Training "creating a favorable psychological mood." Creating a positive emotional mood in the group during the adaptation period

How to create the right psychological attitude?

You should not maintain a bad mood, no matter for what reason it comes to you. First, look around - how many people are there who have it many times, ten times harder than you!

There is a little parable: “A man fell to the very bottom, lay there, crying - and suddenly someone knocked from below!” Look at your difficulties or problems objectively - whether they are far-fetched, whether you have “cheated” yourself - especially if you are prone to a pessimistic attitude.

Our psychological attitude is inseparable from what happens to us in life. We are accustomed to perceiving success as a coincidence of fortunate circumstances, a consequence of long and hard work, the presence of the necessary connections and much more. Yes, that's all true. But success is also a consequence of deep faith in the favorable outcome of one’s plans.

Cultivating the right psychological attitude for success is one of the tasks of our self-development. We must clearly realize that the mood is relatively long-lasting and stable mental condition person.

To the extent that the sensations of daily fluctuations in internal energy corresponding to biorhythms, the influx and outflow of hormones, and even the huge energy decline that we call sleep are normal for us, we have the right to consider periodic changes in mood normal.

How could we imagine the essence of pleasure if we did not have the opportunity to compare it with the opposite sensation? Or how would we know that we were happy if we had never been unhappy.

At the same time, our obsessive desire to achieve the boundless happiness inherent in all modern culture, distorted real life. This pursuit of happiness can lead straight to hell.

“When a thing, even a very good one, becomes one-sided and excludes the other side, it is possessed by the devil.” © James Hollis

There can be “ordinary” adversities or mood swings in any person’s life. Here you need to learn to overcome them by developing a positive psychological attitude in yourself.

How to achieve a positive psychological attitude?

A positive psychological attitude is achieved in two steps:

Step one– get yourself out of a negative mood, at least temporarily.

Step two– start working on the problem by drawing up a plan to solve it.

Change your thoughts first

It is quite obvious that positively directed thoughts such as “I will succeed!”, “Fate will smile on me!” etc. will help you much more than thoughts like: “I’m unlikely to be able to do this,” “I don’t have enough money, connections, skills,” etc.

“A man is a product of his own thoughts. What he thinks about is what he becomes." - Mahatma Gandhi

Watch your words

Compare the usual expressions: “Life is beautiful and amazing!”, “I have many creative plans!”, “Let’s break through” and the expressions: “Life is melancholy,” “Some are unlucky in life,” rude language. Which person do you think will achieve the goal first?

Change your Habits

A healthy lifestyle is a habit, careful planning is a habit, and hard work, self-development, determination and many other qualities are also well-developed habits.

But there are other habits, for example, sleeping until lunch, wasting time watching TV, talking on the phone for hours, doing poor work, etc. For the future: it is worth developing the habit of always thinking positively and not losing a good mood.

Stay away from people who complain about life, pessimistic people - their mood can be contagious

Remember the “rule of five”: you are the average of the five people you interact with the most.

Communicate with joyful and positive people, with those who share your aspirations, interests and dreams. Conversely, avoid negative influence pessimists who have lost faith in life.

Your pastime

What do you do in your free time? What films do you watch? What books do you read? Where do you go? What mood do you bring into your life? Everything we do, watch, read, listen to - everything becomes part of us and our reality. Therefore, be selective about what you fill your life with. The beautiful makes our life even more beautiful and vice versa.

Map out your action plan

Start developing a plan to eliminate the reasons that bother you in this moment. Compose step-by-step algorithm exit from a negative situation and describe everything in as much detail as possible: what you want to get rid of first, second, and so on.

Secrets of psychologists for creating a positive psychological attitude

The first secret is this: Bring a smile purely mechanically. Stay in a state of smiling until you feel that it ceases to be mechanical and begins to be real.

It turns out that not only the brain controls the muscles, but also the muscles control the brain - they give signals of a good mood.

The second secret of psychologists is how to gain a positive psychological attitude? Do you need to remember any good point in your life when you felt truly joyful, happy, successful. Remember your state at that moment and don’t let it go, penetrate it, enter it and experience it again.

Positive memories will make bad mood give a crack.

Psychologists have another cool psychological technique- make a fly out of an elephant, and an elephant out of a fly. That is, everything good, no matter how insignificant it may be, needs to be inflated to incredible proportions, and everything bad, on the contrary, must be reduced.

For example,
“I did 5 push-ups! What a great fellow, wow!”
“A car smashed into rubbish is such a small thing! The main thing is that I’m alive and happy!”

Finally, I would like to note that a person with a designated goal to which he strives does not linger in a bad mood. Perhaps, momentary misunderstandings that only help to establish oneself in the chosen goal and adjust the path to achieving it. Usually those who have nothing to do, who have no aspirations and dreams are susceptible to depression and bad mood.

If you have a clear goal that you are striving for, there will simply be no time to be bored or sad. Always remember where you are going, take small and large steps towards your goal and remember that for all your efforts you will be rewarded many times over.

And over time, your psychological attitude will become consistently positive and conducive to fulfilling your plans, and you yourself will change incredibly in better side, as well as your life!

Start of the lesson. Psychological attitude.

Organizational stage, very short-term, determines the entire psychological mood of the lesson. Psychological training is carried out to create a favorable working environment in the classroom, so that children understand that they are welcome and expected.

Friendly, friendly words from the teacher, a calm, confident manner are a condition for completing the tasks of this stage.

Psychological mood for the lesson:

Hello children! I'm glad to see you and really want to start working with you! Have a good mood and success!

Dear Guys! May this lesson bring us the joy of communication and fill our souls with wonderful feelings.

Good morning, my dear! I am very glad to meet you. And of course I’m looking forward to the moment when we can look into this Wonderful textbook again. Is this what you want? Then go ahead!

Teacher : Good afternoon friends! I'm glad to see you and really want to start working with you. Have a good mood and success! Is everyone ready for the lesson?
Children: Yes!
Teacher: Then go ahead!

Teacher : Hello guys! Today I went to school with great mood. Why do you think?
Children: Because you wanted to meet with us faster.
- Because real spring has come.
- The sun is shining today.
- Maybe because the holidays are coming soon?
Teacher : Yes, everything you said is correct: it has become quite warm outside, and the sun is shining, and I am glad to meet you. And I’m also in such a high spirit from the anticipation of interesting discoveries in our lesson...

Good morning, my dear! Let's start the lesson. Let's smile at each other, give your smiles.

Let's start our lesson by wishing each other well.

I wish you well, you wish me well, we wish each other well. If it gets difficult, I will help you.

I'm glad we're in a great mood. I hope that the lesson will be interesting and exciting.

Turn to each other, look into each other's eyes, smile at each other, wish each other a good working mood in class. Now look at me. I also wish you to work together and discover something new.

Let's smile at each other. May today's lesson bring us all the joy of communication. Today in class, guys, you will find many interesting tasks, new discoveries, and your helpers will be: attention, resourcefulness, and ingenuity.

What time of year is it now? Show that you are cold and huddled, warmed up and relaxed. You accidentally get hit in the face with a snowball, pretend to be upset. Depict how children make a snowman: they place snowballs on top of each other. Well done! What beautiful snowmen you have made. You came home happy. We will work in the same great mood today in class.

Greeting “Hello!”

Students take turns touching the same fingers of their neighbor, starting with thumbs and say:

I wish (thumbs touching);
success (index);
large (medium);
in everything (nameless);
and everywhere (little fingers);
Hello! (touch with whole palm)

Greetings.

Good morning, sun! (everyone raises their hands, then lowers them).

Good morning, sky! (similar movement).

Good morning to all of us! (everyone spreads their arms to the sides, then lowers them).

"Sharing the mood."

Hello guys! What's your mood today?

(Children have “Mood Dictionaries” on their desks. Students find an adjective in the list that describes their mood and explain their choice.)
- I would like to call my mood expectant, because I expect new discoveries from today’s lesson.
- And I'm in a calm mood. I am not afraid of difficulties, I am not afraid of making mistakes, I want to continue to work calmly.
- My spirits are high. I love math class, we're always like this interesting tasks we do.
- And I chose the name for my mood: jubilant. Now I am very glad that my favorite lesson is starting.
Teacher : I am very glad to see your cheerful eyes. I see that you are ready to work. Today I am in a mysterious and joyful mood, because we are going on another journey through Great Country Mathematicians. Good luck and new discoveries!

Tips for teachers.

Emotionalmoodcharacterizes peculiarities

human reaction in response to the emotional atmosphere that arises in the process joint activities.

When interacting with others, different forms of emotional sensitivity appear: resonance, detachment and dissonance. Accordingly, positive,

neutral and negative energy.

Emotional resonance- the ability of an individual to respond to various emotional states of partners.

An emotionally responsive person easily and quickly “tunes in” to any emotional wave of those around him, especially if they are also emotionally responsive. He involuntarily enters different states of partners of joy or sadness, peace or anxiety, concern or fear, depression or euphoria.

It happens that emotionally responsive people are absorbed in some problems or are in an uncomfortable mood, and then it is difficult to establish emotional contact with them. It happens that an emotionally responsive person finds himself at the mercy of the negative emotions of partners who have stronger energy, and then he himself suffers from his reactivity. Remember how very excitable people easily and quickly respond with rudeness to rudeness, with harshness with harshness, and when they calm down, they often regret what happened. In this case, a flow of negative energy spreads through emotional resonance.

Thus, the ability to emotional resonance has its pros and cons. Still free emotionally energy metabolism with others usually brings relief to both the person himself and his partners. This happens even if negative energies come out.

The emotional resonance between partners causes the addition of their energies contained in emotions and stimulates an additional psychological effect of interaction - synergy.

Let us recall that synergy is manifested in the fact that a person, through his manner of interaction with partners, contributes to unification energy potentials and increasing the efficiency of joint activities. This behavior is associated with positive energy. The unison of emotional and energetic forces causes a significant psychotherapeutic and healing effect. It is this phenomenon that the newly-minted healers of the masses are exploiting, conducting sessions in large audiences.

If a professional in the field of communication perceives and responds to the emotional and energetic states of a partner, then a beneficial addition of energies occurs, and the likelihood of a suggestive influence on him increases.

Emotional detachment - a consequence of emotional rigidity. A person usually reacts poorly to the emotional atmosphere of communication - in response to the emotional states of others, inexpressive, muted, vague emotions appear.

This behavior is associated with neutral energy. At the same time, it is unlikely that the energy forces of the partners will combine and, consequently,

any synergistic effect is unlikely. For those who are emotionally rigid, resonance with the emotions of others rarely occurs, for example, only in communication with loved ones or with those whom they especially liked, aroused trust, and a sense of security. Two or more partners who are prone to emotional restraint can feel psychologically comfortable; their energy fields are consonant and therefore do not disturb each other.

Emotional dissonance characterized by a demonstrative exclusion of the individual from the emotional atmosphere of communication or the manifestation of emotions that are opposite in meaning to the situation of interaction.

For example, if a partner experiences an increase in strength and rejoices, then a person prone to emotional resistance at this moment begins to get irritated, capricious, or becomes depressed. Some people experience something like an obsessive need to challenge others emotionally; if the partner is feeling well, then at all costs something must be said or done to spoil his mood; if others are sad for some completely objective reason, then emotionally resisting the person states: “I find it funny, we found something to be happy about.” There are people who take pleasure in other people's misfortune, suffering, tears, helplessness.

Emotional dissonance is a sign of autism in childhood. There are children who are not inclined to show emotions “for company.” When everyone is having fun, they stay away. It is not possible to involve them in the circle of peers; everyone is fine, but they are frowning. It happens that the energy of general jubilation plunges them into depression, they begin to get angry and throw a tantrum.

Emotionally discordant people, as a rule, attract attention by the fact that they fall out of the emotional context of communication. With sour faces they sit through the comedian's concert. The pop star will not receive applause from them. If a lecturer's joke causes loud laughter from those present in the audience, then emotionally resistant individuals can barely stretch their lips into a smile. They don't feel comfortable in fun company and they do not willingly agree to take part in the picnic. They are not able to share other people's joys and successes. In general, they always smell cold. As a rule, people try to stay away from such people, they are not liked, and sometimes it is unpleasant to talk to such people even about the weather. They especially avoid someone who is not able to compensate for his communication deficiency in any way, for example, who does not have a good mind, professional qualities, patience or other advantages.

The combination of individuals who are inclined to emotionally resist the group atmosphere has a destructive effect on joint activities. Unison of negative emotional

energy forces usually causes a powerful wave of aggression and cruelty. Sometimes it is enough for two or three people to consolidate their negative emotional energy and oppose it to the group atmosphere, and the activity of the whole team will be destabilized. Psyche ordinary person cannot withstand the powerful onslaught of negative emotional and energetic influences from the outside.

An emotionally responsive, resonant partner is, of course, the most preferable, since he is able to respond to the states of others by establishing and maintaining identical psychoenergetic states. When interacting with him, partners are more likely to be noticed and appreciated, and are more likely to receive sympathy and support. Once in a consonant biopsychic field, the partner becomes trusting, susceptible to persuasion and suggestion.

Husbands and wives, caregivers, clients, and patients count on an emotionally responsive partner, but we should not forget that emotional responsiveness is associated with significant energy costs. For example, a doctor, psychologist, teacher gives his energy to a partner - a patient, a patient, a student. This is a noble sacrifice. When a professional in the field of human relations burns out emotionally, certain defense mechanisms getting used to suffering, selective expression of sympathy, avoidance of long-term and deep contacts, indifference. Soothing philosophies come to mind, like “you can’t sympathize with everyone,” “you need to take care of yourself,” “people are not grateful,” etc.

You are capable of emotional resonance if:

- You have a wide range of perception of your partners' emotions. Due to the different organization of the sensory system and intelligence, people react differently to variations in the emotional manifestations of others. One person has a finely organized sensory system and, thanks to good intelligence, easily picks up the shades of all sorts of emotional states of partners. At the same time, he responds to all sorts of nuances of emotions, both filled with strength, bright, and shades of weak, barely noticeable emotional states of partners, both to emotions that have a positive effect on the psyche, and negative ones. Another person has a less perfect sensory and intellectual organization and therefore usually perceives and deciphers the emotional states of others very mediocrely.

For some people, the sensory and intellectual systems of reflection work completely crudely, as a result of which the range of perception of other people's emotions is extremely narrow, not all emotions of partners are deciphered and the subtleties in their manifestation are poorly distinguished. Such people react very late to changes in their partner’s conditions, or even do not notice any changes at all. It is difficult to influence such people

influence with the help of emotions and accompanying external expressive means - they do not perceive halftones well, and in order to influence them, you have to overload the emotional and energetic signals, speak loudly, exaggerate the semantic coloring of the voice, squeeze in facial expressions, otherwise, as they say, it does not reach them.

At the same time, there are moments in the life of any person when the range of perception of partners’ emotions expands sharply. This is usually due to a surge of energy. This happens, for example, in a state of elation, surrounded by pleasant acquaintances, and in some people after drinking alcohol. An expansion of the range of emotional response is observed in a state of love. A lover usually reacts subtly to the changes occurring in the soul of the object of his passion. Feelings fade and, alas, the range of emotional reflection sharply narrows.

An increase in susceptibility has also been observed in many women who have given birth. The mother, as a rule, reacts very sensitively to all changes in conditions infant. Obviously, this is due to the biological mechanism of reproduction of the species: the offspring must be ensured safety

Sensitivity to the emotional states of a partner is a professionally necessary quality for those who work with people.

Let us limit ourselves to examples from medical practice. The patient’s emotional states and especially changes in them - important source information for medical specialists of any profile. Emotions indicate how the patient feels about his illness, about his doctor or nurse, about medications and procedures. After all, he is not always ready or willing to express his attitude in words. By observing the patient's emotions, the therapist can record the deterioration of health, the onset of illness crises, or the beginning of recovery. The psychiatrist is able to anticipate the exacerbation of certain mental illness or the onset of a new cycle of illness. A neurologist can judge functional disorders of the nervous system by the nature of emotions.

Specialist in cerebral palsy from St. Petersburg T. I. Serganova (Serganova T.I. How to defeat cerebral palsy with the mind of a specialist, with the heart of a mother. St. Petersburg 1995) developed and patented an original diagnostic method. The initial signs of a serious illness in infants are revealed by the characteristics of their crying. Using a computer, the acoustic characteristics of children's crying were identified, which indicate the development cerebral palsy. The goal is for pediatricians and nurses to be able to hear early symptoms of the disease. Will this be possible for a physician who has a limited range of perception of emotions and ultimately lacks the gift of emotional responsiveness?

- you are able to adequately decipher emotional

status of partners.

Here we touch on the signaling function of emotions - using them, a person expresses his attitude towards what he cares about. These may be disturbing internal sensations, exciting thoughts, pressing needs, interests and desires, or some external significant circumstances. With the help of emotions, he seems to encode his attitude to what is happening, and his partners decode his emotions, that is, they try to understand what he wanted to express with them.

Adequately deciphering a partner’s emotional signal means capturing in it exactly the meaning that was invested in it.

The ability to adequately decipher emotional signals from partners depends on several conditions.

Firstly, the person must have sufficient humanistic experience, that is, experience communicating with people of different ages, different mental make-up, different culture, different nationalities. The greater the humanistic experience of an individual, the more likely it is to understand the emotional states of partners. A lot matters: did you have brothers and sisters or did you grow up as an only child in the family, did you communicate little or much with your family, was this communication deep or superficial, do you have close friends or do you prefer a secluded lifestyle, do you have your own children and how many there are, how sensitive you are to them and to your marriage partner, whether you have ever lived or collaborated with people of a different nationality.

In the formation of humanistic experience great importance has close human contact with domestic animals. In interaction with them, our sensory organs are tuned to a “frequency range” for receiving emotions that people do not use among themselves. A horse, cow, dog, cat and other neighboring species encourage us to move from the sign-symbolic communication system to which we are accustomed to a sensory-intuitive one. The interaction occurs mainly at the energy level, a person teaches an animal to understand individual words, and an animal teaches a person to perceive the energy of emotions.

I remember the radio story of one elderly Nenets, who complained that the herd of reindeer was thinning and the human personality was becoming poorer. Observations show that children who grew up in constant contact with deer are softer in character, more sensitive, and more responsive. If the deer disappears or is destroyed, the channel of emotional and energetic reflection of living nature is drowned out.

Secondly, for adequate decoding of signals, the volume of operational emotional memory matters, how successfully you remember the nature and shades of emotions at the moment when your partner experiences them. There are people who have a large memory capacity for emotions directly expressed by their partners. But there are also those who find it difficult to remember the demonstrated emotion and reproduce it -

their partner's emotions do not leave a noticeable mark on their memory.

Thirdly, it is important not to attribute meanings and shades to your partner’s emotions that do not exist in them at all. However, there are many people who, for one reason or another, are ready to find subjective content in their partner’s emotions. Their decoding device obviously has some kind of defect. Therefore, “noise” is introduced in the form of moods or habitual emotions. Others are let down by their operative emotional memory. Sometimes it happens that the attitude towards a partner dictates its will. The worst thing is if the individual has mental disorders, which are the cause of a distorted interpretation of the emotions of partners.

Fourthly, professional communication experience plays a big role. The more experience a physician has with patients, a teacher with students, an investigator with criminals, a salesperson with customers, etc., the more accessible is the decoding of the emotional states of subjects of professional activity. For example, experienced nurse, observing the emotional manifestations of the patient, predicts how he will tolerate the injection, whether he will need local anesthesia during the operation, and much more.

- Your emotions are bright and strong enough to be easily perceived and deciphered by your partners.

It is appropriate to emphasize here that emotional resonance is possible in the presence of feedback; you respond to your partner’s states, and he, in turn, perceives and evaluates your reaction.

In order for the information-energy circle to close, you must have two abilities: to decode your partner’s emotions well and to clearly give him signals about your states.

- Your emotions are flexible and easily switched to your partner It should be considered normal if a person knows how to express his emotions in accordance with situations and, as necessary, direct them either to himself, or to his partners, or to the activity in which he is engaged, or to the objects with which he acts. It is bad if emotions are hard-coded and most often directed to a specific address, to oneself, to others, to a cause or to objects.

One-sided orientation of emotions impoverishes the personality. An egoist, whose emotions are at the service of his own Self, is not able to show emotional and energetic consonance with others. His energy circuit is closed on itself. A person for whom the meaning of existence is only in doing what he loves, as a rule, cannot give warmth to others, take care of them, he has no time to participate and empathize. And if someone is captured by materialism, then emotional callousness becomes an accompanying quality for him. Boundless and omnipresent altruism is also a dubious property of the individual. Is it possible to deeply and sincerely devote emotions to others if the emotions do not concern your Self?

Marina Dolgova
Creating a positive emotional mood in the group during the adaptation period.

It is an important component of the upbringing and development of a child’s personality. Therefore, the main task for teachers raising a child is to ensure the condition emotional well-being. Emotional emotions. Long time system preschool education in Russia was focused primarily on ensuring cognitive development children. Wherein emotional development has often received insufficient attention. An important event last year was the adoption of the Federal State Educational Standard. One of the basic values of the Federal State Educational Standard for Education is the maintenance and strengthening of all components of everyone’s health baby: physical, neuropsychic and socio-psychological. The tasks of the Federal State Educational Standards of Additional Education are aimed at creation the most favorable psychological and pedagogical conditions for the child, where special attention is paid to the conditions of interaction between the teacher and the child. Security emotional child well-being is one of the most important conditions in adaptation period to kindergarten at an early age.

Early ages are especially vulnerable to adaptation, because it was at this period the child is least adapted to separation from his family, weaker and more vulnerable. It is worth emphasizing that the decisive role in creating emotional atmosphere belongs to the teacher, his own I'll set the mood, emotionality of his behavior, in skill create an atmosphere of warmth, love and comfort in group. The child must make sure that the teacher is ready to take care of his well-being. The main task of the teacher is to earn the child’s trust. Teacher working with children younger age, you should, first of all, love kids, and this love should be manifested in his appearance, words and actions. Children like it in educators: emotionality and sincerity, kindness and responsiveness, cheerful mood and the ability to create it in others, the ability to play enthusiastically and make up stories, quiet speech and soft, affectionate movements. Techniques that a teacher can use to inhibit negative emotions of kids.

1. Games with sand and water (give children unbreakable vessels of different sizes, spoons, funnels, sieves, let the child pour water from one container to another or catch balls and fish with a net);

2. Monotonous hand movements (stringing pyramid rings or balls with a hole on a cord);

3. Squeezing the hands (give the baby a rubber toy - a squeaker, let him squeeze and unclench his hand and listen to how the toy squeaks);

4. Drawing with felt-tip pens, markers, paints;

5. Listening to low, calm music ( "Morning" Griga, "The Dwarf King" Schubert, "Melody" Gluck);

Games adaptation period.

Smooth games will help the adaptation period aimed at emotional interaction between a child and an adult.

Emotional communication arises on the basis of joint actions, accompanied by a smile, affectionate intonation, and care for each child. The main task of games with children is adaptation period– establish a trusting relationship with each child, give moments of joy to the kids, cause positive attitude towards kindergarten.

Currently period We need both individual and frontal games so that not a single child feels deprived of attention.

The algorithm of games includes round dancing and outdoor games, nursery rhymes, jokes, musical and rhythmic exercises with speech accompaniment, and game exercises.

A game “We gently stroke the animals” (text by A. V. Golovchak).

The kids are sitting on the carpet, each holding a rubber toy - a squeaker. The teacher pronounces the text and performs movement:

We gently stroke the animals (stroke the toy with his palm 8 times)

And the animals don’t squeak. Let's drink quickly (squeezes the toy 8 times)

To make it more fun.

A game "Funny handkerchiefs" (text by I. Grantovskaya)

To play you will need a bright box with holes. Place silk handkerchiefs in the box, inserting their ends into the slots - holes. The number of handkerchiefs should correspond to the number of children. The teacher draws the children's attention to the box and invites each child to pull one of the ends. When the child takes out the handkerchief, praise him and rejoice with him. Offer to play with handkerchiefs. Children are standing "steadfast", holding a handkerchief in his hand. The teacher sings and performs movements. Children observe and repeat as desired.

These handkerchiefs are good! (standing still and holding out his hand, waving a handkerchief) We'll dance, kids.

You, scarlet handkerchief, spin around (spins around holding a handkerchief in his raised hand)

I'll wave a handkerchief (waves a handkerchief while standing still)

And I’ll dance with a handkerchief.

You, little scarlet handkerchief, spin around, (spinning)

Look small to all the kids.

There are no handkerchiefs, ah-ah-ah. (hides the scarf behind his back, turning his head left and right) Where are the handkerchiefs, guess?

You, scarlet handkerchief, spin around.

Look small to all the kids.

These handkerchiefs are good! (goes to the box in which he puts the handkerchief)

The kids danced.

And we’ll fold our handkerchiefs,

Kids can do everything.

A game "Hey buddy - bye buddy"

Children sit in a semicircle on chairs, the teacher with a tambourine in front of them at a distance of 3 meters. The teacher, approaching one of the children, takes him by the hands and leads him out to "meadow".

Hello, hi, buddy. Come out to the meadow.

Sometimes jumping, sometimes sideways.

Stomp, stomp with your heels. 2 r The teacher hits the tambourine, the baby stomps his feet. Bye, bye, my friend, Come to the meadow again. The teacher waves his hand. The child returns to his place. Now jumping, now sideways,

Stomp, stomp with your heels. The game is repeated with another child.

A game "Merry Tambourine".

The teacher attracts the children's attention with a bright tambourine. Gives the tambourine to the baby and speaks:

Play us a tambourine, Masha,

We will clap our hands. (Masha plays, children clap their hands)

Play for us, play, give Sasha the tambourine. (Masha hands Sasha the tambourine.)

Play us a tambourine, Sasha,

We will stomp our feet. (Sasha plays, the children stamp one foot, then the other.) Play for us, play, pass the tambourine to Dasha. (Sasha passes the tambourine to Dasha. The game continues.)

A game "Colorful rings" (text by V. Petrova).

To play, you need to prepare 20 colored rings. The teacher draws the children's attention to the colorful rings. Passing by children standing scattered, speaks:

I walk around the room and show everyone the rings.

Those rings are good, look, kids! The teacher, showing the ring, accidentally drops it.

Oh! Help me, guys, collect the rings.

The teacher scatters the rings so that they roll all over group. Children collect rings and string them on a stick.

A game “We walked, walked, walked, and found something.”.

The teacher selects and distributes in advance group or playground toys to play with. Then she invites the kids to take a walk with her group and look for something interesting. The adult goes ahead and sentences:

We walked, walked, walked. What is it that we found? (the teacher shows the toy, the children name what it is, the toy is examined, played with at the request of the teacher). Then the teacher speaks: “Let’s go for a walk further. Top-top- stomp, feet stomp along the path. We walked and walked, what did we find?”

To complete the game, you need to find items that will help switch children to another activity, for example, drawing.

Games with dough. Playing with dough involves strong tactile stimulation, which causes great pleasure and has a calming effect. It is advisable to give the child the opportunity to participate in preparing the dough.

A game "Plasticine patterns". Children are given plasticine and shown how to pinch off a small piece from a large piece and roll it into a ball, like put the ball onto the base and press it with your finger, as after this you get a round plasticine spot. And if you first press the ball and then pull your finger down, you will get a plasticine line.

"Tearing Paper". The proposed method gives children a lot of positive emotions, gives an outlet for energy, liberates.

"Finger games". Help an adult quickly and easily attract the child’s attention, find contact with him, win him over, arouse interest and desire to play together. To remove negative emotional state of the child, finger games are best used in pair interaction "teacher - child"(by game type “The magpie-crow was cooking porridge”.

There are speech settings, which set up to have friendly relationships with adults and other children, they show children that they are welcome. Examples of psychological speech settings: - Today I am glad to see you in kindergarten, in our group! We will all spend this day together. May this day bring joy. Let's try to please each other. - I'm glad to see all our children healthy groups, cheerful, in good condition mood. I really want this to happen mood We all kept it until the evening. And for this we should all smile more often, not offend each other and not fight. Let's rejoice in each other. - Hello, my dears! Today it is cloudy and damp outside. And in our the group is warm, light and cheerful. And we have fun from our smiles, because every smile is a little sun that makes you feel warm and good. Therefore, today we will smile at each other more often. For creating conditions emotionally a favorable atmosphere for a child to stay in kindergarten necessary:

Accept every child for who they are. Remember: There are no bad preschoolers! - address each child by name and praise in a timely manner;

In activities, rely on the voluntary help of children, include them in organizational aspects of caring for the premises and area.

Participate in joint activities with children as an equal partner, be an entertainer and participant in children's games and fun.

In difficult situations for a child, focus on his age and individual peculiarities: to always be with them, and not to do anything instead of him. - involve parents in the educational process and turn to them for support and help.

- remember: The child doesn’t owe us anything! It is we who must help the child become more independent and responsible.

There should not be too many prohibitions and strict requirements. This leads to passivity and low self-esteem in students.

A quiet, shy child also needs your professional help, just like a notorious fighter.

The child should see the teacher as kind, smiling, positive tuned and a person always ready to help.

Subject environment and general situation in group are also important for fostering friendly relationships and joyful children's moods. The environment should be bright, colorful, attracting the child's attention and causing him positive emotions. Every detail needs to be thought through group in order to prevent possible clashes between children and to avoid conflict situations. IN group create special corners and areas for games.

Also, creating a favorable environment in the group is facilitated by the creation unified system traditions and values, which are facilitated by the rituals of the beginning and end of the day, the celebration of the pupils’ birthday, etc. Special attention need to pay attention to coming to newbie group: in advance tune children to meet a new child, meet him with the children, encourage children to show the newcomer group and toys. Prerequisite successful adaptation– coordination of actions between parents and educators. We find out all the habits and characteristics of the child in an introductory conversation with the parents, we find out what character traits his behavior, interests and inclinations. In the first days, we recommend that parents bring their child only for walks, this makes it easier for him to get to know the teachers and other children.

Parents giving their child to kindergarten, are worried about his fate. Sensitively capturing the state and the mood of loved ones, especially mothers, the child is also worried. Therefore, the teacher’s task is to calm, first of all, adults: invite them to take a look group rooms, show the locker, bed, toys, tell what the child will do, what to play, introduce the daily routine, discuss together how to make it easier adaptation period.

Creating a positive emotional mood in the group during the adaptation period is an important component of the upbringing and development of a child’s personality. Therefore, the main task for teachers raising a child is to ensure the condition emotional well-being. Emotional sphere is an important component in the development of preschool children, since no communication or interaction will be effective if its participants are not able, firstly, to understand another's emotional state, and secondly, manage your emotions.

At every moment of his life a person feels something. He is sometimes cheerful, sometimes cheerful, sometimes sad, sometimes calm. A person’s emotional well-being is largely determined by the correspondence or non-compliance of what is happening with his interests. Therefore, the impact on emotions is, in essence, a kind of reminder to the partner of his own interests.

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CREATING A POSITIVE EMOTIONAL ATTITUDE, A FRIENDLY LESSON ENVIRONMENT

If it seems to us that the behavior of the interlocutor is at odds with what it should be and does not benefit him, we reproach (shame, reproach). The interlocutor’s mood deteriorates, and most often his activity fades. And ideally, the very direction of his behavior changes.

If some activity, in our opinion, corresponds to the interests of the partner, but he does not see this and therefore is not active or, attaching excessive importance to something extraneous, acts too timidly and hesitantly, we encourage him (encourage, sympathize, regret)

With these influences, we strive to change the well-being of others, either towards its improvement or deterioration. There are two types of influence on feelings: to encourage and to reproach. The teacher begins encourage when he strives to strengthen in the student’s mind the confidence that in his actions and intentions he does not need to doubt, hesitate, delay, think, hesitate. At the same time, in any text the typical subtext is: “Be bolder!”, “More decisive!”, “Have fun!”

The action of reproach the teacher, as it were, excites in the student’s mind something that should, but does not, determine his behavior. Typical subtexts: “Shame on you!”, “Come to your senses!”, “Shame on you!”, “Come to your senses!”

It is harmful for a teacher to constantly reproach and reprimand students. This leads to the rooting in the teacher of a dangerous opinion of himself as an all-knowing person who is never mistaken about what is good and what is bad. It is advisable for the teacher to ensure that the action reproach did not occupy a significant place in the methods of influence.

If a teacher constantly reproaches, grumbles, and shows dissatisfaction, this means that he has lost contact with the children and is clearly mistaken about what can and cannot be demanded from them and from himself.Grumbling can be an alarming signal of a person’s professional unsuitability for teaching.

The opposite method of influence, addressed to feelings, emotions, well-being - approve . We say: “Well!, Well!”, “Good!”, “Well done!”, “Good girl!”, “Don’t be afraid!” - in order to support his determination, to consolidate something good. What people call kindness shines through in shades of approval. Kind eyes are encouraging eyes, that is, expecting something good, right from the one to whom they are addressed. A kind voice is a voice of support.

Only activities that bring success and high satisfaction to the subject become a development factor for him.

The teacher must take care that experience in life, as well as happiness, largely depends on the satisfaction a person receives in the course of his activities. “If a child succeeds in school, then he has every chance of success in life.” /Glasser W. School for losers - M-1991/

The feeling of success is born in a student who has managed to overcome his fear, his inability, shyness, misunderstanding, timidity, confusion, difficulty, etc. A situation of success is a kind of takeoff for a person, a kind of leap one step higher in one’s personal development.

A situation of success is a victory as if it were a disaster, i.e. after trouble, at the end of trouble, resistance to trouble, what a person feels when he overcomes difficulties. The experience of success comes when you are able to overcome yourself, your inability, ignorance and inexperience. The child’s personality seems to grow in success, while failures force him to curl up and withdraw from the consciousness of his second-class status.

Advance - the principle of attitude towards the student, approaching him with an optimistic hypothesis, with faith in his successes, achievements and abilities. A pedagogical technique of announcing the child’s merits, which he has not yet had time to demonstrate, but will certainly demonstrate in the future. As a principle, advance payment acts as a characteristic of the teacher’s stable pedagogical position: goodwill, expectation of success, concern for the situation of success, publicity positive qualities as a permanent feature of the relationship.

crowding out - a method of psychotherapeutic influence that is used to induce another, more favorable state that replaces a negative experience. It is used when it is necessary to eliminate negative manifestations by including the child in activities.

Ignoring - a method of psychotherapeutic influence, which consists in the fact that the teacher is supposed to record the unfavorable state of the subject (child), but is externally instrumental in not noticing what is happening. It is used for the purpose of gradually fading the intensity of the state.

Focus on the positive- a method of psychotherapeutic influence aimed at relieving an unfavorable condition. It is based on focusing on the positive in the child himself and reorienting his attention to the positive in another person. The purpose of this method is to teach the student self-regulation, self-control, establishing a balance between external influences, internal state and forms of behavior.

Suppression - a method of psychotherapeutic influence that provides for strict suppression and limitation of the child’s actions in order to avoid those that can cause harm. The use of suppression is most appropriate when negative manifestations of a child’s behavior threaten to harm his health or there is a clear threat to the life of others.

Positive reinforcement- a variety of influences that cause the pupil to be satisfied with what happened or was produced. The ultimate goal of positive reinforcement is the formation of attitudes towards social and cultural values and the consolidation of psychological new formations. Methods of positive reinforcement: encouragement, psychological stroking, positive evaluation, granting new rights, assigning new responsibilities, changing the form of address, recognition of sympathy, souvenirs, gifts, symbolic signs of attention, etc. Reinforcement can be facial (smile, kind look, loving expression), plastic (friendly gesture, enthusiastic wave of hands, gentle stroking), verbal ( kind word, compliment), substantive (giving flowers), effective (extending a hand, offering something, making a concession...). It should be remembered that the need for love cannot be satisfied. You cannot love a child and caress him. He will always feel the need for goodwill, recognition of his merits, tenderness, and attention.

Success situation - subjectively perceived personal achievements in any activity in the context of individual development, bringing her deep satisfaction with both the course, content, and result of the activity. The situation of success is ensured by the goodwill of the group or individual, with whom the child interacts, hidden instructions sent to the child by the teacher, removing fear of specific actions, making advances to the student, strengthening motivation, as well as instrumentalizing the child’s personal exclusivity in a given activity situation.

Joke - a very effective and effective method of action that removes psychological stress, emphasizing friendly relationships that bring a little joy, overshadowing a dull or aggressive state of mind, and therefore freeing up the active mind and helping to solve a clear issue. A joke activates, distracts, relaxes, gives birth empathy.

Methods of pedagogical support for health.Three groups of methods of pedagogical support for health have been identified. Methods by which a feeling of joy, positive emotional state, and self-confidence is aroused:

The joyful perspective method is about joyful events that await a person and people significant to him in the near future;

The method of “being carried away by fun” - humor always helps to overcome difficulties, optimism creates a positive mood in life;

Method of encouragement and praise - this method arouses in the child a feeling of joy from what has been done, self-confidence and the desire to do even better through approval (facial expressions, glance, gesture, word);

The method of self-observation of one’s emotions is a method by which a child can understand under the influence of what reasons this or that emotion or feeling arises. This is necessary to maintain a positive emotional attitude in life.

Personal attitudes and principles of work of a teacher.

Truthfulness, openness. It involves the teacher's openness to his own thoughts, feelings and experiences, as well as the ability to express them openly in interpersonal communication with students. This focus on personal behavior in the classroom is seen as an alternative to the focus on purely role-based behavior that is so typical of a traditional teacher.

Encouragement, acceptance, trust is an expression of the teacher’s inner confidence in the capabilities and abilities of each student. Empathic understanding is the teacher’s vision of the student’s behavior, his various reactions, actions, and actions from the point of view of the student himself, through his eyes.

Psychological aspects of the lesson:

The ratio of positive stimulation, encouraging students to act (comments that evoke positive feelings in connection with the work done, attitudes that encourage interest, volitional efforts to overcome difficulties, etc.) and negative stimulation, coercion (reminders of grades, harsh remarks, notations )

Psychological climate in the lesson (maintaining an atmosphere of joyful, sincere communication, business contact)

Emotional presentation of the material (intonation can carry up to 40% of the information).

Principles of pedagogical activity:

Loving a child

Humanize the environment in which the child lives

Live your childhood in a child.

COMMANDMENT OF SH.A.AMONASHVILI TEACHER, BE THE SUN RADIATING HUMAN WARMTH, BE A GREAT SOIL FOR THE DEVELOPMENT OF HUMAN FEELINGS AND THIS KNOWLEDGE NOT ONLY IN THE MEMORY AND CONSCIOUSNESS OF YOUR DISCIPLES, BUT FIRST IN THEIR SOULS AH AND HEARTS.

Bukatov V., Ershova A. Verbal influences in the work of a teacher./Teachers on the skill of communicating with the class\ Library “First of September” Classroom guide No. 1 2007

Shchurkova N. New technologies educational process M.1994

Quick reference educational technology Ed. Shchurkova N. M.1997