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General characteristics of emotions, their types and functions. Development of emotions in joint activities with a teacher Methods of working with emotions

Adjusting to the state of another. Control of emotions

Many problems that arise in the process of communication are due to the fact that people do not listen to someone else’s mental state and do not try to adapt to it. In most cases, we prefer to distance ourselves from a person whose mental state does not coincide with ours. But this recipe does not always work. You know very well how annoying someone else's fun is when you are sad. And on the contrary: someone’s dull mood can ruin any holiday. But now we are talking about strangers! But what if a loved one is in this state that contradicts yours? Or not close, but very significant to you - for example, a negotiating partner or a client? By trying to impose your condition on him, you will only build a wall of misunderstanding between him and yourself. The hypnotist needs to be able to instantly change his mental state in accordance with the state of his partner.

Many novice hypnotists “stumble” on this very point, believing that adjusting to their partner’s state involves violence against themselves. But that's not true. No one is forcing you to have fun if you have “cats scratching” in your soul. Adjustment means that you need to find something in between your own state and the state of your partner. Your new mood should be in harmony with both your own feelings and the state of your partner.

The mental state depends on many internal and external factors, such as emotions, physiological tone, thinking patterns, stress resistance, upbringing, social circle, living conditions. All these factors are closely related to each other. The slightest change in one of these factors entails a change in mental state. It’s hard to disagree with the fact that emotions are the most changeable factor. Indeed, the emotional sphere is very mobile. In a short period of time, a person can experience dozens of strong and completely opposite emotions. Under the influence of emotions, people commit actions that they never even thought about.

A good hypnologist must be in complete control of his emotional sphere. Without this control, it will be impossible not only to change his mental state, but even to keep him in a stable state.

The key to changing mental states is to control your emotions. The exercises in this chapter will help you master your emotions, instantly change the “pole” of emotions and remain calm in stressful situations.

Exercise

"Change the mood with a gesture"

I have been developing this technique for several years. Its purpose is to help a person change the nature of emotional states. This is especially important for people who are quick-tempered and emotionally unstable. If you overreact to some insignificant, trivial things or notice that your mood changes suddenly, for no reason at all, it is simply vitally important for you to change the nature of these reactions and metamorphoses. Without this, there can be no talk of any serious self-hypnosis, much less hypnosis.

Conventional wisdom says: in order to eliminate the effect, you need to find the cause. This is only half true. There are areas in which the cause can be changed through the effect. This also applies to the sphere of emotions. By changing physiological sensations, you can change your emotional state. For example, if you keep the tips of your lips raised for five minutes, that is, smile, your mood improves. And an uncomfortable body position (for example, when working with machinery or traveling) can put us in a bad mood.

To create a consequence that can change the emotional sphere, you and I will turn to our body for help. Physical reactions to various emotional states are very easy to track. Many of these reactions even bring discomfort: for example, during excitement, the heart beats strongly, blood pressure rises, the temperature may rise, and sometimes nausea or dizziness appears.

But there are other reactions that we don’t pay attention to because they happen automatically. A typical example of such automatic reactions is a person grabbing his head, hitting his forehead or slapping his thighs, scratching his forehead or the back of his head.

However, there are also atypical, individual reactions. I had a client who would stand on one leg for a few seconds whenever his boss called him. Another client, arguing with his wife, went to the refrigerator, grabbed the handle and said “ha-ha!” Moreover, in both cases, people did not notice their movements, they were so familiar.

It is possible that you also have such an individual movement, which is a reaction to a stressful situation. If you wish, you can watch yourself (or ask someone to watch you from the side). But you don’t have to do this. But what you just need to do is to develop a new, conscious movement that you will make whenever the degree of your emotions rises above the norm.

I offer you a very simple technique that even a child can easily master. The only difficulty is that it must be done in several stages (if you are a very emotional person).

Identify the feeling that you want to learn to control. This could be anger or irritation, sudden melancholy or boredom. Some may want to gain control over positive emotions as well. For example, excessive delight or bouts of laughter sometimes interfere with sober thinking.

After you have chosen an emotion, you need to come up with a gesture - a movement that will be associated with it. The gesture should be uncharacteristic of you, but acceptable in the company of other people. Don't invent complex movements: you won't remember them. The main thing is simplicity and uncharacteristicness. For example, you can take off your watch and put it in your pocket or purse. While unfastening the strap, give yourself the mental attitude: “As soon as I hide the watch, my condition will change.”

To consolidate the installation, you need to conduct training practice. The algorithm for this practice is as follows:

1. Come up with the desired setting and the movement that should turn on this setting. “Rehearse” this movement several times to make sure it is easy to do.

2. Enter a state of self-hypnotic trance (you can use breathing techniques).

3. Remember a situation that causes an unwanted emotion in you. What feelings are you experiencing at this moment? What would you like to experience? For example, you feel anger or resentment, but you would like to feel joy or indifference.

4. Mentally say a hypnotic setting to yourself and at the same time make a movement that includes this setting.

5. Perform a relaxation technique.

6. Repeat the algorithm 2-3 more times.

Try it and you will see that it really works. For each emotion, come up with your own special movement.

Exercise

"Tale about myself"

It is useful for every person to get to know himself better. This is especially necessary for those who practice hypnosis. This exercise is a meditation in which you yourself will be the object of meditation. You must concentrate on your thoughts about yourself. There is one subtlety to this exercise: you need to be as impartial with yourself as possible. This does not mean that you should necessarily look for negative aspects in yourself. You just have to step back from any emotions about yourself. At the same time, you cannot imagine that you are talking about some other person. The pronoun “I” is very important in this exercise. Every sentence should begin with this word.

Perform this exercise in a way that is comfortable for you: standing, sitting, lying down. You can even walk around the room from corner to corner. Or you can go to nature, for example, to the forest. No one forbids you to do this exercise while walking along forest paths. All you have to do is think out loud about “who am I?”

Tell us everything you know about yourself. How were you born, what did you like to play as a child, what did you dream about in your youth, what did you experience when you first fell in love. Any memories, thoughts, dreams will do, as long as they start with the word “I”. To make it clearer to you how this should sound, I will give as an example a story about myself from a patient:

“I was born at three o'clock in the afternoon. I was born in Somers, Wisconsin. I caused my mother a lot of trouble because I was born premature. I shouldn't have survived because medicine wasn't that advanced at that time. I grew up as an introverted child. I loved summer because in the warm weather I could lie on the grass, look at the clouds and drink a milkshake through a straw. I went to a school for children with disabilities. I was not a child with disabilities, it was just the only school I could walk to. I didn’t notice the difference between myself and these children. I still think that they are no worse than normal children. I was friends with a girl named Nick who was afraid of heights. I dreamed of buying a hot air balloon and taking my friend on it so that her fear would disappear.”

The story about yourself doesn't have to be long. Try to keep it to 5 minutes. You can set a timer. You don’t need to remember all the information about yourself at once. Leave something for the rest of your classes. The main thing is not even what exactly you say, but that you talk about yourself for five minutes. You can think about your plans, your dreams, what you would do if you had a million dollars or the powers of Spider-Man. The main thing is to be dispassionate and start any of your sentences with the word “I”.

Exercise

"Listen to the time passing"

“Listening to Time Passing” is a great technique for quickly entering a trance state, so you can use it in conjunction with the exercises in the first chapter. But in this case, we are interested in something else: this simple exercise tunes the consciousness to “separate the wheat from the chaff,” that is, highlight the main thing and weed out the unimportant.

I developed this technique specifically for clients with neuroses that arise from overwork associated with a huge number of tasks. Each of us has daily chores and responsibilities, but sometimes people take on so much that it drives them to the point of neurosis. To avoid overload, you need to be able to rank things and spend your energy first of all on what is really important and necessary.

This is very difficult because all urgent matters seem important. But everything changes when a person realizes that his life time is limited, and all his affairs still cannot be changed. Such understanding usually comes too late, when a person no longer has any time left. The proposed technique helps you look at your life time differently and understand its value. Do it every day - and you will become more concentrated, restrained from emotions, and stop being distracted by extraneous factors.

For this exercise you will need a small wristwatch with a second hand. Position them so that both ears can hear them equally well. The exercise is performed while lying on a hard surface, which means you need to place the watch directly behind the top of your head. Lie down, take a comfortable position, relax. Take a few deep breaths and begin to listen to the ticking of the clock, trying not to think about anything else, not to perceive other impressions. To help you concentrate even better, you can count the strikes of the clock to one hundred, in a row or every other stroke. To keep your imagination active, you can choose a visual image that is in harmony with the sound of the clock. For example, imagine grains of sand falling in an hourglass, or raindrops breaking on the asphalt.

Execution time is from 5 to 7 minutes. You can set a timer that will signal that it is time to end the exercise. After the signal, take a few deep breaths, stretch and stand up. You must reach such a degree of concentration that the ticking of the clock becomes an audible passage of time for you. This may not work out the first time, but with regular practice such concentration is inevitable.

Later, when you learn to instantly focus on the sound of the second hand, you will only need to hear the ticking to enter this state. This will greatly help you in solving difficult problems and in emotionally charged situations.

Exercise

"Cold and Pressure"

With this technique, you can develop a control sensation that will allow you to instantly normalize your emotions.

I often use this technique myself. It is very comfortable. When emotions overflow, I tell myself: “Now I will feel cold and pressure, and when these sensations disappear, I will be calm as a rock.” I take out the object, place it in the middle of my palm and concentrate for a moment. When I put the object away, all emotions disappear.

Take a comfortable position (sitting, lying or standing - it doesn’t matter). Close your eyes and extend your right hand, palm up. Place a small metal object in the middle of your palm. For example, a lighter in a steel case or a key, but not too small. The main thing is that the object produces light pressure on the skin and you can feel its weight. It is also important that the item is the most ordinary, which may well end up in your pocket or bag.

Placing an object in the middle of your palm, concentrate on your sensations in this place. You should monitor two sensations: cold and pressure. To avoid being distracted by foreign objects, you can close your eyes.

This exercise cannot be long, since the heat of the hand will inevitably heat up the metal. Your task is to “catch” the initial feeling of cold and pressure, and completely immerse your attention in these two sensations. As soon as the cold begins to disappear, end the exercise.

Once you learn to instantly focus on these sensations, you can repeat this practice anywhere, anytime. You can use this concentration as a trance that will help you make the right decision or calm down.

Exercise

"Gamma of aroma"

Thanks to this exercise, you will feel like a perfumer for a while. But, of course, the main goal of the exercise is concentration, thanks to which the restructuring of emotions occurs.

You've probably heard a lot about aromatherapy. It is usually prescribed as a symptomatic remedy for simple mental disorders or loss of strength. Aromas can treat insomnia or, conversely, add energy. If you are into aromatherapy, this exercise will help you achieve maximum benefits from using aromas.

For this exercise, choose scents that are not too strong - especially if you are allergic to strong odors. Natural scents, such as pine resin or mint leaves, work best. You can use cologne or essential oil. Just don't choose complex aromas: they are more difficult to concentrate.

This technique is especially suitable for women, since women naturally have better developed olfactory receptors.

Pick up a source of aroma - a pine twig, mint leaves; a napkin soaked in cologne or essential oil. Bring it to your nose at such a distance that the smell is not too strong and irritating. Close your eyes and focus completely on your olfactory sensations. You should inhale slowly, in small portions: with a strong inhalation, too much essential substances enter the nose, and the olfactory receptors may lose sensitivity.

What do you associate this smell with? These could be pictures of nature or childhood memories. Maybe you remember a song or a piece of art? Let your imagination go with the flow, but don't be distracted by the smell. He should dominate your dreams. To associate a smell with a certain state as much as possible, be sure to say to yourself what you feel and see.

The practice time is 10–15 minutes.

It is advisable to perform this exercise every evening for a week to consolidate the attitude associated with a certain smell. After this, you can use this smell to instantly restructure your emotional state. To do this, simply apply a handkerchief soaked in the selected scent to your face.

Exercise

"Smooth out emotions"

There is such an expression as “smoothing the corners.” This technique helps very well to smooth out the sharp corners of the psyche.

Each person has internal “buttons”, the “pressing” of which leads to an emotional explosion. These could be people you don’t like, topics in conversation, certain situations, advertising that interrupts your favorite program, that is, everything that causes acute internal rejection and irritation.

Such emotions greatly darken our lives. And it’s even worse if these situations are repeated day after day. It is impossible to adapt to negative emotions, but with a constant negative background, they are driven inside and become the causes of neuroses.

The exercise I offer you will help you prevent such “pressing internal buttons.” You will stop overreacting emotionally to acute situations.

Sit comfortably on a backless chair. Close your eyes. Take several slow, deep breaths (belly breathing).

Imagine one of those situations that makes you angry. Draw a bright, full-color picture, hear with your inner ear the words that especially hurt you, immerse yourself in those circumstances.

The better your imagination works, the deeper you will go into trance, which means the technique will be more effective. As soon as you begin to experience negative emotions, start stroking your legs: from the hips to the knees. The strokes should be slow but strong, as if you were driving water away.

When you reach your knees, make a motion as if you were shaking off trash. This garbage is your negativity. Return to the top of your thighs again and again and slowly move your hands towards your knees.

Continue stroking until the emotions subside. In this way, “work through” all situations that involve your negative buttons.

This technique is effective after the first lesson, but if you want to learn the correct way to respond to annoying situations, you need to practice regularly.

Exercise

"Cleansing the mind"

At the end of each work week, do this meditation exercise to clear your mind. You will need at least half an hour for it. You must be left alone. Turn off your phone: no one should disturb you during this time. The light in the room should be diffused and dim. A dimmable desk lamp works well. I do not recommend using candles as candle flames are very sensitive to air movement. An oscillating flame will produce inconsistent light, which can be very distracting.

Body position – sitting. Choose a position in which you feel comfortable.

Close your eyes and take ten deep breaths in and out. As you inhale, imagine that the air is entering the solar plexus area. When you exhale, imagine that you are immersing your consciousness there.

Through the solar plexus you “fall” inside yourself and find yourself in a movie theater. The whole week you’ve lived passes on the screen in front of you: where you were, what you did, who you met, what you talked about. All the thoughts, emotions, everything you have experienced. It's like watching a movie. Faces and situations flash before you, you hear words, snippets of phrases.

Imagine that you take a water gun and start spraying on the screen. Water falling on it dissolves the picture. The images merge into spots of color that flow down. The film stops. One white screen remains.

At this point you can complete the meditation - exit the solar plexus in the “reverse” way, inhale ten times and open your eyes. But if you want, you can “launch” a new film on the screen that will show what you dream about, or how you plan to change the current situation.

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Organization: GBDOU kindergarten No. 116

Locality: city of St. Petersburg.

Age group: Middle preschool age

Project type: practice-oriented

Project theme: The colorful world of emotions

Project duration: mid-term 02.02.2015-23.02.2015

Project stages

  1. Diagnostic
  2. Basic
  3. Analytical

Relevance of the topic

“Why has our society developed a one-sided view of the human personality and why does everyone understand giftedness and talent in relation only to the intellect? But you can not only think talentedly, but also feel talentedly. Love can become the same talent and even genius as the discovery of differential calculus. And here and there human behavior takes on exceptional and grandiose forms..."

This idea belongs to the outstanding psychologist Lev Semenovich Vygotsky. The scientist’s life, as is known, was cut short in 1934. Has the “one-sided” view of human personality changed since then? Practice shows that attention has been paid to the mental development of the child both in kindergarten and in the family. The main emphasis, as a rule, is on intellectual and volitional qualities, but insufficient attention is often paid to the emotional sphere of the child.

Is it necessary to develop emotional responsiveness in modern society? Of course, it is necessary, because emotional responsiveness at all times has been and will be the starting point for the development of humane feelings and relationships between people. The terrible shortage of our time is the shortage of kindness! This phenomenon is directly related to the most significant problem - the psychological health of children. It's no secret that when close adults love a child, treat him well, recognize his rights, and are constantly attentive to him, he experiences emotional well-being - a feeling of confidence and security. In such conditions, a cheerful, active, mentally healthy child develops. But, unfortunately, in our progressive age, we adults have less and less time to communicate with children, and the child remains unprotected from the whole variety of experiences that he directly experiences in everyday communication with adults and peers. As a result, the number of emotionally troubled children that require special attention from teachers. Cultivating empathy, responsiveness, and humanity are an integral part of moral education. A child who understands the feelings of another, actively responds to the experiences of people around him, and strives to help another person in a difficult situation will not show hostility and aggressiveness.

. Emotional responsiveness- one of the most important abilities given to man. It is associated with the development of emotional responsiveness in life, with the cultivation of such personality qualities as kindness, the ability to sympathize with another person and all living things that surround us.

Preschool age- this is the period when sensory knowledge of the world predominates. It is at this age that it is necessary to teach a child: to empathize with another person, his feelings, thoughts, moods. Despite the fact that preschoolers have little experience in understanding human feelings that exist in real life, the task of teachers is to develop the child’s emotional sphere

  • Objective of the project– develop the ability to communicate, understand the feelings of other people, sympathize with them, respond adequately in difficult situations, find a way out of conflict, i.e. teach children the ability to manage their behavior.

Tasks:

  • introduce children to basic emotions: interest, joy, surprise, sadness, anger, fear, shame;
  • give children the concept of dividing emotions into positive and negative;
  • enrich children's vocabulary with words denoting various emotions, feelings, moods;
  • teach to correlate emotions with colors, phenomena, objects and express them through artistic means.
  • learn to determine the emotional state of others by facial expressions and pantomimes
  • develop the ability to share your experiences, describe your emotions;
  • develop the ability to control your emotional reactions
  • learn to listen to another person, understand his thoughts, feelings and moods
  • teach cooperation when performing joint tasks

Diagnostic methods for preliminary diagnosis of the ability to understand and recognize emotions, empathize with people around:

  • pick an emotion;
  • recognize the emotion;
  • talking about emotional situations;

Example: Conversation aboutemotional situations

Target: To identify the presence of formed knowledge about social emotions.

Conducting research: First, children were observed in different activities. Then they asked the child questions:

Is it possible to laugh if your friend has fallen? Why?
Is it possible to offend animals? Why?
Should you share toys with other children? Why?
If you break a toy and the teacher thinks of another child, should you say that it was your fault? Why?
Is it possible to make noise when others are resting? Why?
Is it okay to fight if another child takes your toy? Why?

Questionnaire : “What traits are you primarily trying to cultivate in your child?”

Qualitative analysis of the data obtained

The results of the analysis of the data obtained showed that children have insufficiently developed knowledge about social emotions.

At the same time, the results of a survey of parents indicate a high interest of parents in nurturing in their children such qualities as responsiveness, kindness, decency, politeness, patience, and sociability.

Main stage

At the main stage, a number of techniques were used:

Game exercises to develop facial expressions

“Ate a sour lemon” (children wince).

“Angry at the fighter” (brows move).

“Met a girl we know” (smile).

“Afraid of the bully” (raise their eyebrows, open their eyes wide, open their mouth slightly).

“We were surprised” (raise eyebrows, open eyes wide).

“Offended” (drop the corners of their lips).

“We know how to be cunning” (blink first with the right eye, then with the left).

Game exercises to develop pantomime

“Bloomed like flowers.”

“Withered like grass.”

“Let's fly like birds.”

“A bear is walking through the forest.”

“The wolf sneaks after the hare.”

“Ducks are swimming.”

“The penguins are coming.”

“The beetle turned over on its back.”

“The horses are galloping” (“trot”, “gallop”).

“Deer are rushing”

"Training emotions"

Frown How:

Autumn cloud,

Angry man

Evil sorceress.

smile like:

Cat in the sun

The sun itself

Like Pinocchio,

Like a sly fox

Like a joyful child

It's like you've seen a miracle.

made fun of like:

The child whose ice cream was taken away

Two sheep on the bridge

Like a person who has been hit.

get scared like:

Child lost in the forest

The hare who saw the wolf

A kitten being barked at by a dog.

get tired like:

Dad after work

An ant lifting a heavy load

rest like:

A tourist who took off his heavy backpack

A child who worked hard but helped his mother,

Like a tired warrior after a victory.

Games for the development of a child’s emotional sphere

  • Relaxation exercise.

Goal: training in self-regulation methods, relieving psycho-emotional stress.

Relaxation helps a happy mood.

Sit comfortably. Stretch out and relax. Close your eyes, pat yourself on the head and say to yourself: “I am very good” or “I am very good.”

Imagine a wonderful sunny morning. You are near a quiet, beautiful lake. You can barely hear your breathing. Inhale and exhale. The sun is shining brightly and you feel better and better. You feel the sun's rays warming you. You are absolutely calm. The sun is shining, the air is clean and transparent. You feel the warmth of the sun throughout your body. You are calm and still. You feel calm and happy. You enjoy the peace and warmth of the sun. You are resting... Inhale and exhale. Now open your eyes. They stretched, smiled and woke up. You are well rested, you are in a cheerful and cheerful mood, and pleasant feelings will not leave you throughout the day.

  • Art therapeutic exercise “Wonderful Land”

Goal: expressing feelings and emotions through joint artistic activities, uniting the children's team.

Now let's get together

Let's draw a wonderful land.

Children are invited to draw together on a large sheet of paper, which is spread directly on the floor. The theme of the drawing is “Wonderful Land”. Details and small lines are first drawn on the sheet. Children complete unfinished images and “transform” them into anything they want. Joint drawing is accompanied by the sounds of nature.

“Favorite-least favorite». You tell the child some action, and the child must depict an attitude towards this action: if he likes to do it, depict joy; if he doesn’t love - sadness, sadness, grief; if you have never performed this action - doubt, indecision (for example: eating ice cream, sweeping, walking with friends, reading, watching football, embroidering, thinking, reading, helping parents, etc.).

"Revived Objects"». Invite your child to carefully look at all the objects in the room (kitchen, hallway). Let him imagine that the objects have come to life, began to feel, and say which of them is the best, who is in the best mood and why, who is in the worst mood and why.

Mirror
Players in pairs sit opposite each other. One depicts some feeling with just his face, the other repeats his partner’s facial expressions and names the guessed feeling out loud. Then they change roles. Another option is that one partner asks the other to depict an emotion with his face and then offers his own version.

From seed to tree
The presenter (gardener) suggests turning into a small shriveled seed (shrink into a ball on the floor, remove your head, cover it with your hands). The “gardener” treats the “seeds” very carefully, waters them (pats them on the head and body), and takes care of them. With the warm spring sun, the “seed” begins to grow slowly (everyone rises). Its leaves open (arms stretch upward), a stem grows (the body stretches), branches with buds appear (arms to the sides, fingers clenched). A joyful moment comes, the buds burst (the fists unclench sharply), and the sprout turns into a beautiful strong flower. Summer comes, the flower becomes prettier, admires itself (examine itself), smiles at other flowers (smile at its neighbors), bows to them, lightly touches them with its petals. But then the wind blew, autumn is coming. The flower swings in different directions, fights against bad weather (swinging with arms, head, body). The wind tears off the petals and leaves (the head and arms drop), the flower bends, bends towards the ground and lies on it. He's sad. But then the winter snow began to fall. The flower again turned into a small seed (curled up on the floor). The snow has covered the seed, it is warm and calm. Soon spring will come again and it will come to life.

Builders
Participants line up in one line. The presenter suggests imagining various movements with your body and face, as the first one passes to a neighbor, etc.:
heavy bucket of hay; light brush; brick; a huge heavy board; carnation; hammer.
The presenter makes sure that the posture, the degree of tension in the body muscles and the expression on the faces of the “builders” correspond to the severity and volume of the materials being transferred.

Games and pedagogical situations for the development of emotional responsiveness

"It's me, recognize me"

Relieving emotional stress, aggression, developing empathy, tactile perception, creating a positive emotional climate in the group.

It is advisable for each child to play the role of leader.

  • Game "Joyful Song"

Goal: positive attitude, development of a sense of unity

I have a ball in my hands. I’ll now wrap the thread around my finger and give the ball to my neighbor on the right, Dima, and sing a song about how glad I am to see him - “I’m very glad that Dima is in the group...”.

Whoever receives the ball wraps the thread around his finger and passes it to the next child sitting to his right, and together we (everyone who has the thread in their hands) sing him a joyful song. And so on until the ball returns to me. Great!

The ball came back to me, it ran in a circle and connected us all. Our friendship became even stronger, and our mood improved.

"Try to guess"

Development of empathy, the ability to balance one’s movements, development of speech, development of communication skills, group cohesion.

One, two, three, four, five, try to guess.

I'm with you here. Tell me what my name is.

The driving child is trying to guess who stroked him. If the driver cannot guess correctly, he turns to face the players, and they show him who stroked him, and he simply tries to remember and call this child by name.

"Give me some affection"

Development of tactile sensitivity, good attitude towards peers.

  • Let's dance together

Goal: changing the emotional state through musical means, emotional release, bringing children closer together, developing attention, interhemispheric interaction.

Musical movements improve your mood.

We have no time to be discouraged - we will dance together.

The song “Dance of the Little Ducklings” is played.

During the chorus, you need to find a partner and, clasping your hands, spin around.

"Blind Dancer"

Relaxation, muscular liberation of children, awareness of their body and formation of freedom of movement. Establishing contact with peers.

  • "Help a peer"

Target: Develop the child’s ability to notice the emotional distress of a peer and provide him with all possible help

Description of the technique. Two children, of whom only one child was a test subject, were asked to perform different tasks. The subject's task was easier than that of his peer. The children were not informed that the tasks had varying degrees of difficulty. From the outside, these tasks were perceived by the children to be approximately equally difficult.

It was found out how the children understood the meaning of what they had to do, and in conclusion they added: “Finish your work - you can play with the toys,” and pointed to the play corner located in the same room.

It must be emphasized that the peculiarity of this activity was that, due to the varying difficulty of the proposed tasks, the children found themselves in an unequal position in relation to the opportunity to “play with toys.” As he completed his easier task, the subject not only moved closer to the opportunity to begin another activity—the game. But at the same time, imperceptibly for himself, he seemed to be drawn into a situation of choice: having completed a practical task, start playing, or, having suppressed the temptation to play, help a peer who continues to solve a more difficult task.

After the children began to complete the tasks, and one of them discovered significant difficulties in the activity, they monitored whether the child turned to a peer (the test subject) for help and how he responded to his request. If the subject did not help his peer, then he was encouraged to do so by asking him the appropriate questions.

Constructing the experiment in this way, it was natural to expect that its key points would be the analysis of the subject’s behavior after he completed the practical task, and the nature of his decision. At the same time, it should be recognized that completing a task is, as a rule, the result of the action of the child’s previously established corresponding needs, motives and underlying emotions. Therefore, it was important to establish what motives and emotions determined the child’s adoption of this particular decision and not another.

  • "Who can find kind, good words for..." (child, teacher, doll, book, etc.).

Reading, discussion, dramatization of works of art

Tasks:

  • Development of the ability to hear, see, feel and experience various emotional states proposed in literary works
  • Skill Development put yourself in the place of the heroes of the works
  • Developing the ability to assess the situation and behavior of characters from a moral point of view
  • learn to think through different options for the behavior of heroes and find the optimal one for a given situation

Valentina Oseeva. Stories for children

  1. BLUE LEAVES
  2. BADLY
  3. WHAT YOU CAN'T DO, WHAT YOU CAN'T
  4. GRANDMOTHER AND GRANDDAUGHTER
  5. WATCHMAN
  6. COOKIE
  7. OFFENDERS
  8. MEDICINE
  9. WHO PUNISHED HIM?
  10. WHO IS THE OWNER?

Vladimir Grigorievich Suteev.

Fairy tales and stories

  1. FISHER CAT
  2. UNDER THE MUSHROOMS
  3. APPLE

Working with parents

Consultation for parents “The role of the family in nurturing the emotional responsiveness of a preschooler”

A significant role in the development and education of emotions of empathy and sympathy in a preschool child belongs to the family.

In the context of a family, an emotional and moral experience unique to it develops: beliefs and ideals, attitudes towards people around them and activities. By preferring one or another system of assessments and values ​​(material and spiritual), the family determines the level and content of the child’s emotional development.

The experience of a preschooler, as a rule, is complete for a child from a large and friendly family, where parents and children are connected by deep relationships of responsibility and mutual dependence.

The experience gained in a family environment can be not only limited, but also one-sided. Such one-sidedness usually develops in conditions where family members are concerned with the development of certain qualities that seem exclusively significant, for example, the development of intelligence (mathematical abilities, etc.) and no significant attention is paid to other qualities necessary for the child.

A child's emotional experience can be heterogeneous and even contradictory. This situation occurs when the value orientations of the parents are completely different. An example of this kind of upbringing can be given by a family in which the mother instills sensitivity and responsiveness in the child, and the father considers such qualities to be a relic and “cultivates” only strength in the child.

There are parents who are convinced that our time is a time of scientific and technological achievements and progress, so some people instill in their children such qualities as the ability to stand up for themselves, not to be offended, to fight back (“They pushed you, but what are you , you cannot respond in kind). In contrast to kindness and sensitivity, the ability to thoughtlessly use force, resolve conflicts through the manifestation of others, and a disdainful attitude towards other people are often cultivated.

Sliding folder

A short guide for parents “Simple words have deep meaning...”

Talk to your child more about everything - about love, about life and death, about strength and weakness, about friendship and betrayal.

Answer children's questions rather than brush them off.

Always do what you would like your child to do. Even if at this moment the baby does not see you.

Read books with your child, teach kindness and mercy.

Teach your child to take care of someone and get joy from it.

Get a pet and take care of it with your baby all the time.

Reconsider your relationship with your parents, teach your child to treat them with respect.

Many situations arise every day when you need to decide how to behave. You can teach your child to show kindness and responsiveness every day, and you should always remember this.

Conversation “Cultivating emotional responsiveness in childrenin family"

Emotional microclimate, determined by the nature of the relationships between family members. In negative relationships, parental discord causes enormous harm to the child’s mood, performance, and relationships with peers.

Parents' ideas about the ideal qualities that they would like to see in their child in the future. The ideal majority of parents consider those qualities of the child that are associated with intellectual development; perseverance, concentration, independence. You rarely hear about such ideal qualities as kindness and attention to other people.

Intimate experiences of parents about certain qualities found in each child. What parents like, what makes their child happy and what upsets or worries them. That is, parents create the need to develop in a child not just one quality, but a system of interconnected qualities: intellectual and physical, intellectual and moral.

Involve the child in the everyday affairs of the family: cleaning the apartment, preparing food, doing laundry, etc. It is necessary to constantly pay attention to the fact that by encouraging the child, even to a small extent, for help, emphasizing his involvement, parents thereby evoke positive emotions in the child, strengthens his confidence in his own strength.

Understand for parents the role of their own participation in joint activities with the child. By distributing activities with the child, alternating them, including him in carrying out feasible tasks and tasks, parents thereby contribute to the development of his personal qualities: attention to others, the ability to listen and understand others, to respond to his requests, state.

Children should constantly feel that their parents are concerned not only about their success in acquiring various skills. Steady attention of parents to the personal qualities and properties of children, to relationships with peers, to the culture of their relationships and emotional manifestations strengthens in the minds of preschoolers the social significance and importance of this special sphere - the sphere of emotional development.

Expected Results

The end result work should become a model of a child who understands the feelings of another, actively responds to the experiences of surrounding people and living beings, and strives to come to the rescue

who finds himself in a difficult situation and does not show hostility or aggressiveness towards others.

Literature:

1. Vygotsky L.S. The problem of age/Collected. Op. in 6 volumes. M. 1984. T.4.
2. Ezhova N. Development of emotions in joint activities with the teacher // Preschool education. 2003. No. 8.
3. Kosheleva A.D., Pereguda V.I., Shagraeva O.A. Emotional development of preschool children. - M., 2002.
4. Psychological Dictionary. / Ed. V.P. Zinchenko, B.G. Meshcheryakova. - M., 1996.
5. Shirokova G.A. Development of emotions and feelings in preschool children. - Rostov n/a: Phoenix

6. Belopolskaya N.A. and others. “The ABC of Mood.” Developmental emotional and communicative game.

7. Dyachenko O.M., Ageeva E.L. “What in the world doesn’t happen?” – M.: Education, 1991.

8. Kalinina R.R. "Visiting Cinderella." Pskov, 1997

9. Klyueva I.V., Kasatkina Yu.V. “Teaching children to communicate.” – Yaroslavl: Academy of Development, 1996.

10. Panfilova M.A. "Communication play therapy: tests and correctional games." – M.: Publishing house GNOM and D, 2001.

11. Khukhlaeva O. V. “Ladder of Joy”. - M.: Publishing House “Perfection”, 1998.

12. Chistyakova M.I. “Psychogymnastics” - M.: Education VLADOS, 1995

Kindergarten No. 48 “Golden Fish” in Norilsk is a sanatorium-type preschool institution for children with primary tuberculosis intoxication. The efforts of all employees of preschool educational institutions are aimed primarily at carrying out treatment and preventive measures, the purpose of which is to prevent the development of local tuberculosis. Children are admitted there for three to six months. Therefore, first of all, they strive to create a favorable emotional and psychological climate so that every child is surrounded by an atmosphere of kindness, attention, care and understanding. And given that mostly children come who have no experience of public or even family education, it is very important to help them adapt to a new environment without any problems.

The material presented below presents the work experience of a teacher of the 2nd category. The short duration of children’s stay in a sanatorium kindergarten poses many problems for the teaching staff, first of all, how and what to teach during these six months, especially if the child comes from a family where the parents are not too concerned about his development.

In recent years, and we have to talk about this with regret, the development emotional sphere the child is not always given enough attention, unlike his intellectual development. However, as L.S. rightly pointed out. Vygotsky and A.V. For-porozhets, only the coordinated functioning of these two systems, their unity can ensure the successful implementation of any form of activity.

Having worked with children for more than one year, communicating with them day after day, the teacher came to the conclusion: formation of “smart” emotions and correction of deficiencies in the emotional sphere must be considered as one of the most important, we can say - priority tasks of education. It is known that in the process of development, changes also occur in the child’s emotional sphere: his views on the world and relationships with others change, and the ability to recognize and control his emotions increases. But the emotional sphere itself does not change qualitatively. It needs to be developed.

Being confined to the TV and computer, children began to communicate less with adults and peers, but it is communication that enriches the sensory sphere. As a result, children have practically forgotten how to sense the emotional state and mood of another person and how to respond to them. Therefore, work aimed at developing the emotional sphere seems to us very relevant.

Who, if not teachers, understands: throughout childhood, literally from the cradle, we need to strive to ensure that support in the child a joyful mood, cultivate the ability to find joy and allow the child to surrender to it with all the spontaneity of a child. It is not easy to create such a joyful mood, especially during the period when children are getting used to kindergarten. In preschool educational institution No. 48, this is one of the pressing problems: almost every week some children come to us, others, having completed a course of treatment, people leave. Therefore, teachers try, first of all, to relieve tension, to create such an atmosphere in the group so that everyone feels that they are waiting for him and are happy to welcome him. Feeling needed, the child more easily experiences the change in his life. From the first days they try to establish emotionally positive relationships with each child individually, and with all children in general.

Having studied the literature on the emotional education of preschoolers by such authors as AD. Kosheleva, N.L. Kryazheva, V.M. Minaeva, N.V. Klyueva, Yu.V. Kasatki-na, and based on the “Isto-ki” program, the teacher determined for herself principles, which underlie her communication with children.

I'm not a know-it-all. That's why I won't try to be one.

I want to be loved. Therefore, I will be open to loving children.

I know so little about the complex labyrinths of childhood. So I let the children teach me.

I best assimilate knowledge gained as a result of my own efforts. Therefore, I will combine my efforts with the efforts of the child.

I am the only one who can live my life. Therefore, I will not strive to control the life of a child.

I find hope and the will to live within myself. Therefore, I will acknowledge and affirm the child's sense of self.

I cannot make a child's fear, pain, disappointment and stress disappear. So I will try to soften the blows.

I feel fear when I'm defenseless. Therefore, I will touch the inner world of a defenseless child with kindness, affection and tenderness.

In order for the work with children to be goal-oriented, systematic, we decided to determine what to take as a basis, what emotions to rely on. One of the most convenient classifications for practical purposes is the classification of K. Izard. It is based on fundamental emotions: interest, joy, surprise, grief, anger, contempt, fear, shame, guilt. Other emotions are considered by him as derivative. The teacher began to adhere to this classification in her work.

First, he conducts diagnostics with children developed by L.P. Strelkovoy highlighting the following parameters:

* adequate reaction to various phenomena of the surrounding reality;

* differentiation and adequate interpretation of the emotional states of other people;

*breadth of the range of understood and experienced emotions, intensity and depth of experience, level of transmission of the emotional state in speech terms, terminological equipment of the language;

*adequate manifestation of emotional state in the communicative sphere.

Work with children is planned on the basis of diagnostic results, promoting the education of emotions, the development of expressive movements, and self-relaxation skills. Children willingly play the games “Cooks”, “Touch ...”, “What is your mood like?” (in them they learn to empathize and feel for others), as well as the games “Tell Your Fear”, “Fishermen and Fish” (aimed at relieving fears and increasing self-confidence). They try to reduce the level of aggressiveness in children who use every opportunity to push or pinch others by playing games in which you can fight (we have combined them in “Fun with Pillows”). Children also love games with cards depicting various emotions (“How do you feel?”, “Classification of feelings,” “Meeting emotions,” “What are your mom and dad like?”). To ensure that games are always at hand, we created a card index.

In an effort to develop a sense of freedom and creative activity in children, we organize monthly games “Drawing Music”, “Funny Drawing”, “Drawing by Dots”, “Family Album”, “Drawing Mom from Flowers”. We subsequently organize exhibitions using the drawings.

To develop the emotional sphere, in addition to play games, employees of Preschool Educational Institution No. 48 conduct cognitive classes, during which children experience different emotional states, verbalize their experiences, get acquainted with the experiences of their peers, as well as with how and what the heroes of literary, paintings, musical works.

The value of such classes is as follows.

* The range of emotions children understand is expanding.

* Children begin to understand themselves and others better.

* They are more likely to show empathy towards others.

So, in classes with children, I determine a person’s mood by facial expressions, and develop the ability to express sympathy to those who need it. It turned out that many children do not know how to improve the mood of another, what to say and do.

As a result of work on the emotional education of children, certain traditions have developed in the group.

Started "Mood Diary". In the morning, when they come to the group, the children draw their mood in it, and if it changes during the day, then they make several sketches.

The diary concentrates children's attention on their emotions and mood, allows them to understand their emotional state and learn to express it in words.

It is known that nature “discharges tension”, reduces stress, promoting recovery. That’s why we try to come to the “Green Room” more often. Children watch with pleasure and interest, care for plants, birds, rabbits, and admire their beauty. And with what pleasure they grow grass for their pets! This helps to develop good emotions and helps you relax.

Our sweet evenings and children's birthdays are fun and soulful. It is becoming a tradition to drink tea with various “goodies” made by the hands of parents and children. Using this opportunity, we teach children to please their peers and share their joy. Such evenings relieve psycho-emotional tension.

Entertainment is organized monthly, where children’s knowledge of emotions is consolidated and the ability to feel mood and empathy is developed. After observations and re-diagnosis, positive results are revealed: children show openness, trust in adults and in each other. One of the most important aspects of effective learning is the emotional background. Result? Children begin to feel more free, are not afraid to speak out, and enter into dialogue with the teacher and peers. By maintaining a joyful mood in a child, his mental and physical health is strengthened.

The teachers of Preschool Educational Institution No. 48 sincerely hope that work in this direction will help make the emotional world of children bright and rich, that each of them will be able to proudly say: “Let there always be Me!”

Many of us have periods when we cannot cope with the surging emotions that appear under the influence of external or internal factors. Experiencing strong negative emotions takes a lot of energy and seriously spoils your well-being and health in general. In addition, emotions sometimes push us to commit rash actions, which we later regret. In this article, I give several working techniques for processing your emotions.

Technique for working with emotions No. 1

When you notice a negative emotion in yourself, such as fear or aggression, imagine this emotion in the form of an image. Any image can. It all depends on your imagination. Place this image in front of you mentally and tell it the following:

I see you. I accept you. I'm giving you space.

And then ask this image:

What good are you doing for me?

Any emotion arises in us not just as an uncontrollable impulse in response to some irritant, but is called upon to protect our inner “I”, and in certain situations, our physical body. Wait for an answer: how does this or that emotion help you, what mission does it carry to protect you?

For example, the emotion of rage might respond with the following: “I protect your sense of self-worth from outside influences. I don’t want anyone stopping you from achieving your goals.” And the emotion of fear can say: “I want you to think seven times before getting involved in this story. After all, I don’t want you to get into trouble. Otherwise, it could happen like last time...”

When you receive an answer, mentally thank your emotion for taking care of you and tell it that you no longer need its help now.

Technique for working with emotions No. 2

When you have tracked a negative emotion in yourself, place 2 fingers of your right hand on your sternum and say out loud or silently:

Even though I feel /name of emotion/, I love and accept myself, my body and my personality, and I accept the fact that I feel /name of emotion/ and give it space.

This formula is taken from Zivorad Slavinsky's technique called PEAT. Completely completing this technique takes much more time and effort. PEAT helps to cope with even the most painful psychological traumas coming from the past. If you want to go through the entire technique, you can apply for the appropriate one. But in order to quickly cope with surging emotions, this formula is quite enough.

Technique for working with emotions No. 3

If you understand that you feel bad emotionally, your mood has dropped, and the world has lost its colors, then this technique will help you cope with it. Chronic negative mood is slow suicide. Let's not allow this to happen.

For this technique, you need to temporarily disconnect from the events of the current situation and completely devote yourself to inner work.

1. First, accept your emotion and admit to yourself that you feel bad.

2. Determine the reason for your bad mood, as it is not always obvious. To do this, ask yourself: " What do I NOT want right now?" For example: I don’t want to be alone, I don’t want to be cursed at, I don’t want to go to work, etc.

3. Now figure out what you want instead of what you don't want? Formulate your desires briefly, clearly and clearly. Focus on what you want. Say your wish mentally or out loud 5 times. " Right now I want..."

The technique is this: say your desire - inhale/exhale - say the desire again and so on 5 times.

Not only will your “I feel bad” signal disappear, but the situation will begin to change.

Today, my dear readers, I want to talk in detail about the method of accepting your emotions using the immersion method (response to the comment in the article).

When we experience “negative” emotions, such as pain, anger, resentment, irritation, etc., we begin to resist them inside, considering them bad, and want to get rid of them faster. This causes internal compression. And the more we resist inside, the more difficult it is for us to correctly get out of this state. And this causes depression or the withdrawal of unlived emotions into the subconscious, which in the future can provoke various diseases or unpredictable emotional reactions.

The emotion must first be accepted and lived.

How to work with emotions?

There is one very effective way to work with emotions. Tested on myself more than once, it always works.

During the occurrence of such emotions, you need to learn to monitor internal compression and expansion. Most often, when we are emotionally uncomfortable, we shrink. Our body immediately shows this to us in the form of tension in some parts of the body, most often the face, shoulders, arms or lower abdomen.

When you have tracked this, you need to specifically relax and immerse yourself in the emotion. This happens with internal consent to experience this emotion; you are no longer afraid of it. It’s as if you are diving into it and dissolving (expanding) in it.
The moment you immerse yourself in it, the desire to resist it immediately disappears. The internal state is harmonized.
You go to the meeting without resisting. It turns out that you give yourself the right to experience any emotions, and therefore you accept yourself completely.

Example:

A situation has arisen that I am afraid of something. I’m starting to notice that my body is tense and I’m not comfortable. I start asking myself questions: “What am I afraid of?” Why am I afraid? What will happen if what I fear happens?” And so with various questions I help myself immerse myself in emotion, acting from the position of an observer and researcher. This allows me to abstract myself from the emotional hook for this feeling and live it calmly. There is a feeling of expansion and connection with the emotion within. Simply put, I “dive headlong” into this feeling without regard to the consequences.

With some practice it is possible to do this instantly, without any questions asked.

The second part of this article is here.

I hope I explained this method clearly, but if you have any questions, you can ask them in the comments.

With love to you, Marina Danilova.