscape and a little elf who needs a house. Your task is simple - draw a house for him!
Key to the test:
First of all, look where exactly you drew the house for the elf. The choice of location is very important, it shows how you treat people, whether you trust them or not.
If you drew a HOUSE ON A TREE BRANCH like a birdhouse, then this speaks of your openness to the world, you are an optimist by nature and sincerely believe that there are much more good people in the world than bad people.
If your HOUSE HANGS ON A BRANCH, like a hammock or string bag, then this shows your willingness to make contact, your faith in the decency of people. However, with all this, you admit the idea that there is also meanness in the world and that there are not so few evil people in the world. Your principle: Trust is a good thing, but caution is essential.
If you made an elf a HOUSE INSIDE A MUSHROOM, this speaks of your caution and prudence, you will never embark on any adventure, you have few friends, but they are real friends, tested by time and joint trials. If there are NO WINDOWS in the mushroom house, then this is evidence of your unsociability, you prefer loneliness to noisy companies. You treat the world with undisguised suspicion, as if waiting for a trick. If there is a WINDOW, then this indicates that you are not against communicating with people. The more windows there are, the more readily you make friends.
RIVER HOUSE speaks of your romance and sentimentality. You look at the world through rose-colored glasses, all people seem to you kind and beautiful, you are full of illusions and believe in all the best and brightest. Unfortunately, you are often disappointed in people.
If you have installed a HOUSE IN THE GRASS, then we can assume that you are a practical and self-confident person, you know what to expect from life, and do not create illusions. You know how to overcome difficulties and are not afraid to live.
If you made the Elf the EARTH by arranging a HOUSE IN A HILL, then this is a clear sign of your secrecy and isolation. Most likely, these are not your natural qualities, but acquired as a result of some negative life experience. Perhaps you were once deceived, betrayed or offended, and since then you stopped trusting people. However, if the entrance to the dugout is wide enough and there are windows, then this means that you are already on the way to mental recovery.
"BUILD A BRIDGE" technique
Purpose: identification of purposefulness in work and personal life.
Instructions: Take a close look at this figure. It is unfinished, you have to complete it in such a way that you get a clear and understandable plot. Draw whatever comes into your head.
Interpretation:
This test will show you how determined you are. All symbols are transparent enough. A PERSON is you yourself, a CONVOLUTION ON ANOTHER BANK is your goal, a RIVER is an obstacle course that you need to overcome in some way. How you do this will demonstrate the presence or absence of such a trait as determination in your character.
If you have drawn the BRIDGE, then this is a very good sign. This suggests that you will not give up your goal just because it is not very easy to reach it. The STRONGER the BRIDGE you draw, the stronger your will and the more determined your character.
If you drew a BRIDGE-VENT, it means that you can be knocked off course, forced to change your mind, intimidated, finally, and then you will stop striving for your goal. You can pass in front of life's difficulties (as you would fall from this bridge into the river).
If your BRIDGE WITH A BEAUTIFUL RADIATION, all CARVED AND COVERED WITH DECORATIONS, then this suggests that you tend to idealize everything, you are a romantic by nature, and even your goals are very beautiful and romantic, somewhat lifeless.
A RIVER in which crocodiles or sharks are booing, says that you are afraid of those obstacles that you may encounter on the way to your goal. If at the same time your BRIDGE is SHINKY AND SLIM, then there is no doubt: you often give in to unreasonable panic. Your fear, as they say, has big eyes. But you should remember another saying: the eyes are afraid, but the hands do. It's not as scary as you think.
If you drew LINE OR PLANT ON WATER, it means that you do not expect a dirty trick from life, but also do not hope that everything will always be smooth for you, without a hitch. You understand that everything happens in life, and you are ready to overcome any obstacle.
If you FILLED THE RIVER WITH FISH, peacefully frolicking in the water, then this suggests that you do not see any dangers on your way and are full of bright hopes. You believe that everything will always be fine with you. But this confidence stems from your complete ignorance of life, your optimism can burst in an instant when faced with real difficulties.
Physical minute "Snowman".
Host: Let's get up and turn into a snowman - "freeze". It is suggested to "freeze" as much as possible. The psychologist touches some of the participants, checking how hard the arm muscles have become. Then it is reported that the sun came out and our snowman melted. The degree of "thawing" is checked: the participant's hand, raised up by the leader, falls freely without any tension. Participants are encouraged to repeat the exercise with each other.
Host: Pay attention to how pleasant it is to be a melted snowman, remember these feelings of relaxation, peace and resort to this experience in stressful situations.
Psychotherapeutic tale "Snag" (goal: tocorrection of self-acceptance of teachers, awareness of life purpose).
Instructions:With your eyes closed, listen to the fairy tale and come up with your own ending.
A long time ago, in one beautiful forest, among beautiful trees with dense crowns and slender trunks, a strange Snag lived. With her bizarre appearance, she caused universal ridicule of her neighbors.
For a long time a snag lay among these trees, bitterly thinking why she was not like everyone else. All trees are like trees, handsome as a match, but she is crooked, peeled, crooked - no beauty, no good ... How insulting she was!
(Metaphorical crisis: rejection of one's own uniqueness, since comparison goes about oneself with others; she suffers from this; there is no one to help Snag to accept his uniqueness)
Once the lumberjacks came to the forest. They cut down trees one by one, put them in a truck and took them to a furniture factory.
“Lucky ones ...”, thought Snag, envying these trees, “They will make beautiful furniture that will delight people and benefit them, and nobody needs me like that. So I will rot in this forest, and no one will even know about my existence ... ".
(Metaphorical crisis: resentment, envy, frustration)
One morning an old man wandered into the forest. He walked for a long time through the forest and collected brushwood to heat his home. Snag, already desperate to be useful to someone, lay among the thickets of grass and thought about something of his own. It was extremely unexpected for her that the old man paid attention to her. He lifted the Snag from the ground, tried its strength, slightly bending it, and put it in his cart. She was to burn without a trace, except for the ash, and even that would be swept out, thrown out and forgotten ... But, despite this, she was happy!
(Metaphor: the metaphor of "need", which is is that sometimes, out of a desire to be needed, we push ourselves "to suicide", we "Burn out")
In the cart, Snag found herself in a large company of various sticks and logs, and, as always, there were both kind and envious people. The majority turned out to be harmful, and they began to slander and giggle about her appearance. And so it hurt her for all these years of suffering and bullying ...
(Unconscious processes)
On top of all the humiliations, the cart suddenly shook. The snag flew out, tumbled along the road and began to slide down the mountainside. Why live, if even a fire did not fit!
Oh, how hard this descent got to her! Fearing what would happen to her in the end, she frantically tried to catch hold of small trees, stones, grass, ground ... but nothing worked. In the end, poor Snag realized that she was flying off a cliff. Everything inside was compressed and it seemed that all the pictures from her life flashed in front of her (Long pause).
(Metaphorical Crisis: A Chance to Change a Life)
She fell into the sea.
"What is it? Where did I go? What will happen to me? " - thought Snag. This element frightened by its unknown, incomprehensible, unreality ... After a while a storm began at sea. Everything around went dark, the wind howled, huge clouds were ominously gathering over the sea. The snag was thrown from side to side, beating with cold waves. She then plunged into the depths of the sea, then floated to the surface, and thought that this nightmare would never end, that now she would definitely end ...
But then the storm began to subside on the sly ... the sun appeared in the sky ... Looking around, she saw a lot of interesting things: schools of swimming fish, coral reefs, a pelican soaring over the water in search of food, pleasantly and tenderly rustling waves ... Warm sea waves, like a beloved child, they lulled Snag ... She saw this world in a different way: there was no one around to compare her with ... Here she was the only one ..., the only one ... And her soul became happy and calmly (pause)
(Metaphor: Water and storm are metaphorical symbols soul and crisis. When a person changes his life, he finds himself in a crisis; those. he has the opportunity to experience it as a chance to change his attitude. The crisis changes a person. The storm changed Snag's sense of self, plunged her into herself, into her psyche, and she became calmer - it was the crisis that brought recovery. The more we in our lives we experience these storms, the less anxious expectations we have, the healthier, stronger we become. There are changes in the soul, awareness of oneself in a new quality.)
So she floated on the waves until she was washed ashore. Again hopelessness - you will have to lie here until you rot and turn into dust. How meaningless was my life! After warming up in the sun, the driftwood somehow imperceptibly fell asleep under the uniform rustle of the waves. Sea salt came out on the surface of its trunk, and gradually crystals sparkling in the rays of the sun were formed ...
(Similar learning situations. Snag's neuroticity lies in the fact that she is constantly unhappy with something.)
She woke up from the touch of someone's tender hands, which raised her. Snag saw the smiling face of a man who repeated with delight: “It's just a miracle! A real miracle! " No one looked at her with such love ..., (Pause) ... and she never heard such praise addressed to her ..., (Pause) and no one held her in his hands so carefully and carefully (Long pause) ...
The man lifted the Snag, brushed the sand off the trunk, brought it home, sanded it and varnished it.
(Metaphor: recognition of individuality; giving a "presentation")
Snag was in complete confusion, but they deftly picked her up and took her to a place where there were many people and everyone admired her form, her uniqueness, her artistic value ... (Long pause). The snag was placed on a stand with the inscription "Gift of the Sea" and was treated with great respect. She has been repeatedly submitted to various competitions, and she has won a huge number of awards. All over the world they noted her sophistication and warmth, and a lot of other amazing qualities. A special stand was made for Koryaga, on which she happily rested, watching joyfully smiling faces and listening to the enthusiastic praise of visitors who tried to accidentally touch her, just touch this wonderful creation of nature.
“How many disasters I have endured,” thought Snag, “and yet at the end of the journey my life took on meaning. How good and calm I am. "
(Metaphor: triumph)
Analysis of impressions. Psychologist's comments on the metaphorical meaning of the tale.
Circle Discussion: What story resonated most in your soul? What ending did you come up with? Why exactly this?
Host: “This is a story about the discovery of the uniqueness of Koryaga. She teaches us self-acceptance. Although, does the end of the tale make sense? "
An exercise. "I feel tired when ...".
It often happens that we get tired of many things in our life, and this fatigue follows us through life, not allowing us to breathe deeply. So today we will do a little work with our fatigue.
Purpose: managing your emotions, releasing negative emotions.
Materials: A4 sheets, garbage bag.
Participants write on pieces of paper one phrase, beginning with the words: “I get tired when ...” and end the sentence, indicating their fatigue. Then each participant, in a circle, speaks out their emotions. Next, participants are asked to portray fatigue. Each participant in a circle says "my fatigue is like ...". The next one continues, saying "fatigue (name of the previous participant) is like ..., and my fatigue is like ..." and also depicts. Further, according to the principle of a snowball.
It is proposed to crumple up the pieces of paper with the sentences “I get tired when ..” and throw them into the trash bin with the words “ I don't need this fatigue anymore!».
Discussion Questions: What emotions did you experience with this assignment? How they changed during the exercise. Have you managed to free yourself from your negative emotions?
Conclusion on the application of the method of release of emotions as a powerful technique for releasing a charge of repressed energy.
Exercise "Applause" (goal: increasing self-esteem, rallying teachers)
(In this wonderful and extraordinary ritual, everything happens according to a paradoxical logic. The latter are the first. The game is structured in such a way that the intensity of the applause gradually increases and reaches its climax when the last participant receives applause from the whole group.)
How many of you can imagine how an artist feels after a concert or performance, standing in front of his audience and listening to thunderous applause? Perhaps he can feel this applause not only with his ears. Perhaps he perceives ovations with his whole body, with all the fibers of his soul, as a pleasant all-embracing excitement.
We have a very good group, and each of you deserves a round of applause. I invite everyone to join the general circle. One of you starts: he walks up to one of his colleagues, looks into his eyes and gives him his applause, clapping his hands with all his might. Then they both pick the next colleague, who also gets their round of applause - they both walk up to him, stand in front of him and applaud. Then the troika chooses the next contender for the standing ovation. Each time the one who was applauded has the right to choose the next one. So the game continues and the applause gets louder and louder.
Viewing the video motivator "Recipe for a good day."
Psychologist:
our training is over. I hope you like it. It was a pleasure working with you.
Reflection (goal: establishing feedback, analyzing the experience gained in the group).
And now I ask you to give your opinion on the training.
What do you think about everything we did?
What feelings did you experience at the beginning of the training, and what are they like now?
How has your condition changed?
Many thanks to all the participants for their activity, high achievements, spiritual and physical health and emotional stability!
Thanks for attention!
I wish you good luck and success!
Tasks:
- to expand the ideas of teachers about aggression and ways to correct it.
- development of reflection.
- removal of psycho-emotional stress.
- development of self-regulation skills.
Participants: all interested teachers.
Equipment and materials:
- chairs according to the number of participants.
- record player.
- musical records.
- a3 sheets, paints, brushes, sheets of unnecessary paper or old newspapers, crayons, a ball.
I block - informational
- Aggression - (from Lat. "Agressio" - attack attack) deliberate actions aimed at causing damage to another person, group of people or animals.
- Aggressiveness Is a personality trait expressed in readiness for aggression
Types of aggression:
- verbal;
- physical;
- directed towards oneself;
- directed at others;
- regativism (oppositional behavior model);
- destructive;
- constructive;
Criteria for aggressive behavior:
- threaten other people (verbally, gesture, look);
- initiate physical fights;
- use objects in a fight that can injure;
- physically cruel towards people and animals (they deliberately hurt);
- stealing in relation to a person who does not like;
- intentional damage to property;
- blackmail, extortion;
- escape from home;
- doesn't go to school.
Characterological features of aggressive children.
- A wide range of situations is perceived as threatening, hostile towards them.
- Oversensitive to negative self-attitudes.
- Pre-configured for a negative perception of themselves by others.
- Do not assess their own aggression as aggressive behavior.
- They always blame others for their own destructive behavior.
- In the case of intentional aggression, there is no guilt.
- They have a limited set of reactions to a problem situation.
- Are afraid of unpredictability in the behavior of parents of parents
- They have neurological deficiencies: unstable, scattered attention, weak working memory, unstable memorization.
- Low level of self-control and self-reflection.
- They have a positive attitude towards aggression, since through aggression they get a sense of their own worth and strength.
- They do not know how to predict the consequences of their actions.
Factors contributing to the development of childhood aggression:
- Bad relationship with one or two parents
- Children feel that they are considered worthless in the family.
- Feeling indifferent to your feelings.
- Lack of necessary support and interest in their life.
3. Factors of education and communication style of adults:
- Inconsistency of requirements for the child.
- Adults' own frequent negative emotional states and lack of self-control and self-regulation on their part.
- Using the punishment of children as a way to react and release adults' own negative experiences (anger, irritation, resentment ...)
- The use of orders, accusations and threats.
- Constant use of "You are messages" (how dare you again ...)
- Negative communication style with the child:
- Verbal abuse of children.
- Ignoring the feelings, desires of the child. This communication style aims the child at fighting and vindictive behavior.
Tasks of parents and teachers:
- Control over their own negative emotional states, since the ability of an adult to control himself is the best guarantor of the adequate behavior of children.
- Mastering the techniques of constructive, positive communication in order to exclude an aggressive behavioral response from children or to repay an existing one.
- to talk with the child about their feelings and experiences, the language of "I-messages";
- "Actively listen" to his inner world;
- not to assess the personality of the child, but to talk about the unwanted actions of the child;
- See positive attitudes and good intentions in children's words and actions.
- Have self-regulation skills.
Children:
Learning how to express anger in an acceptable way:
- Be direct about your feelings.
- Ability to direct anger towards an object. At the same time, without deviating from the main complaint.
- Politeness in handling.
- Striving to find a constructive solution.
Express anger indirectly.
II block - practical
1. "Hello ..."
Purpose: removal of psycho-emotional stress, "warming up".
Participants move around the room to the music. At the command of the presenter, each participant must "greet" various parts of the body (heads, shoulders, hands, elbow and hip, etc.) with the largest number of those present.
2. Pig Race
Purpose: removal of psycho-emotional stress, regulation of mental and emotional state, group cohesion.
Before starting the exercise, you can introduce some intrigue about the opening of a new type of Olympic Games, which is rapidly gaining the sympathy of fans. And now each of us is lucky enough to become its direct participant.
So the participants sit in a circle. The presenter says that we got into the pig race, a new type of Olympic sport. In order to win, we need to pass the "grunt" around as quickly as possible. First, give everyone an opportunity to practice grunting. Then it is reported that the game is against the clock. The "grunt" is passed from one participant to another with a turn of the head. We must try to achieve a record. (A group of 30 people can do it in 2 seconds. It looks like one long "grunt" - a wave.)
Reflection. Getting feedback. Participants share their impressions, talk about feelings at the beginning of the exercise and at the end.
3. Paper balls
Purpose: achieving emotional release.
A "border" is drawn on the floor. The group is divided into two teams, from newspapers, old papers.
The "balls" are crumpled. At the command of the leader, the "balls" are thrown to the opposite side. Objective: to transfer them as much as possible so that almost all the "balls" are on the territory of the "enemy".
Reflection. Getting feedback.
4. The world through the eyes of an aggressive child
Goal: self-reflection, development of empathy.
Aggressive children often have a tendency to attribute hostile actions and intentions to other children with whom they interact, even if they are not going to commit aggressive acts.
The exercise is carried out in a circle. One of the participants performs any (non-aggressive) action (stands up, puts his feet on his feet, etc.) The surrounding commented on this action from the position of an aggressive child. For example, you got up because you want to push my chair, you smile because someone said nasty things about me.
Reflection. After the exercise, the participants talk about how they felt, which role is closer to them: the role is closer to them: the role of an aggressive person or an "innocent" victim. Have they been in similar situations, attributing hostile actions to people who may not have intended to carry them out?
5. Callouts
Purpose: acquaintance with play techniques that contribute to the release of anger in an acceptable form using verbal means.
The participants in the game pass the ball in a circle, while calling each other in different offensive words. These can be the names of trees, fish, flowers ... Each appeal must necessarily begin with the words "And you ...". For example: "And you are my carrot"
In the final round, the players must say something nice to their neighbor, for example, "You are my joy!"
Reflection. Getting feedback. Participants share their impressions, talk about feelings at the beginning of the exercise and at the end. Experience shows that children who have the opportunity to throw out negative emotions with the permission of adults, and after that have heard about themselves, the desire to act aggressively decreases.
6. Exercise to develop self-regulation skills
Goal: development of visualization and self-regulation skills.
All participants sit in a circle and close their eyes. The presenter reads out the text of the instruction in a calm voice: “Remember the day on which you are willing to go to work ... When you are not very willing to go to work ... Name a situation when you are collected ... Name a situation when you are worried and inattentive ...
Sit upright in a chair and keep your back completely straight. Place your hands on the table or on your knees with your palms facing the ceiling. Now with your mind's eye, look at the center of your chest. Inhale deeply and exhale without pause between inhalation and exhalation. Inhaling is somewhat faster than exhaling ... when you exhale, imagine your inhalation reaching the door of our room. And when you breathe in, do not strain, let the air just enter your body again ... If you want, you can give your breath some color. For example, breathe out gray air. And imagine that you are breathing out your anxiety, your fear, your tension, resentment. And the inhaled air can be given some other pleasant color, for example, blue. And imagine that you are breathing calmness, confidence and lightness. "
Reflection. Getting feedback. Participants share their impressions, talk about feelings at the beginning of the exercise and at the end.
7. Exercise to relieve psycho-emotional stress
Purpose: development of skills of self-regulation and removal of psycho-emotional stress.
To the accompaniment of meditative music, all participants draw any images, color spots for 10-15 minutes. After that, the drawings are given to the psychologist "in the safe".
8. Summing up. Discussion of their emotional experiences and feelings. Joint development and discussion of recommendations for working with aggressive children, methods of self-regulation and relieving psycho-emotional stress for children and adults.
Literature:
- Game in training. Game interaction opportunities. / ed. E.A. Levanova St. Petersburg, Peter. 2007.
- Lyutova E.K., Monina G.B. Training for effective interaction with children. SPb, Speech 2007.
- G.I. Makartycheva Correction of deviant behavior. SPb. Speech 2007.
- Novikova L.M. Samoilova I.V. Handbook of a school psychologist. 1-4 grades. M. Eksmo, 2008.
Municipal budgetary preschool educational institution
kindergarten №30 "Dolphin", Pavlovo
Seminar - workshop for teachers
Prepared by:
Kominova V.B.
Senior educator
2017
Synopsis of the seminar - workshop for teachers
"He who seeks, he will always find - the search and cognitive activity of a preschooler"
Purpose: to improve the pedagogical competence of preschool teachers in the field of methods of organizing the search and cognitive activity of preschool children.
Seminar - workshop:
Greeting!
Good afternoon, dear teachers! Let me invite you on a trip to the "Island of Search". On the island of Tom, we learn about interesting methods of teaching children to search for activities.
And now I suggest you stand in a circle and greet each other with kind words and wishes.
Introduction.
For a long time, the main attention of teachers was focused on the first function of methods - the assimilation of knowledge. Their second function - the development of cognitive abilities - remained in the shadows. As a result, a certain type of educational process has developed, characterized by the teacher's desire to present all knowledge in a finished form.
This teaching methodology leads to the fact that the cognitive activity of children acquires a one-sided reproductive character: their main efforts are directed at the perception of ready-made knowledge, memorization and subsequent reproduction.
As indicated in modern works on the psychology of knowledge assimilation, the greatest activity of thinking is stimulated when a "problem situation" arises. This approach underlies problem learning, which is implemented using three methods: problem situations, partial search (heuristic conversation), cognitive - research activities.
Let's talk about these three methods!
Cognitive - research activity.
The formation of research skills of preschoolers is one of the most important tasks of modern educational practice within the framework of the new federal state educational standards. The modern world is so dynamic and it is changing so rapidly that it is impossible to survive in it, relying on the established stereotypes, a modern person must constantly show research, search activity. The formation of a holistic, complex, integrative systemic - activity approach to the upbringing of a preschooler is the goal of the FSES.
So, cognitive research activity is a child's activity aimed at comprehending the structure of things, connections between the phenomena of the surrounding world, their ordering and systematization .. This activity arises in early childhood, at first representing a simple, as if aimless (procedural) experimentation, with things, in the course of which perception is differentiated, the simplest categorization of objects by color, shape, purpose arises, sensory standards, simple instrument actions are mastered. By older preschool age, cognitive and research activity is isolated into a special activity of the child with its own cognitive motives, a conscious intention to understand how things work, learn new things about the world, and streamline their ideas about any area of \u200b\u200blife.
The following are designated as the main developmental functions of cognitive research activity at the stage of senior preschool age: - development of the child's cognitive initiative (curiosity); - the child's mastery of the fundamental cultural forms of ordering experience: cause-and-effect, genus - species (classification), spatial and temporal relations; - the child's mastery of the fundamental cultural forms of ordering experience (schematization, symbolization of connections and relationships between objects and phenomena of the surrounding world); - development of perception, thinking, speech (verbal analysis-reasoning) in the process of active actions to search for connections between things and phenomena; - broadening the horizons of children by taking them beyond the limits of direct practical experience into a broader spatial and temporal perspective (mastering ideas about the natural and social world, elementary geographical and historical ideas).
Practical part:
Dear teachers, there are sets of phrases on the tables in front of you. I suggest you remember what types of research you know and from the proposed phrases make up the names of the types.
Research types:
Experiments (experimentation) with objects and their properties
Collecting (classification work)
Map Travel (Spatial Relationships)
Traveling on the "river of time" (temporary relationship)
Heuristic conversation.
Heuristic conversation got its name from the Greek. heuristic - looking for, opening.
The essence of heuristic conversation lies in the fact that the teacher, by posing certain questions to the children and joint logical reasoning with them, brings them to certain conclusions that make up the essence of the phenomena, processes, rules, etc. under consideration. In this case, the teacher encourages students to reproduce and use the existing ones. them theoretical and practical knowledge, experience, compare, contrast, make inferences. Heuristic conversation is used in senior preschool age, when children already have a certain store of knowledge and experience.
A characteristic feature of heuristic conversation is that students, with the help of skillful posing of the teacher's questions and thanks to their own efforts and independent thinking, are led to the acquisition of new knowledge.
Conducting and leading a heuristic conversation requires special training of the teacher: dismembering the content of a future conversation into logically related parts, formulating questions, arranging them in accordance with the logic of reasoning, thinking over possible answers of children and their own reactions to them, formulations, main conclusions.
not asking several questions at once - this distracts the attention of students and often causes them confusion;
encourage children to ask each other and the teacher;
offer to answer the question at will; more often contact children with an invitation to think, evaluate a friend's answer, correct a mistake in an answer, express their opinion, etc .;
to draw the attention of children during the conversation to the main, key points, facts, conclusions that make up the essence of the discussed;
ensure that these main points are learned by the majority of children;
not be limited to work only with active children, involve the silent ones in the conversation.
Ensure that all children of the group are active in the conversation;
Not be satisfied with general answers and explanations, using additional questions to seek specific answers;
When asking leading questions, formulate them in such a way that the answers to them make the children think, do not immediately lead to the correct answer, but leave room for independent reflection;
Be sure to summarize the conversation; comment on the answers and formulate conclusions not only at the end of the conversation, but also at its stages, as the need arises.
Until now, the discussion was about the way of conducting the conversation, when the teacher asked the questions, and the children, thinking over the answers to them, came to certain conclusions. This construction of a heuristic conversation is most typical. However, in the course of the conversation, questions can also be asked by children, both to the teacher and to group mates.
The practical part.
I suggest you practice drawing up a heuristic conversation. For this we need:
Define a topic.
To make a plan.
Develop the content of the conversation.
Think over questions for children and suggested answers.
Example:
Topic: Why do the same flowers bloom differently?
Plan:
Draw the attention of children to the flowers on the site.
Show that some flowers have blossomed and some have not.
Asking why is this happening?
What does it take for flowers to be in the same condition?
Content:
The flowering of flowers is influenced by weather conditions, the location of flowers - in the shade or in the sun, dry or wet ground.
Questions:
Why do flowers bloom differently?
What weather conditions affect their flowering and growth?
Where is the best place to plant flowers?
How should you care for flowers?
Problematic situations.
Problematic education in kindergarten is such an organization of interaction with pupils, which involves the creation, under the guidance of a teacher, of problematic issues, tasks, situations and active independent activity of children to resolve them. Therefore, the main essence of problem learning is in posing a problem for a child, a cognitive task, creating conditions for exploring ways and means of solving it, that is, developing a problem vision.
It is important to note that knowledge and methods of activity in problem learning are not presented to children in a ready-made form, rules or instructions are not offered. The material is not given, but is given as a search subject. And the whole point of training is precisely to stimulate the search activity of the preschooler. Problem-based learning technology brings the learning process as close as possible to the thinking process. It presupposes not only the assimilation of the results of scientific knowledge, but also the very path of cognition, the methods of creative activity. The technology of problem-based learning is based on the laws of the psychology of thinking. It should be remembered that the technology of problem learning is applicable in working with preschoolers, provided that the problem situation proposed to the adult is in the "zone of proximal development" so that the child can resolve it only on the verge of his capabilities, with the maximum activation of his intellectual, creative and motivational potential. Cooperation between a child and an adult in studying at the ZPD is carried out in a problematic situation, which the child copes with with the help of an adult.
Problematic question. The answer to the problematic question implies the need for reasoning, not just reproduction of knowledge. These are the questions "why?", "Why?" For example, which birds of our lands are the last to fly south? (just a question) Why are wild ducks and geese the last to fly south? (problematic question). Why does a duck swim and a chicken not? Why aren't shoes made of iron?
Problematic task. The problematic task can be roughly divided into two parts. Does it have a condition (description) and a question? For example: Children blinded two identical snowmen. One melted in a week, and the other stood until the end of winter. Why? - Buratino dropped the key into the water, you need to get it, but after jumping into the water, Buratino floats up. How can I help him?
A problem situation is the most difficult form of problem learning. When solving a problem situation, a state of mental difficulty of children arises, caused by the lack of previously acquired knowledge and methods of activity. In each problem situation, its main components can be distinguished: unknown, that is, new knowledge or mode of activity assimilated by the child; cognitive activity; - creative possibilities and the level of knowledge achieved by the child.
The practical part.
Dear teachers, I suggest you practice again in a practical lesson. For this we need to choose one teacher - he will be the educator, and the rest play the role of children. The teacher organizes a problem situation for children on the topic "Water".
Example:
Educator: By studying the properties of water, children will learn that 80 percent of humans and animals are water.
- "Why is our body not liquid, because we have so much water?"
Together with the teacher, the guys are looking for an answer and come to the conclusion that water is inside the body, therefore it does not flow out of a person. The teacher, in the course of searching for the answer to the question posed, listens to all the arguments of the children, encourages them for their activity, an attempt to show their knowledge. After all the guys offer their answers, a common solution is jointly selected.
To consolidate the findings, we conduct an experiment.
Children, together with the teacher, rub carrots, beets, potatoes, squeeze juice, thereby proving that almost any organism has water, but we cannot see this outwardly.
Further, teachers are invited to choose a new teacher and a new topic:
Topic: "Fruit"
While traveling in the desert, the children became thirsty. But with them were only fruit. Can I get drunk?
Topic: "Material Properties"
In rainy weather, you need to come to kindergarten, but what shoes to choose to come to kindergarten without getting your feet wet.
Topic: "Friendship of Colors"
Cinderella wants to go to the ball, but is only allowed in dresses painted orange. And Cinderella has only yellow and red.
Conclusion.
Learning will be problematic when there is a problem situation. The value of classes based on this technology is enormous.
Problem-based learning reflects the requirements for modern education (according to Dewey):
The child's own acquisition of knowledge, thus eliminating the contradiction between the logic of a separate scientific field of knowledge and the logic of the process of cognition of a particular person;
The subjectivity of the appropriation of knowledge;
Taking into account the interests and inclinations of the child, his value orientations;
"The joy of discovery", enjoyment and positive reinforcement.
Problem learning activates the thought of children, gives it criticality, teaches them to be independent in the process of learning. The problematic situation is specially created by the educator using certain techniques, methods and means.
Each new knowledge reveals to the child little-known aspects of the cognized object, arouses the question, conjectures.
So, the use of problem situations in the educational process helps the teacher to fulfill one of the important tasks set by the kindergarten reform - to form independent, active, creative thinking in children. The development of such abilities can be carried out only in the creative independent activity of students, specially organized by the teacher in the learning process. Therefore, the teacher should be aware of the conditions in which preschoolers should be placed in order to stimulate genuine productive thinking.
Reflection.
Teachers ask questions, discuss the topic.
The presenter offers to mark his mood from the seminar with stickers attached to the emoticon that describes their mood.
Not interested! Very interesting! Unclear!
A workshop is an event that allows you to apply the theoretical knowledge gained in practice. On them, the participants will have to find answers to problematic questions or offer options for getting out of problem situations. The work can be carried out both individually and in mini-groups. For the successful implementation of the lesson, it is important to choose relevant topics of seminars for preschool educators, which affect all issues of the life of the institution and the team.
Moreover, the structure of the event implies several important stages:
- Preparatory. At this stage, the responsible employee studies the topic, defines the objectives of the event and, in accordance with them, forms a lesson plan. He selects the necessary theoretical material and tasks that will allow you to assimilate information in the best way, applying it in practice. It is important to formulate the desired results in order to assess, in accordance with them, the extent to which the set goals have been achieved.
- Organizational. It is necessary to concretize the problem and actualize the stated topic. All participants in the event discuss the topic (problem) in front or in groups, the organizer can offer the performance of psychological exercises or various tasks to create a comfortable atmosphere for work in a team.
- Theoretical. The workshop begins with a short lecture on methodology or psychology, announcement of important information, demonstration of a presentation, description of a disputable situation or event. It can be an update of the legal framework, advanced pedagogical technologies, methodological recommendations or specific examples from pedagogical practice.
- Practical. Participants of the event are invited to speak about what they have heard, enter into a discussion, independently or together with colleagues to complete certain tasks. This stage differs depending on the chosen form of the lesson (“round table”, master class or business game).
- Reflection. Regardless of the topic of seminars for preschool teachers, the stage of reflection - assessment of the results achieved and the course of the lesson is mandatory. It allows you to draw conclusions on collective work, to assess the degree of involvement of educators in the process of self-education.
- the time for the meeting is optimal for all participants, which will maximize interest and create a friendly atmosphere.
- before choosing a topic for a lesson, it is important to assess the audience, its needs and capabilities, since a general seminar for employees of different levels of training may be ineffective;
- strictly regulate or, if possible, follow the rules of statements in order to prevent the aggravation of disputes and infringement of the rights of the participants of the event (as a rule, 20-25 minutes are allocated for the statement of the participant, but you can limit yourself to 10);
- it is necessary to monitor the communication culture of the meeting participants, the tolerance of statements, criticism of ideas is permissible, but not personalities;
- active participation and passive listening in the class should be alternated, which will allow teachers to maintain concentration for longer (if the meeting is prolonged, it is wise to take a coffee or snack break).
The problem of children's conflicts is always relevant. Educators often do not know how to properly resolve the conflict, they do not solve the problem constructively. The teacher-psychologist presents the seminar “Children's conflicts. Methods of prevention and methods of resolution ”, which will acquaint teachers with the peculiarities of the course of children's conflicts, methods of their prevention and possible ways to resolve them.
Purpose: to familiarize teachers with the peculiarities of the course of children's conflicts, methods of their prevention and possible ways to resolve them.
1. To acquaint teachers with the concept of "conflict", as well as the peculiarities of children's conflicts.
2. To acquaint teachers with some methods of conflict prevention in children's groups.
3. To train teachers in some methods of preventing children's conflicts.
Preparation: presentation; print cards for the game "Rope"; the pencils; print memos.
Psychologist: Hello, dear colleagues! The topic of our seminar today is “Children's conflicts. Methods of prevention and methods of resolution "
The seminar, conditionally, will consist of 3 parts. In the first, we will try to highlight the features of children's conflicts. In the second - some methods of their prevention, and in the third - the features of the teacher's behavior in conflict situations of children, as well as ways of resolving them.
So let's get started. Part 1 of the seminar: "Features of children's conflicts."
Each person is unique. And even when he is only three years old, he forms his own ideas about the world around him. The child's worldview already includes general information about the rules of behavior, usually through the assessment of adults. And so, so different, each with their own childhood ambitions, they come together. In any team, conflicts are inevitable, the children's community is no exception.
Conflict (from Latin conflictus - quarrel, collision, dispute) is defined as a lack of agreement between two or more parties, a collision of oppositely directed and incompatible tendencies in the minds of individuals, in interpersonal or intergroup interactions, associated with negative emotional experiences.
What do you think are the reasons for conflicts in the group?
Adults encounter conflicts with children quite early. Some scientists attribute their appearance to the age of one year. In younger children, conflicts most often arise over toys, in middle-aged children, because of roles, and at an older age, because of the rules of the game. Children's conflicts can arise over resources, discipline, communication difficulties, values \u200b\u200band needs, mutual hostility, rivalry, age difference, lack of cohesion of the children's team, etc.
It must always be remembered that conflict situations will arise in any case. All children's quarrels are usually resolved by themselves, and therefore should be treated as natural phenomena in life. Small quarrels and clashes can be regarded as the first life lessons of interaction with equal people of the same circle, the moment of interaction with the outside world, a stage of learning by trial and error, without which the child cannot do. Therefore, adults should not enter into quarrels of children without special need. It is necessary that they learn to independently get out of controversial situations and end conflicts.
In the children's group, the main and most frequent cause of conflict is a heightened sense of ownership. In other words, the toys. As a rule, children treat their objects of play very anxiously, protect them, and get nervous when someone outside takes them. At the same time, the child often considers other people's things as potentially his own. This is where it is necessary to lay in the child the basic concepts of his own and someone else's. In addition to the fact that “you cannot take someone else's”, adults (parents and educators) must explain why this cannot be done. It is advisable to convey to the minds of children what feelings will be experienced by someone from whom they have taken or taken away a thing without asking.
But before they develop empathy and generosity, they must establish safety limits for themselves: the constancy of being surrounded by close adults, their place in the house, relationships with people, with their toys. An attempt on a toy that a child considers his own is an attempt on his safety, on his personal space. Adults, often deprived of the ability to share something with others, constantly demand this from children.
Awareness by adults of the child's right to property is very important, since it removes many unnecessary worries and makes them think about giving children the means to resolve conflicts, instead of calling the child a greedy, bad boy or girl, etc. Teachings about justice, threats, instilling a sense of guilt do not lead to anything good. The task of adults is to help children see in every person, to teach them some rules of life among other people, which include the ability to express their desire, listen to the desire of another, agree, together find a way out of a difficult situation. At the same time, the child must be an equal participant in this process, and not just blindly obey the requirements of an adult or a stronger partner.
Observations of children in conflict situations indicate that often its participants solve the problems that have arisen in different ways, some by forceful methods, while others, who are good at communicative methods, settle their disputes and disagreements in a more peaceful non-violent way. These are the two main ways of resolving conflict situations: destructive and constructive.
Constructive ways out of the conflict presuppose progress in the situation and its resolution (“I will suggest another game”, “I will ask the guys what is better to play, and we will agree”). Supporters of a constructive approach are more sociable, they try to find a way out of the situation together and relieve tension by adopting a consensus. Children should be taught these ways of resolving conflicts.
Destructive methods presuppose either avoiding the situation (“I’ll leave and will not play with them”, “I myself will play alone”), or its aggressive resolution (“I will beat everyone and make them play”), or the attraction of external means to resolve the conflict (“ I will call the teacher, she will make everyone play ”). The use of aggressive, violent methods of conflict resolution speaks, as a rule, of difficulties in communication, misunderstanding and rejection of another point of view, and forceful influence may indicate violations in the emotional and personal sphere of the child.
In the communication of children with each other, situations often arise that require coordination of actions and the manifestation of a benevolent attitude towards peers, the ability to abandon personal desires in order to achieve common goals. The preschooler is not yet aware of his inner world, his experiences, intentions, interests, so it is difficult for him to imagine what the other is feeling. He sees only the external behavior of the other: he pushes, shouts, interferes, takes away toys, etc., but the child does not understand that each peer is a person, with his own inner world, interests and desires. It is important to help the child to look at himself and his peer from the outside.
Most often, children who are popular and unpopular stand out in the group. Popular children are dexterous, skillful, smart, neat; unpopular include untidy, quiet, whiny, harmful, weak and poorly proficient in game actions and speech (such children include children from conflict families with an acutely unfavorable emotional atmosphere, children from families with hypo- or hyper-care, disharmonious types of upbringing, these are aggressive children, poorly controlling their behavior, anxious children). Peers are also irritated by those children with whom it is difficult to negotiate, who break the rules, do not know how to play, slow, incapable, inept.
There is even a peculiar typology of conflict children who most often provoke conflict situations in a group:
1. "Aggressive" - \u200b\u200bbully others and get annoyed themselves if they are not listened to or perceived. This is what arouses rejection.
2. "Complainants" - often complain about something, thereby they can provoke other guys among themselves.
3. "Silent people" - calm and laconic, but it is very difficult to find out what they really want. By this behavior, they create barriers to communication.
4. "Super-compliant" - agree with everyone, do not have their own position.
5. "Know-it-alls" - consider themselves smarter than others, arrogant, condescending.
6. "Indecisive" - \u200b\u200bhesitate in making decisions, are afraid to make mistakes, get stuck.
8. "Hidden" - harbor resentment and unexpectedly attack the offender, vindictive.
9. "Innocent liars" - mislead others with lies and deceit.
At the same time, the following methods of influencing such children on other participants in the game conflict were identified - manipulation tactics:
1. "Physical impact" - such actions when children, especially younger ones, push each other, fight, and also take away toys, scatter them, take someone else's place in the game, etc.
2. "Mediated influence" - in this case, the child acts on the opponent through other people. This includes complaints about a peer to the caregiver, crying, shouting in order to attract the attention of an adult, as well as influencing with the help of other children involved in conflict to confirm their claims.
3. "Emotional suppression" - this includes such methods of influencing the opponent that are addressed directly to him, but this is carried out at the level of crying, screaming, stamping feet, grimacing, etc., when the child does not explain his claims, but exerts on the opponent certain psycho-emotional pressure.
4. "Verbal suppression" - in this case, the means of influence is already speech, but these are mainly various instructions to the opponent what he should do or what he should not do. These are statements like “Give it back”, “Go away”, a kind of marking of one's own actions - “I will be a doctor”, refusal to perform the action required by the partner, as well as questions requiring a specific answer, for example, “Where are you going with the car?”. In the latter case, the peer must also perform a certain action, but not subject, but speech.
5. "Threats and sanctions" - this includes statements in which children warn their opponents about the possible negative consequences of their actions, for example, "I'll tell you"; threats of destruction of the game - "I will not play with you"; threats to break off relations in general - "I'm no longer friends with you", as well as various interjections and words pronounced with a threatening intonation: "Well!", "Oh, so!", "Got it?" etc.
6. "Pseudo-arguments" - these include statements with the help of which children try to explain, substantiate their claims or show the illegality of the claims of their rivals. These are statements like "I am the first", "This is mine", statements about my desire - "I want to too," an appeal to my position in the game - "I am a teacher and I know how to teach", rhetorical questions like "Why did you break everything ? "," Why did you come here? ", In which a negative assessment of the partner's actions is clearly visible, as well as direct assessments of one's own actions and the actions of rivals (“ You don’t know how to play ”,“ I know better how to treat ”) and various offensive nicknames, teasers, etc. This group also includes cases when children try to appeal to certain rules - for example, “We must share”, “The seller must be polite”, etc.
If you know the features of these types of children and take into account their possible ways of communication and interaction with peers, then you can learn how to correctly prevent children's conflicts. And instead of resolving a quarrel in a destructive way, teach children socially acceptable norms of behavior and communication.
But the most important thing, of course, what I want to say is that it is better to prevent conflicts in the children's collective than to resolve them.
So, we come to the second part of our seminar: "Methods of conflict prevention."
The most promising is the prevention of conflicts in the early stages, at the stage of their inception. Signs of the emergence of conflicts can be: clashes between children, violation of discipline, name-calling, molestation, violation of the rules in games, alienation of the child from the group, protracted showdown. The teacher is obliged to pay attention to every such stroke and take measures to prevent an impending conflict.
In order to prevent conflicts, and the most difficult thing, in my opinion, a group of children at a certain time needs to be formed, and then to ensure and maintain a healthy moral and psychological climate in it, to cultivate a respectful attitude towards the personality of each, its merits and individual characteristics; educate self-criticism, benevolence; to encourage the organization of productive activities; maintain the high authority of the educator. The teacher should be able to notice in time the unwanted behavioral tendencies of children and, also, be able to rebuild them not by an order, but by a psychological and pedagogical way, using joint games and activities.
So, here are some basic methods of preventing child conflicts.
1 method. In the theory and practice of preschool pedagogy, great importance is attached to children's collective activity in the classroom. She is the main method of preventing conflicts in preschoolers. Joint activity unites children with a common goal, assignment, joys, griefs, worries about a common cause. It has a distribution of responsibilities, coordination of actions. By participating in joint activities, the preschooler learns to give in to the desires of his peers or reasonably convince them of his innocence, to make efforts to achieve a common result. In general, it helps to unite the team of pupils.
In this case, the prevention of conflicts occurs in the process of developing communication skills between children and peers. For this purpose, you can use:
Role-playing games (including those with a problem situation);
Imitation games (imitating in their purest form any human
process);
Interactive games (interaction games);
Socio-behavioral trainings (aimed at teaching a model of constructive behavior in resolving a conflict situation);
Playing with conflict situations and modeling a way out of them;
Psychogymnastics;
Reading and discussing works of art;
Viewing and analyzing fragments of animated films with subsequent modeling of new versions;
Discussions, etc.
You and I can right now, on our own, try a couple of exercises to develop children's communication skills with each other.
Exercise "Centipede"
Purpose: demonstration of a model of behavior in a conflict situation.
Time: 10-15 minutes.
Exercise progress:
Participants stand in a circle holding hands. Everyone chooses the place in the room where he would like to go, but does not say it out loud. Within three minutes the participants must visit the place they have chosen. The task is performed in silence, the participants do not separate their hands.
At the next stage of the exercise, the participants are allowed to talk. The task too.
Discussion:
1. How did you feel when you did the exercises in silence?
2. What did you want to do?
3. Did you manage to achieve your goal when you were allowed to talk to each other?
Exercise "Tramples"
Purpose: teaching the technology of forming tolerance and constructive behavior in conflict situations in children.
Time: 10 minutes.
Exercise progress:
“Starting with me, we carry out the task in a circle. With the right foot we will step on the left foot of the neighbor. The one who has been stepped on will try to justify the offender, calling by name. For example, I step on Inna's foot. Inna says: “I forgive you, Tatyana, because you were in a hurry to work,” and steps on Marina's foot. Marina says: “I'm not offended by you, Tanya. This trolleybus is so cramped and everyone has to go ”and so on.
Explanations can be anything but should not be repeated.
Note: Step on the foot must be purely symbolic, without effort.
Reflection.
There are situations in life when objective conditions for a conflict arise by chance. This also happens in the children's team.
Agree that sometimes it is very important to restrain the irritation and desire to act aggressively with your own, tactfulness, tolerance. Smile, joke, say warm words, and you will feel that your irritation has disappeared and the pain has passed. It is necessary, if possible, to prepare yourself for such situations. It is very important to develop children's sense control skills.
Method 2. Personal example of a teacher as one of the methods of preventing children's conflicts. It helps in maintaining a positive personal example of a teacher, the development of self-control is a process of awareness and volitional humility of individual behavior (behavior is understood as: thoughts, emotions, actions), which must comply with certain standards, rules, regulators established in society.
A number of principles can be distinguished, in accordance with which the educator can influence the pupils by personal example:
1. Children are more willing to respond to the arguments of adults if they feel mutual affection and trust in each other. Children are less aggressive with adults who provide emotional support. It's about respecting and accepting the child.
2. External control over behavior is necessary for all children of preschool age. The child develops a character and constant correction of behavior on the part of an adult is very necessary for him. However, controls should not be extreme (from permissiveness to rigid authoritarianism); such controls are counterproductive. Educational techniques can be based on the organization of the child's activities, for example, as mentioned above, with the help of interesting role-playing and outdoor games, toys, environment equipment. This implies the teacher's ability to maintain internal balance and objectivity in relation to children.
3. Educational techniques are more effective when their effect is permanent, rather than temporary. A positive effect is achieved if adults do not disagree on discipline issues. Here we are talking about internal self-organization and educational sequence.
4. Education is easier when the process is dominated by encouragement for positive actions or statements, and punishments are applied in extreme cases. Disciplinary actions cease to be effective if the child is constantly scolded no matter what and how he did it. Physical punishment should be excluded. Overly severe, degrading and cruel punishments do not have a positive effect, since they provoke opposition, feelings of alienation and aggressive behavior on the part of the child. Here, of course, it is said about the principle of reliance on positive individual characteristics of pupils.
And now, I suggest you practice a little in resolving some conflict situations that are possible in your teaching practice. In which, in my opinion, the principle of the personal example of the educator is realized. After all, his authority in the eyes of the pupils will depend on how the teacher will act in a difficult situation.
Problem situations for teachers
Vanya is 2.5 years old. He not only does not give children toys, but also reacts very violently and emotionally. If he plays with some one toy and someone takes another at this time, he throws everything away, runs to take away, while he can still knock, bite (on the clothes), stomp his feet, growl, snort and shout: “Don't I will! " He takes someone else's toys and at the same time, if the owner wants to take it, he reacts as violently as in the case of his toy.
What to do in such a situation, how to wean Vanya not to react so violently to the fact that children take his toys?
Usually children are greedy when they fear that their toys will be taken away from them forever. They do not believe that their "good" will be returned to them. You need to explain to the child that his toy will remain with him in any case. You can try to "play", rehearse the sharing and exchange of toys in the game at home. Let the toys be shared by the Greedy Bear and the Good Hare. Let the Hare explain to Mishka that others take his toys for a while and will certainly return them back. Ask your child to play the role of both the Greedy Bear and the Good Hare. And don't rush him. He needs time to master these rules.
Vika is 2 years 1 month old. She solves problems with other children by biting them. The girl's family has been home to her cousin since birth, who is a year older than Vika. The sister often takes Vicky's toys and fights. Now Vika with bites solves all the problems that arise between her and other children.
Tell me what to do?
Conflict resolution:
It is necessary to explain to the girl that biting is not allowed, to show other ways to overcome conflicts with children. If possible, you just need to physically prevent her bites, watch the child's games. Teach her to say "give it up," "don't take it - it's mine," before she starts biting. If a cousin takes away toys from a girl all the time and is not punished for it and does not even make remarks, then it is not surprising that the child is fighting for justice in his own way. You need to help her learn the rules of joint games and show her how to behave if her rights are violated.
Method 3. In preschool practice, the persuasion method is very widely used. The peculiarity of using the method lies in the fact that the teacher deals with preschoolers who, for whatever reason, have not formed generally accepted norms and rules of behavior in society, or have formed distorted concepts about these norms and the corresponding forms of behavior. When convinced, the teacher influences the consciousness, will and feelings of the preschooler. However, one should not confuse the concepts of "persuasion" and "moralizing" when well-known truths are declared; and if they are also pronounced in a commanding tone, then the child stops listening to the adult or is aggressive towards him. Persuasion can be realized through such methods well-known in pedagogy as storytelling, conversation, positive example, etc.
For confidential conversations with children in a group, you can equip such corners and zones as: "Solar circle"; "Corner of Trust"; "Island of Desires"; "Island of Trust"; "Island of feelings"; "Secret Room"; Cozy Corner; "Negotiation table"; "Corner of Silence"; "Rug of the world"; Peaceful Chairs; Friends' Corner. Literary heroes can visit children.
But what to do if the conflict has already been unleashed? We will learn about this from part 3 of our seminar: "Ways to resolve conflicts in a children's team"
Conflict resolution is the minimization of the problems separating the parties to the conflict, carried out through the search for a compromise, elimination (in whole or in part) of the causes that gave rise to the conflict, changing the goals of the parties to the conflict, reaching an agreement on a controversial issue.
Since in a child conflict, as a rule, the educator is assigned the role of an observer-mediator, his main goal in this case is a purposeful influence to eliminate or minimize the causes that gave rise to the conflict, to correct the behavior of the participants in the conflict, to ensure a normal exchange of views between the parties to the conflict so that they listen and heard one another through the one in between. Therefore, for the educator in the conflict, it is not the object and material of the conflict itself that is important, but the formal side of the interaction, i.e. his organization. The activities of the educator should be aimed at reaching an agreement between the parties to the conflict.
The basic skills of conflict management mainly include communication skills and decision-making skills - constructive techniques and techniques of active listening, dialogue, the ability to distinguish positional requirements and basic interests, vision, etc.
When becoming a mediator in resolving children's conflicts, the educator must take into account the characteristic features of such conflicts:
1. When resolving a conflict situation, the educator, the teacher bears professional responsibility for the correct resolution of the conflict situation, since the pupils learn the social norms of relations between people.
2. Different understanding of events and their causes by the participants, the conflict through the eyes of the educator and the children is seen differently, therefore the educator cannot impose his decision.
3. The presence of other children in a conflict turns them from witnesses to participants, and the conflict acquires an educational meaning.
4. The professional position of the educator (teacher) is to take the initiative to resolve the conflict and put the interests of children first.
5. Children's conflicts are easier to prevent than to successfully resolve.
You will learn about the algorithm of the teacher's actions in resolving conflict situations from the memos, and now I propose to perform one exercise. It illustrates the position of the educator who mediates in children's conflicts and their resolution. It often happens that in conflict situations between pupils, the educator is, as it were, opposed to the pupils.
Exercise "Rope"
Purpose: to illustrate the position of the educator who mediates in children's conflicts and their resolution.
Time: 10-15 minutes.
Instructions:
Divide into "A" and "B" (division into pairs occurs). Now you will need to break into pairs "A" opposite "B" and grab the ends of the pencils.
